Students are directed in the vocabulary activity to "use the page references to find how the word is used in the book" and are told that "reading the words in context may give you clues to the correct definitions." The Parent Plan skills explicitly list "Determine the meaning of unfamiliar vocabulary words by using context clues or a dictionary." Students also practice applying vocabulary by writing a paragraph using all words or creating a picture dictionary that links words to illustrated meanings.

The Vocabulary Memory activity directs students to "locate the words on the pages provided and read the vocabulary words within the context of a sentence." The student activity page lists vocabulary entries with page references (e.g., "deftly p. 135," "gnarly p. 168"), prompting students to find words in the text. The lesson repeatedly instructs students to review vocabulary words and their definitions, linking the words to their occurrences in the reading.

Students are instructed to look up each vocabulary word in the dictionary and, if there is more than one definition, "read the word in context on the page provided and select the definition that makes sense." The Student Activity Pages list vocabulary with page numbers so students must consult the book context for selection. The Parent Plan explicitly tells students to use context clues to find the correct definition and then to use each word orally and in a written sentence.

Students are instructed in Activity 1 to read each vocabulary word in context by looking at the sentence in which the word is used and surrounding sentences. The Student Activity Page includes a "Clues in Context" column where students must record what in the book's context helped them understand the word or choose a synonym. The answer key models using surrounding sentences and literary cues (e.g., simile, exclamation points, previous sentence) to infer meanings.

The lesson provides explicit instruction and examples showing how to identify linking verbs by testing whether a form of "be" can substitute for the verb (e.g., "Mandy feels sad" → "Mandy is sad"). Students are asked to write sentences that include linking verbs and to circle the linking verbs, and the Life Application asks students to identify linking and helping verbs in real-world signs. The activity also lists verbs that function as linking verbs and notes that some verbs can be linking or action verbs depending on their function in a sentence.

Students are given explicit rules about verb function ("lay and set are always followed by a direct object"; "lie and sit can never take a direct object") and a direct instruction to "Use sentence context to figure out the correct meaning." Students complete activities that require them to choose or insert the correct verb form (Option 1 and Option 2), and to circle incorrect verb usages and supply the correct form, which requires using a word's position and function in a sentence as a clue.

Students are asked to explain the meaning of Dr. William Rye's line, "A victory? Indeed it was for death upon his pale horse," which requires using surrounding text to interpret the phrase. Students are instructed to "cite evidence from the book to support your ideas" when describing Toby's feelings before and after Bull Run, requiring them to use sentence- and paragraph-level context. Activities direct students to reread specific accounts (pages specified) to infer character attitudes and changes, prompting use of contextual clues within passages.

Students are asked to explain what Einstein meant when he said, "Imagination is more important than knowledge," which requires them to interpret a phrase in its contextual meaning (Questions to Discuss). Students are also asked to describe the study of physics and to summarize major events from the introduction, activities that involve using surrounding sentences and paragraph meaning to explain terms or concepts.

The Parent Plan skills statement tells students to monitor expository text for unknown words by using word, sentence, and paragraph clues to determine meaning. The Chapters 1-6 Vocabulary activity asks students to match words to definitions and then record each vocabulary word in the sentence from the book where it belongs, requiring use of sentence-level context. The Things to Know word list and in-text example sentences give students opportunities to relate word meanings to surrounding sentence meaning.

Students read Chapters 9 and 10 and answer a question asking them to interpret what Einstein meant by calling himself a "lone traveler," which requires using the surrounding sentence and paragraph context to infer the phrase's meaning. Students are asked to support answers to comprehension questions (e.g., how Einstein felt about war; reasons he was passed over for the Nobel Prize) using information from the text, which can involve using contextual information to clarify meaning. The Forms of Media activity asks students to compare encyclopedia, biography, and video treatments, prompting attention to how words and descriptions function differently across contexts.

Students are asked to edit a passage using the "Ww" (wrong word) abbreviation and to rewrite the paragraph in their journals, correcting words such as "accept" to "except" and "there" to "their." The answer key shows students' corrections to word-choice and pronoun errors, indicating they practice recognizing words that do not fit the sentence. Students also review and apply proofreading abbreviations (Ww, Wdy, Pron) to specific sentences in context.

Students are asked in Question 9 to "Circle the sentence where the word contempt is used correctly," which requires reading sentences and using surrounding context to determine correct meaning. Question 7 asks students to "Use the word intricate correctly in a sentence," requiring students to produce a sentence that shows correct contextual usage. The Number the Stars test items and book-jacket/back-flap writing prompts require students to write summaries and explanations, giving opportunities to apply word meaning in context.

The Skills section explicitly lists using context (e.g., in-sentence restatement) to determine or clarify word meaning. Students are given vocabulary words paired with sample sentences that use each word in context and are asked to create a Vocabulary Picture Dictionary where they view the word and later check the sentence and definition. The parts-of-speech activities ask students to identify word functions in sentences and use symbols to mark those functions, which supports using a word's position or function as a clue.

The lesson explicitly tells students to "look at words in the context of the whole sentence" when identifying parts of speech and gives the concrete example contrasting "She walked down the stairs." (down = preposition) with "We sat down." (down = adverb). Students are asked to place grammar symbols above each word in full sentences (e.g., the passage beginning "At dawn, Mae Tuck set out on her horse for the wood...") so they analyze a word's position and function within a sentence. The hint that "set out" is a verb and the activity of underlining prepositional phrases require students to use sentence-level context and word function as clues.

Students are taught about adverbs and about how words function in sentences (for example, guidance that most adverbs end in -ly and that "was crouching" is a verb). Students complete Parts of Speech activities where they place labels above each word, which has them use a word's position and function to identify its part of speech. Students also analyze personification examples and answer comprehension/prediction questions that require drawing meaning from surrounding sentences and passages.

The lesson includes explicit instruction about how a word's position or function signals its part of speech (for example, noting that demonstratives before a noun function as adjectives and that words like there and here act as pronouns in sentences beginning with phrases like "there are" or "here is"). The Parts of Speech Sentences V activity asks students to identify each word's part of speech by placing a label above each word, requiring them to use a word's position and function in the sentence to classify it. The guidance to "unpack" contractions to find the pronoun shows attention to morphological clues that reveal a word's identity and role in a sentence.

The lesson explicitly teaches students to attend to a word's function in a sentence when identifying parts of speech (for example, explaining that "after" can be a conjunction that starts a dependent clause or a preposition, depending on usage). The Parts of Speech activity requires students to label each word's part of speech by placing symbols above words in sentences, prompting attention to word position and function. The teacher notes and answer keys label words by parts of speech, modeling how word function is determined from sentence context.

Students complete Activity 1: Parts of Speech Sentences VII where they identify the part of speech for underlined words in multiple sentences (Part I), classify pronoun types (Part II), and identify coordinating vs. subordinating conjunctions (Part III). The teacher notes at the end instruct to "review the different parts of speech" and "review the vocabulary words learned," which suggests some attention to word features and vocabulary.

Students read sentences with underlined vocabulary words in the Vocabulary Matching pages and are instructed to "review the sentences... to reinforce the words' meanings." In Option 2 students flip and match word, definition, and sentence cards, requiring them to use the sentence context to select the correct meaning. The activities present contextual sentences (e.g., fill-in-the-blank sentences) that students must use to pair words with definitions.

Students read Chapter 6 and are asked to discuss Question #2, which requires them to interpret what Mama means by the phrase "White people may demand our respect, but what we give them is not respect but fear," using the chapter's context. Students answer comprehension questions about characters' motives (e.g., why Uncle Hammer bought a car like Mr. Granger's or why T.J. made fun of Stacey's coat), which requires drawing meaning from sentences and paragraph-level context. The Expanding Sentences activity asks students to choose more descriptive verbs and modifiers for given sentences, requiring them to consider how word choices fit the sentence meaning.

The skills list explicitly tells students to "determine the meaning of unfamiliar vocabulary words by using context clues and/or a dictionary." Activity 1 asks students to select eight unknown words from chapters 7–12, locate definitions in a dictionary, and "make sure you read each word in context so that you can locate the correct definition." The parent notes reiterate that students should "read the word in context to identify the correct definition if there is more than one."

Students are instructed to read and review vocabulary words and definitions from Lesson 1 and words they selected in Lesson 7, and to make note cards to study those words. The end-of-unit test asks students to choose the sentence that uses the word "reprimand" correctly and to "Use one of the vocabulary words you selected from the story in a sentence." The activities repeatedly ask students to study and apply vocabulary in sentences and contexts within the unit materials.

The lesson asks students to identify euphemisms from the novel and to "record the actual meaning" or "predict what you think the euphemism means" on the Student Activity Page, giving a list of euphemisms (e.g., Nurturer, Release, Discipline wand) for students to define. The activity directs students to use the novel context by noting euphemisms used "in the story's community" and to fill in actual meanings or predictions when meanings are not explicitly revealed.

Students are instructed to "Read the word in context so you will know which definition to use," and they complete Vocabulary Webs that require writing a definition and a sentence for each target word. The Vocabulary Webs also require students to identify each word's part of speech, syllables, and roots/prefixes/suffixes. The Parent Plan skills explicitly list using a dictionary/glossary/thesaurus to determine meanings and using and understanding the function of parts of speech in context.

Question #2 asks students to define the term "Climate Control," and the provided answer restates its meaning using information from the text ("the climate was regulated so that it never got too hot or too cold"). Question #4 asks students what was happening when Jonas was "seeing beyond," and the expected answer ("He was seeing color (red) for the first time") requires interpreting the phrase from surrounding context. Students complete sensory charts and record descriptive words and phrases tied to specific passages (e.g., sled ride pages), which requires locating words in context.

The Adjective Clauses section teaches that an adjective clause begins with who/whom/whose/that/which or when/where and that the whole clause functions as an adjective answering What kind? How many? or Which one?. It also states that the clause usually appears right after the noun it modifies and uses examples and a remove-the-clause test to show how clause position affects sentence meaning. These items address using a word's position and function in a sentence as a clue to how a clause relates to a noun.

Activity 1 ('Instead of "Said"') directs students to underline each instance of the word "said" in sets of dialogue and write a more descriptive verb above each underlined "said" so that the verb "fits the situation." Option 2 asks students to write realistic dialogue without using "said," ensuring each character speaks multiple times and that replacement verbs make sense. Parent instructions reiterate checking that replacement verbs "make sense for each set of dialogue," emphasizing situational/contextual fit.

Students circle the correct word in multiple-choice sentences (e.g., choosing loose vs. lose, breath vs. breathe, except vs. accept), which requires using the sentence context to select the appropriate word. Students write original sentences using pairs or sets of commonly confused words (through/though; two/too/to; etc.), applying meaning and grammatical function in context. The provided definitions of commonly confused words give students word meanings that they then apply in contextual exercises.

Students are asked to interpret a specific line from D.H. Lawrence (Question #3), which requires using surrounding text to infer meaning. The Analyzing a Poem activity asks students to identify words/phrases that convey tone and to explain how rhythm and word choice affect meaning, which involves using context to explain word effects. The student activity page also directs students to list words/phrases that create an image, prompting them to connect vocabulary to surrounding language.

Students are asked to reread poems and "look for the poetic devices and figurative language that the author uses to convey tone and a meaning" and to "list some words or phrases from the poem and describe how they convey tone and meaning," which requires attending to words in context. Activities ask students to identify examples of metaphors, personification, imagery, alliteration, rhyme, and tone within poems and to record those examples on the student activity pages. The parent prompts include checking that the child understands the meaning in specific poems, indicating comprehension-focused work with words and phrases in their textual context.

Activity 3 instructs students to look up each vocabulary word in the dictionary and, if there is more than one definition, use context clues to identify the correct definition. The activity provides sentences from the book with the vocabulary words underlined so students must use those sentence contexts to choose the appropriate meaning. Students then write the selected definition as the clue for their crossword, requiring them to apply the context-derived meanings.

The lesson defines verbals and gives explicit tips that direct students to use a word's position and surrounding words as clues (e.g., 'If you see the word "to" before a verb...an infinitive', rules about -ing with forms of be, and have + -ed). The Student Activity Page asks students to underline verbs and circle verbals in sentences, requiring them to judge a word's function in context. The "Things to Review" section provides paired example sentences that show the same word used as part of a verb phrase versus as a verbal, reinforcing use of position/function as a clue.

Activity 1 requires students to find gerunds, infinitives, and participles in sentences and write how each verbal functions (as a noun, adjective, or adverb). The lesson explicitly notes that students can tell the difference "by how they are used in a sentence -- gerunds are always nouns, and participles are always adjectives," which asks students to use a word's position/function as a clue. The "Things to Review" prompt asks students to produce sentences using infinitive, gerund, and participle forms of a single word, reinforcing attention to form and function in context.