Students are instructed to read specified sections of R is for Rhyme (E, G, I, M, Q, W) and at least three additional poems, and to record lines, stanzas, quatrains, and examples from those readings on activity pages. Students are directed to memorize and recite a chosen poem for their family and to use quotations and poem titles when identifying syllables, lines, couplets, and rhyming patterns. The materials prompt students to use what they read to answer comprehension questions, identify poetic techniques, create rhyming stanzas, and discuss what they learned with a parent.

Students are assigned to read poems from My America and answer discussion questions such as naming their favorite poem, explaining why poets use rhymes, interpreting a quoted stanza from "Washington D.C.", and listing words that describe the Northeast. Students record action verbs from "Gulls and Buoys," list nouns and the adjectives that describe them from "Watercolor Maine," and identify end rhyme words before writing their own end-rhyme poem. Parent/teacher prompts ask to discuss what the child knows about the Northeast and what she learned from the poems.

Students are directed to read the section of poems about the Southeast U.S. and to reread the poem "Knoxville, Tennessee," which requires familiarity with the texts. Students must label states, cities, and bodies of water mentioned in the poems on a map, an activity that asks them to draw explicitly on information from the readings. Students are asked to record favorite lines, answer what they learned, write poems modeled on the readings, and read their poems aloud for discussion with a parent, all of which use the assigned texts as source material.

Students are instructed to "Read the poems in the sections 'The Great Lakes States' and 'The Plains States' ... Then answer the following questions," which requires using the text to respond (e.g., identify a metaphor in "Kansas Boy"). The Parent Plan prompts an initial one-on-one prompt: "Ask her what she knows about this region of the country," and the "Questions to Discuss" section lists discussion prompts (e.g., describe the structure of a haiku). Several activities ask students to find examples in the assigned poems (onomatopoeia, haiku, quatrains) and record or explain them, which asks students to draw explicitly on their reading.

Students are asked to read the poems in the "Southwest" section and answer comprehension and analysis questions, including identifying vivid images, listing plants/animals, and explaining what they learned about culture and geography. Activities require rereading specific poems to identify metaphors and personification and to record lines and explanations in a journal. The activity that has students list each poem's title and point of view and then answer whether second person makes a poem more effective asks students to use their reading to support an evaluative response.

Students are directed to read the poems in the sections "The Mountain States" and "The Pacific Coast States" and to answer text-based questions (e.g., identify the simile in "Skier," describe the mood of "Alaska," and explain what they learned about culture and geography). Parents are instructed to ask the child what she knows about the region and to have the child share her artwork and poem, which prompts verbal sharing about the prepared work.

Students are instructed to read pages 1–21 of Love That Dog and to read and analyze two Robert Frost poems, completing guided analysis questions about setting, stanza structure, and lines. Students are directed to research Robert Frost using linked resources and to record ten clues about his life, which provides specific preparation materials. The Parent Plan includes explicit discussion prompts and asks the parent to review the child's analysis and to "discuss with your child what he learned about Robert Frost," indicating an expectation that students will bring their prepared work to a discussion.

Students are asked to read pages 22–45 of Love That Dog and answer text-based questions that require using the reading to support answers (e.g., "How do you know?" for whether Jack wrote a poem and whether poems are narrative). Parents are instructed to ask the child to explain her illustration and the words from the poem that helped her draw it, and to describe what they picture when the child reads a poem aloud without showing the picture. Activities require students to reread specific poems (e.g., "The Red Wheelbarrow," "The Apple," "My Yellow Dog"), write poems based on those readings, and explain their choices.

Students are assigned to "Read pages 46-60 in Love That Dog" and answer comprehension questions, which requires coming to discussion with the required reading completed. Activity 1 asks students to research poetry books, record titles, figurative language phrases, and other discoveries on "Book of Poetry" pages, producing notes they can use in conversation. Parent guidance asks the child to read his free-verse poem aloud and to "discuss his word choice, use of figurative language, and the pattern of his poem," and provides "Questions to Discuss" that prompt conversation based on students' work and responses.

Students are asked to finish reading Love That Dog and to answer comprehension questions, which requires completing the required material before further work. Students complete a graphic organizer comparing Jack's poem with Walter Dean Myers's poem, explicitly drawing on the two texts to record similarities and differences. Parents are prompted to encourage students to share those similarities and differences and to respond to discussion prompts (predict the ending; questions about feelings and comparisons to Jack).

Students are instructed to read specific pages of The View from Saturday (pages 1–10 and 11–20) and then answer comprehension questions in complete sentences, demonstrating preparation with the text. The Parent Plan includes "Questions to Discuss" that prompt students to respond to ideas from the book (e.g., agree/disagree about Western civilization, friendship in Century Village), implying use of their reading to support responses. Activities ask students to record factual statements about the book and to write a 7–8 sentence thank-you note reflecting on relationships, which require reference to the text and prior thinking.

Students are instructed to read Chapter 2 and "Nadia Tells of Turtle Love" (pages 25–41) and then answer comprehension questions using complete sentences, requiring prior reading. Parent Plan prompts ask parents to discuss Nadia's situation and review the plot the child recorded for Noah's story, directing students to use their reading to answer discussion questions. The Wrapping Up question and the provided "Questions to Discuss" explicitly prompt students to compare Nadia and Noah and to describe relationships and struggles, and Activity 3 directs students to use an encyclopedia or provided link to gather additional information for a zoo plaque.

Students are instructed to finish reading "Nadia Tells of Turtle Love" and then answer targeted comprehension questions, which requires them to have read the required material. In Activity 2 students write three observations in a journal about Nadia after hearing her story in her voice and fill in the storyline, which asks them to draw on their reading to record and analyze ideas. The Parent Plan provides discussion prompts (e.g., interpreting a quote, describing relationships, comparing perspectives) that ask students to respond orally about the text they have read.

Students are instructed to "find information on websites or in books about the turtle species you selected" and to "use the outline below to organize your ideas" before writing. The plan requires a parent conference: "Conference with your child and review her draft using the rubric. Ask her questions about the writing and point out ideas for improvement." The Wrapping Up/Parent Plan includes direct discussion prompts such as "What did you learn about turtles?" and "How did you improve your writing during editing and revision?" that ask students to draw on their research and draft.

Students are asked to finish reading Chapter 3 and "Ethan Explains the B & B Inn" (pp. 61–73) before answering comprehension questions, which requires preparation from the text. Activity 2 asks students to write five state-history questions and then ask a family member those questions, which has students draw on prepared material to engage someone in conversation. The Wrapping Up section includes discussion prompts such as "Did Ethan like Nadia? How do you know?" that ask students to refer back to the text when discussing ideas.

Students are instructed to finish reading "Ethan Explains the B and B Inn" and to summarize the first half of the story, which requires them to come prepared from prior reading. The Parent Plan provides explicit discussion prompts (e.g., "Ask her to summarize...", "Questions to Discuss" such as "What do we know about Ethan's personality?") that ask students to refer to the text and explain ideas. The review tasks ask students to identify five sentences with linking verbs in the novel and to tell three sentences that have linking verbs, which require students to draw on the book during discussion.

Students are directed to read Chapter 4 and "Julian Narrates When Ginger Played Annie's Sandy," then answer specific questions and "create the storyline for Julian's Story," requiring use of details from the assigned reading. Students are asked to pick a scene from the book, write a script with dialogue and stage directions, and gather family members to act it out, which requires drawing explicitly on their reading. The Wrapping Up section instructs students to identify four sentences with helping verbs in the section they read and to review the relationships and connections they identified among the characters.

Students are instructed to read Chapters 5–8, which provides required material to prepare for class work. Students complete character-analysis and adverb activities (listing round and flat characters with three facts each; writing adverb sentences while cooking) that require using information from the assigned chapters. The Parent Plan includes a "Questions to Discuss" list and asks parents to encourage the student to share the acrostic poem, which creates prompts for oral discussion drawing on students' preparation.

Students are asked to finish reading The Souls' story and answer specific text-based questions, which requires coming to discussion prepared. Students write journal entries describing each character's journey and perform activities that ask them to support ideas with evidence from the text and personal experiences. The Parent Plan and Skills sections explicitly state that students should support their ideas by citing examples in the text and that discussion and journal writing are used to interpret ideas.

Students are asked to review the Afternoon Tea Rubric before beginning and to gather materials for invitations, refreshments, and tokens, indicating preparation before the event. Students plan and write invitations (including using idioms, similes/metaphors, and strong verbs) and are instructed to pick a special tea for each guest based on what they know about that person. Students write and practice three sentences to say when presenting tokens so they will not have to read them during the party. The Wrapping Up and Parent Plan sections provide explicit discussion questions for students to answer about what happened and how friendships changed.

Students read and record details from folktales (Activity 2 asks them to find a folktale and record five things they learn about the originating culture). Students identify and categorize stories by type and title (Activity 1 directs them to write titles beneath genre definitions) and place story titles on regional maps (Activity 3 has them glue story titles into the regions where the stories originated). The parent sections include direct prompts to ask the child to explain examples and to discuss questions such as "What can we learn about a culture by reading a folktale?" which imply a discussion opportunity tied to their preparation.

Students are assigned to read specific texts (the stories under "Women of the Northeast," "Bess Call," "Drop Star," and "Johnny Appleseed") and to answer comprehension questions after reading. Students complete preparatory work that they must draw from in discussion: character webs, a hyperbole identification/creation sheet, a John Chapman research task and bio-poem, and a Venn diagram comparing legend and real life. Parent prompts and "Questions to Discuss" direct students to explain selections, read their bio-poem aloud, share favorite hyperboles, and retell tall tales to family members.

Students are assigned specific texts to read (Annie Christmas, Susanna and Simon, Molly Cottontail, and two Brer Rabbit stories) and are asked to answer comprehension questions after reading each story. Students are instructed to read Molly Cottontail aloud to a parent and to think of three questions to ask the parent, recording those questions in a journal. A parent-provided background excerpt on African-American storytelling is given before reading the Brer Rabbit stories so students have additional information to draw on. The Parent Plan also prompts students to locate the South on a map and share what they already know, connecting prior knowledge to discussion topics.

Students are assigned to read specific folktales (three stories from Cut from the Same Cloth and the John Henry tale) and then answer text-based questions after each reading. Activity 4 asks students to list three sentences from John Henry that bring the character to life, and Activity 6 asks students to read another version and record five differences and three similarities, which requires drawing on the texts. Parent Plan sections instruct caregivers to discuss the child's answers and to have the child read aloud selected sentences, creating opportunities for one-on-one discussion based on preparation.

Students are assigned specific texts to read ("Pale-Faced Lightning," "Sister Fox and Brother Coyote," and "Pecos Bill") and then answer text-based questions, which requires preparation. Students complete a compare-and-contrast graphic organizer (Activity 1) and an outline for a new trickster tale (Activity 3), both of which require drawing on details from the readings. Students write a summary of one story using transitional words (Activity 2), explicitly using what they read to produce a coherent account. Parent Plan prompts repeatedly instruct a parent to ask the child to share what he learned and to discuss similarities, differences, and favorite parts, setting up one-on-one discussions based on the reading.

Students are assigned specific texts to read ('Hekeke', 'Hiiaka', 'Paul Bunyan') and must answer comprehension questions after reading, showing they come to discussion having read the required material. Parents are prompted to ask the child what she knows about the West and to spend time talking about Hawaii, providing structured opportunities for students to draw on prior knowledge. Discussion prompts (e.g., 'How does Paul's journey reflect the history of our country?') and the 'Questions to Discuss' require students to use their reading and background knowledge to explore ideas aloud.

Students are asked to prepare specific artifacts (a character web, setting notes, and a story plot diagram) and to "refer to your plot diagram in order to stay on topic" when writing. The instructions prompt students to "give a detailed, oral description of his main character" and to "share his plot diagram" with a parent who will "provide feedback on his ideas." Students are also instructed to "share your writing with someone to get feedback" during revision and to "share the story with your family" after completing the final copy.

Students are asked to read about Curacao and World War II (Activity 2 and Activity 4) and to produce work based on that preparation, such as a travel-brochure paragraph and drawing (Option 1) or a Venn diagram comparing Curacao to their community (Option 2). The parent notes prompt students to "share" and "explain" their brochure or Venn diagram when finished, and to "discuss the answers" about World War II causes, participants, locations, and outcomes. The lesson includes explicit discussion prompts for a parent-led conversation about discrimination and alliances, asking students direct questions to respond to aloud.

Students are instructed to read Chapters 1 and 2 of The Cay and answer comprehension questions in complete sentences, requiring them to come prepared with knowledge of the text. Students are told to learn and record vocabulary definitions from context and dictionary entries, and to record and analyze the book's opening sentence (the "hook"), which asks them to refer explicitly to text examples. Parents are prompted to ask the student what she thinks the story might be about based on the cover and previous lesson and to discuss specific questions about diversity and adjustment, which invites discussion drawing on the student's reading and activities.

Students are instructed to read Chapters 3 and 4 and answer specific comprehension questions, and to record a sentence or two about Phillip and Timothy each day for chapters read. The materials include explicit "Questions to Discuss" for parent-student conversation and prompts (predicting outcomes, comparing characters, translating dialect) that rely on having read the assigned text. The activities ask students to revisit their reading (e.g., checking whether their prediction was correct) and to use text details when rewriting passages or translating Timothy's dialect.

Students are instructed to read Chapters 5 and 6 of The Cay and answer text-based questions, requiring them to draw on that reading to respond. Students must find sentences from the novel that demonstrate plural and singular subjects and verbs, which requires locating and using evidence from the text. The lesson includes specific discussion prompts (e.g., whether Timothy really believes they will be found) that ask students to explain and reason about chapter events based on their reading.

Students are instructed to read Chapters 7 and 8 of The Cay and fill in information about both characters on the "Phillip and Timothy" pages, and they answer comprehension questions that draw on that reading. Parents are prompted to ask the child what he has enjoyed and whether he has questions about characters or plot, and a set of "Questions to Discuss" is provided for discussion. Students are asked to read Coral Reef Food Chains for Activity 2 and to complete related products (illustration or journal entry) that they are encouraged to share.

Students are instructed to read Chapters 9 and 10 of The Cay and to answer specific comprehension questions about those chapters. Students are asked to write a sentence or two on the "Phillip and Timothy" pages describing the characters' attitudes and actions from today's chapters. Parent prompts and the "Questions to Discuss" section ask students to think about and discuss chapter-specific events (e.g., why Timothy struck Phillip, how Phillip changed) during discussions.

Students are assigned to "Read Chapters 11 and 12 in The Cay and answer the questions below," which requires them to study specific material before responding. Parent Plan prompts ask parents to "Ask your child what he knows about the coral reef... Discuss the interdependent relationships" and to "Discuss the cultural difference between Phillip and Timothy," directing a discussion built on the reading. Activity 2 instructs students to "refer to books or websites about coral reefs" when unsure and Option 2 asks students to "research this information" to design a classification chart, requiring students to draw on preparation and other information.

Students are assigned to read Chapters 13 and 14 of The Cay and to write sentences on a "Phillip and Timothy" activity page, which prepares them with specific material for later discussion. The lesson asks students to predict weather, answer guided questions about the chapters (e.g., feelings, actions, why Timothy taught Phillip), and to write and read aloud Phillip's journal entries, tying their contributions to the reading. Activities (Hurricane vs. Tornado simulation and the Hurricane Survival Kit) require students to explain reasons and use prior knowledge about storms when discussing choices with a parent or sibling. The wrap-up and Parent Plan include explicit prompts to discuss differences between hurricane and tornado and to review the items and reasons students selected, encouraging students to draw on their preparation.

Students are asked to read Chapters 15 and 16 and to fill in the "Phillip and Timothy" activity page, which requires them to identify words and events from the text. Students complete "Organizing My Ideas" pages that prompt them to outline topic sentences, supporting details, and concluding sentences based on the novel. Parent-plan discussion prompts and the writing assignment ask students to discuss how the relationship changed and what the novel teaches about discrimination, linking their written organizers to discussion and writing.

Students read Chapters 17 and 18 and are instructed to write five questions about the chapters, including comprehension and opinion questions. Students are asked to read aloud the questions they developed and answer them orally. Students are prompted to explain the theme of the book and to support their idea with evidence from the text.

Students are asked to finish the novel and to read or listen to Martin Luther King Jr.'s "I Have a Dream" speech before beginning the final project, and parents are instructed to review the rubric with the child prior to starting. Students must write and rehearse a eulogy that explicitly includes a description of MLK's dream and how their experience helped accomplish that dream, and they are asked to discuss answers to guided questions about the book and the speech. The rubric and parent prompts require students to read aloud, share their monument, inscription, and eulogy with family, and discuss why Philip went back to the island and how his views changed.

Students are instructed to read the book A House of Tailors and add it to a timeline, indicating required reading as preparation. Students research Germany using specified websites and other resources in Activity 1, recording facts in labeled categories. Students then use that preparation to write a journal entry in Activity 2 (listing five things important for 1870 German immigrants) and to share what they learned with a parent or sibling in the Wrapping Up activity and guided discussion questions.

Students are instructed to read Chapters 1–2 of A House of Tailors and answer comprehension questions, which requires preparing by reading the assigned material. Parents are prompted to 'Discuss why the immigrants arriving from 1820-1920 are such an important part of American history' and to have the child explain her picture map, which asks students to use their vocabulary work and reading to talk about the topic. The activity pages (clauses, map, vocabulary) require students to study and produce work that can be referenced in discussion.

Students are assigned to read Chapters 3-6 of A House of Tailors and answer text-based comprehension questions, which requires preparation before discussion. Activity 3 asks students to record details they learn about New York City and immigrants from specific chapter ranges, encouraging them to draw on their reading when discussing the time period. The parent plan includes specific "Questions to Discuss" (e.g., whether Dina should have given herself to the soldiers, what promise Dina makes) and directs students to explain their choices and share items/drawings, prompting use of the prepared material during conversation.

Students are assigned to read Chapters 7-9 and to record things they learned on a page titled "The City and the People of New York in 1870," requiring them to draw on the reading when answering comprehension questions. Activity 1 asks students to list the author's adjectives and verbs from pages 46-48 and sort sensory phrases from the text, which requires explicit reference to the prepared material. The parent plan includes "Questions to Discuss" and prompts the child to read her paragraph aloud and point out words used for each of the five senses, which directs students to use their preparation during discussion.

Students are instructed to "Read Chapters 10-12 in A House of Tailors and then answer the following questions," which requires coming to the activities having read the required material. The bubble map directions tell students to "think back on each character's actions and words, as well as what other characters have said," prompting students to draw explicitly on their reading when describing characters. Multiple prompts ask students to "share" their drawings, bubble maps, or hat designs with family members and to "discuss" questions such as which character they most identify with, creating opportunities for one-on-one discussion based on the text.

Students are asked to read Chapters 13–15 and answer comprehension questions, which requires prior reading. Students are directed to fill in information on the page "The City and the People of New York in 1870," drawing on what they learned in those chapters. The parent/teacher prompts include specific discussion questions and a "Questions to Discuss" list that asks students to talk about character motivations and language use with a parent or sibling.

Students are assigned to read Chapters 16-18 of A House of Tailors and to write down information from those chapters on the page "The City and the People of New York in 1870," demonstrating required preparation. Students are asked to research smallpox and complete the "Smallpox" page, which they can draw on during follow-up conversation. Multiple parent/teacher prompts (e.g., "Ask your child what he learned about smallpox" and "Questions to Discuss" such as why the men didn't take Maria) require students to refer to the reading and research when answering and discussing ideas.

Students are instructed to read Chapters 19–21 and answer comprehension questions in complete sentences, and to record things learned on the pages "The City and the People of New York in 1870," which requires preparation before discussion. The skills list explicitly includes "Draw conclusions and support them with text evidence" and "Connect personal experiences with those of others," and the Getting Started and Wrapping Up sections prompt students to discuss how immigrants' experiences compare to their own. Parent-plan prompts and activity instructions ask students to share their activity results and explain their reasoning (e.g., the "Should I Stay or Go?" decision), which requires drawing on their reading and other knowledge during discussion.

Students are instructed to use the "Organizing Your Ideas" page to take notes and prepare topic sentences and supporting details for each paragraph, showing explicit pre-discussion preparation. Students are told to share their writing with someone to get feedback during revising, and parent prompts ask the child to talk through ideas and describe whom they wrote a letter to, which involves oral sharing. The lesson includes "Questions to Discuss" (e.g., situations to write a friendly letter) and encourages reviewing the rubric before drafting, which students can draw on when talking about their work.

Students are instructed to read Chapters 22–24 and answer specific comprehension questions, and to record things they learned on the page titled "The City and the People of New York in 1870." The lesson includes discussion prompts (e.g., "Do you think Dina should have gone back to the apartment? Why or why not?" and "Why do you think Aunt Ida did not want Dina to go back?") that ask students to reflect and explain their thinking. Activity 1 asks students to highlight well-written passages and reflect on the author's techniques, and Activity 3 asks students to explain to their family why they selected five items to save, drawing on an earlier unit decision.

Students are asked to finish the novel, select a chapter to read aloud to a parent, and then answer specific comprehension questions, which requires having read the material. Students are instructed to write down information learned from the final chapters on the page "The City and the People of New York in 1870," and to reread page 136 to complete "if...then" statements about Dina's life. Parent prompts ask students to predict whether Dina will stay or return and to share and discuss a book jacket they create, drawing directly on their reading and work.

Students are instructed to research New York today and in the late 1800s and to record important information and vivid words on the "New York Today and Yesterday" chart. Students are asked to write poems based on that research, practice reading them aloud, and share their poems with an audience. The lesson asks parents and students to review the rubric and to discuss which project option to choose, and includes wrap-up "Questions to Discuss" for reflecting on the project.

Students are asked to research Jean Craighead George using the provided web link and to complete an "About the Author" activity page, which requires them to gather and record biographical information. Students are directed to find information and pictures about the Catskill Mountains from several web links and to complete seasonal pages or journal entries describing plants, animals, and tourist activities. Parents are prompted to have the child share the information learned, to describe ideas for a survival story, and to review plots of survival stories the child has read or seen.

Students are instructed to read pages 1–20 of My Side of the Mountain and answer comprehension questions, requiring them to study the required material. Students must read the "Building a Campfire" information and summarize its major points on a poster, which requires drawing on that preparation to select and present key ideas. Parent guidance prompts a one-on-one discussion: parents are told to read over the child's poster and ask how she selected information, and a set of "Questions to Discuss" encourages parent-child conversation about fire safety and living in the woods.

Students are instructed to read pages 21-40 in My Side of the Mountain and to summarize what happened in the pages they read previously, which requires coming to discussion prepared. Parent-plan prompts ask students to share ideas for how Sam could use each item on the Wilderness Survival list and to discuss questions such as whether a boy could really survive in the woods, linking reading to discussion. Several activities (answering comprehension questions, explaining how items help Sam, and creating analogies) require students to draw on the text and their knowledge about survival and natural resources when responding.

Students are assigned to read pages 41–58 of My Side of the Mountain and answer specific comprehension questions, which requires preparation with the text. The lesson includes 'Questions to Discuss' and 'Ideas to Think About' prompts that ask students to explain reasons and reflect on relationships, which guide discussion topics. Parent Plan directions ask parents to prompt the child to explain how they made choices and to describe relationships, encouraging students to draw on their reading when speaking.

Students are instructed to read pages 58–85 in My Side of the Mountain and to summarize what they read, which requires coming to discussion prepared. Students must answer targeted comprehension questions about characters and events, and write a summary of the reading using words that contain specified suffixes, explicitly drawing on that preparation. Discussion prompts and the Thoreau activity (placing his card on a timeline, reading a book about Thoreau, and parent-led discussion questions) ask students to use background information about Thoreau to explore ideas.

Students are assigned to read pages 86–106 of My Side of the Mountain and to create one example of each question type (In the Text, Think and Search, Reader and Author, On My Own), which requires preparation from the assigned text. Students are directed to research falcons for a RAFT presentation and to prepare a short speech and visual aid to share with their family, explicitly drawing on research about falcon relationships with other organisms. Parents are asked to review the types of questions and the RAFT activity with the student before the lesson, prompting students to come to the activity prepared.

Students are instructed to read pages 107–131 and answer comprehension questions, which requires them to come prepared with knowledge of the text. Students are guided to use the "Newspaper Article Planning" page and paragraph organizers to take notes on the 5 Ws and 1 H, and to find and examine actual newspaper articles to inform their work. The lesson asks students to "Share your newspaper article with your family" and includes parent conference prompts and "Questions to Discuss," creating opportunities for oral discussion based on their preparation.

Students are asked to "Finish reading My Side of the Mountain and answer the questions below," which requires them to come prepared by reading the required text. Students are prompted to "predict how the story will end" and to "discuss Sam's friendships," which requires using knowledge from the book in conversation. The Think-Tac-Toe activities include tasks that students complete and share (e.g., play a memory game with a friend, share products with family), providing occasions for collaborative talk grounded in completed work.

Students are instructed to read the first two chapters of The Witch of Blackbird Pond and answer comprehension questions, showing they have studied the required material. Students are asked to take notes about Barbados from linked sources and to use those notes when discussing what they learned and when creating a watercolor painting. Students review vocabulary and are directed to use each vocabulary word in a sentence about the first two chapters, and parents are given specific "Questions to Discuss" to prompt exploration of ideas based on that preparation.

Students are instructed to read Chapters 3 and 4 and answer comprehension questions, which requires preparation on the required text. Students are asked to read linked resources about the Connecticut Colony and "take notes in your journal about important things you learn," providing material they can bring to a discussion. Students create artifacts (a painting of the Connecticut coast and a Barbados vs. Connecticut comparison chart) and are prompted to "show you her painting" and to "look at your chart and review some of the differences," which connects preparation to talk prompts and parent-led discussion questions.

Students are assigned to read Chapters 5 and 6 and answer specific comprehension questions (e.g., feelings in the Meeting House, the argument between Reverend Bulkeley and Matthew Wood). Parents are prompted to ask the child why Kit might feel out of place and to discuss map differences and how geography affected colonists, which directs students to draw on the reading and map activity. Students are asked to read a model personal narrative, write their own, and read it aloud for discussion of word choice and event, linking preparation (reading/writing) to subsequent discussion.

Students are asked to summarize the chapters they read yesterday and to describe differences between Mercy and Judith, which requires coming to discussion prepared. The activity directions require students to read Chapters 7 and 8, answer comprehension questions, and make a journal list of colonists' daily activities that draws on their reading. Activity 2 and the Student Activity Page ask students to list three reasons for being a Royalist and three reasons for supporting a free government, and the Skills section explicitly states students should "Support judgments about the text using references to the text and prior knowledge."

Students are instructed to read Chapter 9 and answer specific comprehension questions, which requires preparation with the required material. In Option 1 students are told to read a story to their family, assign parts, discuss how the story should be acted out, and practice the performance, which asks them to draw on the text to plan and explain staging choices. Parents are prompted to read students' rewritten sentences and discuss effectiveness, and a set of discussion prompts (e.g., about the Bible's availability and characters' actions) asks students to talk about ideas grounded in the reading.

Students are assigned to read Chapters 10 and 11 and answer text-based questions, requiring them to study the required material before discussion. Students complete a "Discoveries" chart, a Venn diagram comparing Quakers and Puritans, and a vocabulary picture dictionary that they are asked to review. Parent/teacher prompts instruct caregivers to ask students which discoveries are most important and why, and to review the Venn diagram and vocabulary in discussion.

Students are assigned to read Chapters 12 and 13 and answer comprehension and interpretive questions that require using the text (e.g., explain Nat's quote, why Kit thought marriage to William would be okay). A Student Activity Page asks students to identify a metaphor and list three ways Kit's time parallels the Jamaican bird, which requires drawing on story details. The Parent Plan prompts the adult to ask the child to describe what Kit learned at the end of the previous chapter and provides discussion questions that refer back to the text (e.g., evaluate Nat's statement about loyalty).

Students are instructed to read Chapters 14 and 15 and answer comprehension questions, which requires coming to class having read the required material. Students make a journal list of the men's complaints from Chapter 15 and are asked to review those complaints, linking their written preparation to later conversation. The lesson provides discussion prompts (e.g., "Ask your child what she knows...", "Questions to Discuss", and "Wrapping Up: Review the reasons...") that invite students to talk about the readings and related ideas.

Students are asked to read Chapter 16 before completing comprehension questions and activities, which requires preparation. Parent-facing prompts instruct an adult to ask the student about enjoyment, favorite character and why, and whether the title fits — all questions that require drawing on the reading. The Parent Plan includes discussion prompts (e.g., Was Nat's punishment too severe? How does Kit feel?) that ask students to use details from the chapter to explain and explore ideas.

Students are instructed to read Chapters 17 and 18 and answer comprehension questions, showing they must come prepared with assigned material. Before reading the provided explanations about the Salem witch trials, students are asked to brainstorm and record their own ideas in a journal and then check those ideas against the list, which requires them to draw on that preparation. The activity asks students to review explanations and select three reasons they believe are most likely and explain their choices, prompting them to use prior reading and notes to support their answers.

Students are instructed to finish the remaining chapters in the book and answer comprehension questions, showing they must read the required material before activities. Parents are prompted to ask the child to predict outcomes and then discuss whether the prediction was accurate, prompting students to draw on their reading in discussion. The "On Trial" activity asks students to make up three arguments defending Kit and to "provide support to defend each argument," which requires students to use evidence from their reading to develop and justify ideas. Option 2 asks students to explain planning decisions to their family and act them out, prompting students to draw on their preparation when presenting.

Students read Kit's essay aloud and discuss the organization of the piece, requiring them to engage with the assigned text. Students complete pre-writing organizers and a rough draft and are instructed to refer to their pre-writing organizer to remember details for body paragraphs. Students meet with a parent to discuss their rough draft (Part 6) and later read their essay aloud to family to solicit feedback.

Students are instructed to read Chapters 1–3 of The Invention of Hugo Cabret and answer comprehension questions, which requires prior reading. Students are directed to research Paris online or in books (Activity 1) and to listen to or read interviews with the author (Activity 5), providing background knowledge to draw on. A set of "Questions to Discuss" (e.g., Should the old man give Hugo his notebook back?) is provided for discussion prompts.

Students are asked to read Chapters 4–6 and answer specific comprehension questions, which requires preparing by reading the required material. Students write three before-and-after statements in first person from Hugo's point of view and create text to substitute for an illustration, tasks that ask them to draw on what they read. Parent prompts and discussion questions (e.g., "Was the automaton really magic? How do you know?" and having the child read aloud her statements) require students to explain ideas orally to a family member.

Students are instructed to read Chapters 7–9 and answer comprehension questions, and the teacher/parent is asked to have the child summarize what has happened in the story. Students listen to or read an original Hans Christian Andersen tale and are asked to compare it to another version or movie. The "Two Versions" graphic organizer directs students to analyze characters, setting, events, message/moral, and mood/tone, and parent prompts ask students to review Andersen's life details and discuss parallels with Hugo.

Students are instructed to read the remaining chapters in Part 1 and answer comprehension questions, showing they come to class having read the required material. In Activity 2 students write three predictions in their journal before beginning Part 2 and are directed to read those predictions aloud and discuss how they compare to the actual outcome after finishing the book. Parent-plan prompts ask students to share their automaton drawings/models and to discuss predictions and storytelling outcomes with family, which requires students to draw on their prior work when talking about the text.

Students are instructed to read Chapters 1–4 and answer comprehension questions, demonstrating required reading preparation. Students are told to research Georges Méliès, make about 20 note cards with facts/dates, and put them in chronological order, producing explicit preparatory materials. Parent prompts ask the child to share research note cards and to discuss how information in the story is similar to and different from the research, which requires students to draw on their preparation during discussion.

Students are assigned to read Chapters 5-8 and to answer comprehension questions, indicating they must come to discussion prepared. The "Two Thieves?" activity explicitly tells students to look back at a picture in their book and answer questions comparing Hugo and Prometheus, requiring them to draw on their reading. Activity 4 asks students to listen to the Prometheus myth and then retell it in their own words, and multiple parent prompts instruct pausing to discuss what is happening in the story.

Students are asked to "finish reading the book today and answer the questions about what you have read," which requires reading the text before responding. Parent and activity prompts ask students to explain which character they liked and why, recommend the book to a friend, and present an award with three reasons—tasks that require drawing on their reading. Students create a movie poster and write a synopsis and then compare their ideas to the actual movie trailer, and they complete a "Discoveries" organizer describing each character's discovery and how it changed their lives.

Students are asked to locate books and websites and record important information on note cards for the Research mini-project, and to select and read a Greek myth for the Mythology mini-project. Parent guidance directs the child and parent to "read through the different choices...and discuss what will be required," to "review each of her options in depth," and to "discuss ideas and any questions she may have." The plan also asks the child to display mini-projects for the family and includes wrap-up discussion questions about what was learned and which project was favorite or most challenging.

Students are directed to read Chapter 1 and Chapter 2 of The Ballad of Lucy Whipple and to read the Author's Note, which provides required material to study before activities. Students are asked to locate information about the California Gold Rush using provided web links and to record answers on the "What's the Rush in California?" page. Students write a 6–8 sentence pioneer journal entry and are prompted in the Parent Plan to share that journal and to review and discuss the information they recorded about the Gold Rush.

Students are asked to read Chapters 3 and 4 and answer specific comprehension questions, which requires preparation before any discussion. The Parent Plan includes explicit prompts to 'ask your child to share her ideas' and 'Questions to Discuss' (e.g., whether Lucy's mother should have asked her to hunt and how to describe Lucy's Pa), indicating opportunities for discussion. Activities ask students to record ideas (e.g., list what Lucy's family would have seen on the journey and list five changes in Lucy's life and their own), which requires students to draw on their reading and background knowledge when sharing.

Students are instructed to read Chapters 5 and 6 and then answer specific comprehension questions, which requires coming to the activity having read the material. The lesson includes discussion prompts (Ideas to Think About; Questions to Discuss) that ask students to respond to story events and character decisions, and the parent plan directs adults to discuss these questions with the child. Activity 3 asks students to brainstorm and select an entrepreneurial idea in a journal, then make and carry out a plan, which draws on prior reading about Lucy's idea to make money.

Students are asked to read Chapters 7 and 8 and answer specific comprehension questions, which requires prior reading of the assigned text. Multiple prompts ask students to discuss topics tied to the reading (e.g., pioneer responsibilities, why Lucy acts as she does, whether Lucy should allow the Gent to marry her mother), prompting students to use the chapter content in discussion. The parent plan and wrapping-up prompts tell students to talk about what might happen if pioneers didn't contribute and to compare themselves to Lucy, which draws directly on the story material.

Students are assigned to read Chapters 9 and 10 and answer specific comprehension questions, which requires them to come prepared with knowledge of the text. The plan includes explicit discussion prompts (e.g., "Discuss what prejudice means," and "Questions to Discuss" about Butte, education, and Joe's life) that ask students to talk about ideas introduced in the reading. Activities ask students to research wildflowers and create math word problems tied to the historical setting, which requires prior study that could inform discussion.

Students are instructed to read Chapter 11 and Chapter 12 and then create one of each type of comprehension question (In the Text, Think and Search, Reader and Author, On My Own) and provide answers, which requires using their reading preparation. Students collect five items representing a chosen character (including one related to survival and one related to change) and share and explain why each item was chosen, drawing on information from the text. Students play a partner vocabulary game with the cubes and review and discuss the four types of questions and vocabulary, which requires them to use their prior reading and word-study preparation in discussion.

Students are instructed to read Chapters 13 and 14 and answer text-based questions, which requires preparation from the assigned material. Parents are asked to have the child summarize what happened in previously read chapters, prompting students to come prepared and recount their reading. Discussion prompts (e.g., review idioms, "Questions to Discuss," and asking the child to explain why a poem/art honors Butte) require students to draw on their reading when explaining ideas.

Students are instructed to read Chapters 15 and 16 and answer comprehension questions, which requires having read the material. Students must write a summary of Chapter 16 and produce a letter reflecting on recent events, tasks that draw on their reading and preparation. Parent prompts and "Questions to Discuss" ask students to talk about character preferences, Lucy's suitability for the time period, and pioneers' dangers, implying discussion based on the reading and student-created artifacts (Venn diagram or picture).

Students are instructed to read Chapter 17 and Chapter 18 and answer specific comprehension questions, which requires preparation before discussion. Students are asked to draw and write about characters "based on information the author has provided" and to write answers to three imagined questions for Lucy using what they think her responses would be. Parent guidance directs a parent-led interview in which the child pretends to be Lucy and uses his written questions and answers, and discussion prompts (e.g., "How do you know?") ask students to explain their thinking.

Students are asked to finish reading the novel and answer comprehension questions, which requires them to come prepared with knowledge of the text. Parent-plan prompts instruct an adult to ask the student what she enjoyed, whether she would recommend the book, and to discuss the ending and what Lucy discovers, which invites discussion drawing on the reading. Student activities (Cause and Effect Flaps, Lucy Changes, and The Library) require students to reference the text and describe character changes or causal events, providing material to bring into a discussion.

The lesson directs students to use what they learned from the novel and their research on the California Gold Rush to write the persuasive essay, indicating required preparation. Activity 6 asks students to meet one-on-one with a parent to discuss their rough draft, and the Wrapping Up asks students to read their essay aloud to family and solicit feedback. The Parent Plan prompts (brainstorming reasons, checking paragraphs) require students to prepare and organize ideas before those conferences.

Students are instructed to read Chapter 1 of A Wrinkle in Time and answer comprehension questions, showing they come to discussion having read the required material. Students complete an "Elements of Science Fiction" chart as they read and a vocabulary prefixes/suffixes activity, providing concrete preparation to draw on. Parent prompts ask the child to share the hooks they wrote and to describe the elements of science fiction they recorded for a movie or the novel, directing students to use their prepared work in discussion. The end-of-lesson "Questions to Discuss" ask students to compare Meg's family to their own, which requires using the reading and prior knowledge to explore ideas.

Students are instructed to "Read Chapter 2 of A Wrinkle in Time and then answer the following questions," which requires preparatory reading. Students complete a "Characterizing Meg" graphic organizer that asks for three character traits and three pieces of evidence from the book to support each trait. Parent prompts ask the child to "explain the traits she gave to Meg and the evidence she found in the book," requiring students to refer explicitly to their reading during discussion.

Students are instructed to read Chapter 3 and then answer specific comprehension questions, which requires them to come to discussion with the required material studied. Parents are prompted to ask the student to predict who Mrs. Whatsit is and to discuss answers to questions, prompting the student to draw on their reading when speaking. Activities ask students to share their descriptions and illustrations and to discuss words and phrases they used, which explicitly uses their preparation to explore ideas with another person.

Students are instructed to read Chapter 4 of the book and then answer specific comprehension questions, which requires coming to discussion prepared. The Introducing the Lesson asks students to state what they think about the novel and which character is their favorite and why, prompting them to draw on their reading. Activity 3 asks students to identify and discuss the protagonist(s) in A Wrinkle in Time and to record details on a Story Map, explicitly linking their preparation to discussion and planning.

Students are instructed to read Chapter 5 and then answer comprehension questions, which requires them to come to discussion with the required material studied. Students must reread the section where Mrs. Whatsit describes the five dimensions and then explain the five dimensions in their own words to a sibling or parent, drawing directly on that preparation. Students are prompted to discuss answers and choices with a parent (e.g., choosing Option 1 or 2, explaining why they added names) and to respond to wrapping-up discussion questions about characters and the Dark Thing.

The materials require students to "Read Chapter 6 of the book and then answer the following questions," including specific content questions about Mrs. Whatsit and the talismans, which requires prior reading. Parent prompts ask caregivers to "Ask your child how the characters are growing and changing" and include a "Questions to Discuss" section (e.g., "What might be some examples of the Dark Thing on Earth?"). The activities also ask students to read aloud elaborated sentences and to "use each word in a sentence verbally," encouraging students to draw on their reading and vocabulary preparation during discussion.

Students are instructed to read Chapter 7 and answer comprehension questions, which requires coming to class having studied the required material. The lesson includes multiple discussion prompts (Ideas to Think About, Life Application, and Questions to Discuss) that ask students to consider why the antagonist uses kindness and to compare systems on Camazotz and Earth. Parent-plan prompts ask caregivers to discuss the student's word-list and the chapter trial, implying oral discussion use of the reading.

Students are asked to read Chapters 8 and 9 and then answer specific comprehension questions, and to add to their "Elements of Science Fiction" page, which requires preparation from the text. The lesson includes discussion prompts (e.g., "Discuss the events that happened to the children...", "Questions to Discuss", and the wrapping-up question) that ask students to interpret and explain events from the reading. Activity 2 asks students to read about parts of the brain online or in another reference source and label diagrams, showing students must draw on outside information to complete class work.

Students are directed to "Read Chapters 10 and 11 in the book and then answer the following questions," which requires coming to tasks having read the assigned material. In the Theme activity, students are asked to "give examples of events, characters' words or actions, and author's descriptions in the story that support this theme," which requires students to draw on textual preparation to produce evidence. The Parent Plan and "Questions to Discuss" provide prompts (e.g., "Ask your child to explain how the theme..." and discussion questions) that expect students to explain and use story information orally.

Students are asked to finish reading the novel and to read Chapter 12 and then answer specific comprehension questions, which requires preparation from the text. A Parent Plan prompt asks the child to discuss her favorite part and which character she identifies with, and the lesson includes 'Questions to Discuss' (e.g., explain how Meg was able to rescue Charles Wallace) that require students to draw on what they read. The story-mapping and problem/solution activities refer to previously brainstormed protagonist, antagonist, setting, and theme, indicating students must use prior preparation to organize ideas.

Students are asked to refer to their story map and brainstorming pages as they work, and to complete the "Elements of Science Fiction" organizer and a plot diagram that prepare their ideas. The lesson schedules multiple parent-student conferences and prompts students to describe their plot, discuss ideas for staying true to the genre, review the rubric together, and read their story to the family. Students are instructed to review A Wrinkle in Time for examples and to use that reading as inspiration for descriptions and dialogue.

Students read Chapter 1 and other chapters of the photobiography and are directed to pay close attention to pictures and captions. Students complete a KWL chart, share what they already know (K), state what they want to learn (W), and later record what they learned (L), and parents are instructed to have the child read his questions aloud. Students locate vocabulary words in the text, copy the sentence that contains each word, define them, and are asked to use each vocabulary word orally in a sentence during discussion.

Students are instructed to read Chapter 2, "A Backwoods Boy," and answer comprehension questions, which requires coming to discussion prepared. Students complete an "Elements of a Biography" organizer, listing specific ways the author performs each element, and then are encouraged to share those examples with a parent. Students collect at least eight examples of expository writing and are asked to share and explain how each is expository, drawing explicitly on the collected materials and their reading.

Students are directed to read Chapter 3, "Law and Politics," and answer comprehension questions, which requires preparation on the topic. Students complete a Venn diagram comparing state and federal government and are instructed to review that diagram during the wrap-up. Parent plan items prompt oral discussion ("Discuss with your child" and "Questions to Discuss") that ask students to talk about why a lawyer might be a good congressman and how Lincoln and Mary differed.

Students are asked to read Chapter 4, answer content questions about Dred Scott and Lincoln/Douglas views, and then prepare a speech; the Skills section explicitly states "Support judgments through references to both the text and prior knowledge." The Writing a Speech activity requires students to provide three supporting reasons and "support each point with statistics, experiences, or quotations," and the Parent Plan directs students to gather materials they can reference. The lesson instructs students to deliver their speech to family and to discuss guided questions with a parent, encouraging students to use their preparation when speaking.

Students are asked to read Chapter 5 and the Emancipation Proclamation, underline three important sentences, copy them into a journal, and explain why they selected each one. Students are directed to read a short biography of Frederick Douglass, record important events on note cards, and use those notes to write a biopoem. Students create a Venn diagram comparing Lincoln and Douglass and are prompted to share their stovepipe hat flap choices and explain the evidence from the book that supports each character trait.

Students are instructed to read Chapter 6 and answer comprehension questions, showing they prepare by reading the required material. In Activity 1 students must state reasons for and against the Civil War using ideas found in the text and other books, explicitly drawing on that preparation. In Activities 5–7 students brainstorm ten interview questions, select five, conduct an interview with a local Civil War expert, and then summarize the answers, requiring them to use their prior study to explore ideas during the interview and follow-up discussion. Activity 2 asks students to read and memorize the first sentence of the Gettysburg Address and then recite it to a parent, reinforcing preparation for discussion.

Students are instructed to read the last chapter of the book and answer comprehension questions about Lincoln's assassination. Students complete a 5 W's chart and write a newspaper report (including a headline, date, and at least one appositive), tasks that require them to gather and organize information before sharing. The Parent Plan includes discussion prompts ("Questions to Discuss") that ask students to talk about Lincoln's dream and his feelings toward the South, implying a question-and-answer discussion based on their reading.

Students are instructed to read quotes from the "A Lincoln Sampler," copy one quote onto the "Lincoln's Words" sheet, and answer four reflective questions about it. The parent prompts ask the child to read the recorded quote aloud and discuss its meaning and significance. Students are also directed to locate a website for a Lincoln historic site and create a flyer, and to select six important events using a timeline for the "Train of Events" activity, all of which require studying materials and preparing content to share.

Students gather and bring together all products they created during the unit (speech, newspaper article, interview Q&A, letters, biopoem, timeline, portrait, etc.), which shows they come to the final activity with prepared materials. Students are instructed to review the Lincoln Showcase Rubric before assembling the display, providing an explicit step of preparation before any presentation or discussion. The Parent Plan includes two discussion prompts (what are you most proud of; would you change anything) that set up a follow-up conversation about their prepared work.

Students complete preparatory tasks such as the Interest Survey, a journal entry listing five discoveries and how they were made, and a "Steps to Independent Study" checklist that they are instructed to check off as they work. Parent prompts ask students to share their five discoveries and explain how they made each one, to discuss answers from the Interest Survey, and to review the rubric and steps with a parent. The unit also tells students to locate sources at the library and to use notes and a bibliography as part of their research process.

Students brainstorm and produce a list of at least five topic ideas and are asked to share those ideas with a partner (parent) and explain why each would be a good independent study. Students complete a KWL chart recording what they already know (K) and what they want to learn (W), and are prompted to review and discuss the information they recorded. Students use a graphic organizer to narrow broad subjects into specific focus areas and are asked to answer reflective questions about prior knowledge, sources, and why they chose a topic.

Students are asked to develop three "big" research questions and list three supporting details for each, writing these on the "3 Big Questions and Details" page. Students are instructed to prepare research charts that include a bibliography column and spaces to record information for each big question and its details. Parents are prompted to ask the child to explain what makes a good question and to check and discuss the student's completed question pages, and Activity 1 asks students to evaluate sample questions by checking or marking them with an X.

Students are asked to read and study informational material (the lemurs article and reference books), take notes on key information, and create a bibliography, demonstrating preparation with written sources. Students are prompted to describe past research and explain how they found and recorded information, which requires them to articulate their preparation. Parent prompts ask students to discuss sources and explain parts of books (index, glossary, table of contents), encouraging oral explanation of what they studied.

Students complete research charts, an outline, and a rough draft that require them to read and study material before discussing their work. The plan calls for a parent/teacher conference where students and adults use the rubric to "discuss his rough draft," and the Wrapping Up section includes "Questions to Discuss" that prompt students to talk about what they learned. The lesson also directs students to fill in the "L" column of the KWL chart, summarizing learning to share.

The lesson begins by stating that students have completed their research report, establishing that they come to this unit with prepared material. In Activity 2 students list the factual information to include and create a checklist of steps, which requires them to explicitly identify and organize information from their preparation. In Activity 5 students practice presenting and are told they will "explain it and discuss why the information is important," indicating they will draw on their prepared content when talking with an audience.