Activity 1 explicitly instructs students: "If there are any grammar or punctuation rules you aren't sure about, consult the Handy Guide to Writing," directing them to use a reference resource. Students are asked to "identify, use, and understand the function of verbs and adjectives" and to complete a Verbs and Adjectives Chart, which requires determining parts of speech from the text. The Parent Plan answer key lists specific verbs and adjectives for students to compare with their own identifications.

Students are directed to use websites and an encyclopedia and are told to use at least one book as a reference for their research on La Paz or pearl diving. The materials list specific digital references (Britannica, golapaz.com, solmexiconews, mexconnect, Wikipedia) that students consult to gather information. The wrap-up asks students to "Review the definitions of the vocabulary words taken from the novel," implying work with word meanings.

The lesson lists specific vocabulary and states that definitions for those words can be found on the indicated pages, directing students to in-book definitions. The Investigator activity asks students to dig up the history and derivation of words or names and explicitly notes that this information can be found at the back of the novel. The Vocabulary Picture Dictionary activity requires students to glue the actual definition and the sentence from the book into their foldable, prompting them to use the book's reference material to record meanings.

The lesson explicitly instructs students to "Use a thesaurus to find synonyms for some adjectives and verbs," which directs students to consult a reference resource for word choice. The Things to Know section provides brief definitions (e.g., calabash, drafting), functioning like a glossary entry that clarifies word meaning. The lesson also includes web links and a digital image resource about calabashes that students could consult for background information.

The game directions explicitly tell students to "use a thesaurus or dictionary to determine if [a synonym or antonym] is correct" when a choice is not on the card. The vocabulary cube tasks require students to "Recite the definition" and "Name the part of speech," and the vocabulary cards provide parts of speech and definitions for students to use. The activity asks students to consult the card (and possibly reference tools) to verify answers during gameplay.

The lesson repeatedly instructs students to use a thesaurus: the "Things to Know" defines a thesaurus, the Skills list includes "Use a thesaurus to alternate word choices," and Activity 2 tells students "You will need a thesaurus... you can find many thesauruses online to use." Student activity pages require students to use a thesaurus to find synonyms for associated words and record them while writing riddles.

The lesson tells students to see pp. 10-11 in the Handy Guide to Writing for more information about pronouns, directing them to a specialized reference for grammatical clarification. The student activity asks learners to identify pronouns and draw arrows to antecedents, which requires them to determine part of speech and relationships in context. The Parent Plan and wrap-up ask students to review vocabulary and give examples of pronoun types, which encourages checking definitions and usage.

The Pottery activity includes a Web Link titled "Types of Clay for Pottery" that students can consult as a specialized digital resource to learn about different clay types. The pottery instructions place that webpage before the soil investigation steps, signaling it as a resource students may use to clarify what clay is and the distinctions among clay types. No other part of the lesson explicitly directs students to consult reference materials for word meanings, pronunciations, or parts of speech.

The Parent Plan Skills section explicitly lists "dictionaries" among examples of resources students may include in formal research, and Activity 2 requires students to use at least four different types of resources (including reference books) when researching. The Resource List and parent guidance direct students to consult library resources and databases, and the materials prompt students to consider reference-type sources (books, encyclopedias, almanacs) as part of research.

Students are explicitly instructed to "Get a dictionary and look up and correct the spelling of any word you or your parent circled on previous drafts," which requires consulting a general reference. Students are told to "define any terms that relate to your topic" when writing background information, prompting them to clarify word meanings. The materials also direct students to "Refer to the Handy Guide to Writing for any grammar or punctuation rules," which is a specialized reference for language use.

Students are instructed to use the printed "Greek Alphabet" chart that lists each letter, its name, an equivalent English letter, and a pronunciation column to decode and write messages, which requires consulting the chart for pronunciation/sound values. Students are directed to use the Beyond Roots II card sets (print cards) to learn root meanings and then to go to the MovingBeyondThePage website and take the online Beyond Roots II, Set 1, A quiz, which requires consulting a digital resource to determine word meanings. The answer key and parent notes explicitly show students checking decoded Greek-to-English translations against a provided key, demonstrating use of reference materials to confirm meaning/pronunciation.

Students are explicitly told in Activity 2 that "You can consult a dictionary if needed" and that "If you cannot figure out the definition of a word based on context clues, look up the definition." The vocabulary activity asks students to read words in context and solve a crossword by matching words to definitions, prompting students to seek external definitions when context clues are insufficient. The Things to Know and parent plan list vocabulary words and their definitions, which students can compare to reference entries.

The More Homophones activity tells students to "Write the definition for each word in the pair. Use a dictionary if needed," and explicitly requires students to "Include the part of speech for each word." Students are asked to produce definitions and example sentences for selected homophone pairs, which requires consulting reference material to determine precise meanings and parts of speech.

In Activity 2 students are instructed: 'If you cannot remember a particular persuasive technique, look up its definition on the internet,' which directs students to consult digital resources to determine word meanings. The lesson also provides a web link to the author's biography and suggests using online translations (No Fear Shakespeare), indicating students will access digital reference material for clarification.

Students are instructed to look up unknown words in a dictionary on the Student Activity Page and to use those definitions to insert bracketed clarifications in Shakespearean excerpts. Students are also asked to perform online research to verify the meaning and usage of "[sic]" and to read the linked article "Early Modern English: Reading Shakespeare" as a digital resource.

The Parent Plan instructs parents to "encourage her to look up any words she doesn't understand or isn't sure how to pronounce," which prompts students to consult resources for word meaning or pronunciation. The activity directions tell students to practice reading aloud and to pay attention to words they do not understand, implying they should seek clarification for unfamiliar vocabulary.

Students are asked to use vocabulary words (presage, acclamation, ephemeral) in sentences relating to the readings, and the answer key instructs checking the master vocabulary list for definitions so students can use each word correctly. Students are told to "Refer to the Handy Guide to Writing for any grammar or punctuation rules you're not sure of," which directs them to consult a reference for clarification. The lesson includes a vocabulary section and explicit prompts to use referenced materials when unsure.

Students are instructed to note unfamiliar words as they read (e.g., "take notes... on information you think may be important and unfamiliar words you come across"). The materials explicitly tell students they can use a dictionary if they are unsure about a specific word's part of speech ("You can also use a dictionary if you're not sure about a specific word's part of speech"). The Parent Plan and Things to Review also present word definitions that students are asked to review (e.g., eccentric, obstinate, hokum, feign, annus mirabilis).

Students are asked to use vocabulary words from the unit in Activity 4 and the test (Part B) requires correct usage of chosen vocabulary. The answer key explicitly tells students to "Look at the master vocabulary list for the definitions and make sure your child used each word correctly," indicating students are expected to consult a unit glossary. The grammar review and the "Parts of a Sentence" page give students material that could help them check word function and usage.

The lesson provides a direct web link to Merriam-Webster and instructs students to use the site to look up the pronunciation of unfamiliar words, including a note that they can click to hear the word read aloud. Both vocabulary activity sections explicitly tell students to check Merriam-Webster for pronunciation when marking syllables. The Parent Plan and activity options repeat the instruction to listen to unfamiliar vocabulary words on Merriam-Webster as part of completing the syllable and stress exercises.