Students are asked to give opinions and reasons in comprehension questions such as "Which myth was your favorite? Why?" and "Which myth do you think was most believable? Why?", which requires stating an opinion and supporting it. Students are also prompted to assess how well their writing stays focused and that "Ideas are connected," and to revise their writing, which encourages linking opinions to supporting details.

Activity 3 asks students to design a 'World's Best Pet' badge and to write reasons on ribbons using sentence starters such as 'Tornado is the smartest dog because ______' which requires students to use 'because' to link opinion and reason. Option 2 explicitly models example sentences that use 'because' (e.g., 'He is fun because he likes to run with Pete,' 'He is smart because he can play card tricks'). The journal and ribbon tasks have students state an opinion ('World's Best Pet: Tornado') and then add supporting reasons on the ribbons.

Students are asked to write a paragraph with a main idea (topic sentence) and supporting details (Activity 5: Happy or Sad Fishbone). The sample paragraph and fishbone example include sentences that use the linking word "because" to explain feelings (e.g., "I made her a blanket because I already loved her" and "I couldn't sleep because I was so excited"). The activities prompt students to organize reasons on a graphic organizer before writing, which can support connecting reasons to a main statement.

Students are prompted to give opinions and reasons in several tasks: they are asked to recommend the book to a friend and explain why or why not, to choose a favorite event and write how a different outcome would have affected characters and why, and to write a paragraph describing how weather/environment affected characters with a sentence that clearly explains that effect. Students are asked to write drafts and final copies for projects that involve writing and to use a Hamburger Paragraph Organizer to arrange a topic sentence, supporting details, and a conclusion.

Students are prompted to choose which state they would most enjoy living in and to explain why, which asks them to give an opinion and supporting reasons. Students are asked to explain how they decided to design their personal book cover, a task that requires stating a preference and providing reasons. Students are asked to describe differences between Maine and Kansas, which elicits comparative statements and justifications.

Students are asked to answer questions that require reasons (e.g., "Why do you think he asks the same question repeatedly?" and "Why did Anna's father want help?"), which prompts them to state opinions and supporting ideas. Activity 1 asks students to write journal entries in first person and to "use time transition words and phrases" to show event order, encouraging some use of connective language. Activity 2 asks students to create an advertisement describing qualities and to make lists of descriptive words, which can prompt students to give reasons for their choices.

Students are asked to explain why Sarah selected particular gifts in Question #3, which requires giving reasons for an opinion about her choices. Activity 3 asks students to choose a welcome token and "write a sentence or two explaining why the token is special and why she would select it," prompting students to connect a choice with supporting reasons. Activity 1 (a journal entry from Anna's point of view) and the prediction prompt ask students to state reactions or predictions that could be supported with reasons.

The lesson models connecting opinion and reasons in Example 1, e.g., "One reason we need a puppy is because we will have a new friend to play with," which uses the linking word "because" to join a reason and its support. Activities ask students to record three reasons and support each one and to use their organizer as an outline for a persuasive letter, prompting students to produce connected opinion/reason statements. The self-editing checklist asks students to confirm that they have three reasons and that each reason is supported, reinforcing the practice of linking opinion and reasons.

Students are asked to give predictions and reasons (e.g., predict what kind of child Helen might have been and explain why). Several comprehension questions prompt students to explain causes and reasons (e.g., Q2 asks why Helen threw tantrums and whether it was her fault). The Wrapping Up prompt explicitly asks students how Helen's life might differ and tells them to "give reasons for his ideas."

Students are asked to answer open-ended questions such as "Are you more similar to Morning Girl or Star Boy? Why?" and to respond in complete sentences, which requires stating a viewpoint and giving a reason. Activity 5 asks students and an adult to each write a short description of what happened and what they enjoyed and then discuss differences, prompting students to explain reasons for differing perspectives. The Comparing Accounts activity has students record similarities and differences among four narrators, which asks them to state judgments about each account and support those with textual details.

Students are asked to answer comprehension questions in complete sentences and to write in a journal about Morning Girl and Star Boy's feelings, thoughts, words, and events, which requires them to state opinions and supporting details. Activity 3 asks students to explain the significance of names and to explain why they selected new names for family members, prompting students to give reasons for their choices. Activity 2 asks students to list two positive and two negative effects the storm had on people, which asks for evaluative responses that could include reasons.

Students are asked to decide whether changes in how needs are met are positive or negative and to discuss their answers, which prompts them to state an opinion and give reasons. The directions require students to answer questions in complete sentences and to list or describe how needs are met in ancient Egypt and their own community, encouraging explanation of reasons. The teacher text includes a modeled causal phrase ('life is more comfortable because we have more options'), showing an example of linking an opinion with a reason.

Students compare a king and a president using a Venn diagram, organizing similarities and differences between the two forms of government. Students are asked to write a paragraph explaining why they would rather live in a country with an elected president than one with a king, which requires students to state an opinion and provide supporting reasons. Students answer discussion questions that prompt explanations about government differences, prompting use of reasons to justify their views.

Students are asked at Wrapping Up to say whether they would recommend the book and to describe why they would or would not recommend it, prompting them to give an opinion with supporting reasons. Reading questions (e.g., asking whether a rescue prediction was correct and why) require students to state reasons for their answers. The Plot Pyramid activity asks students to organize events, problems, and solutions, which supports arranging reasons that back up a point of view or interpretation.

Students are asked to write a paragraph describing how life in their community is different from life in ancient Egypt and to focus on three areas (e.g., meals, shopping, school), which asks them to state comparisons and reasons. The lesson directs students to draft, read aloud, and edit their paragraph and provides a "Hamburger Paragraph Organizer" with a topic sentence, three details, and a conclusion to structure opinion and supporting points. The wrapping-up discussion prompt asks students to consider whether life in ancient Egypt would have been more enjoyable than life today, encouraging students to state a preference and discuss reasons.

Students are asked to write a first-person journal entry as a peasant describing work and their feelings, which requires them to state opinions and reasons. Students must compare lives in Activity 4 by recording at least three similarities and three differences between laborers in Egypt and peasants in the Middle Ages, which involves giving reasons for those comparisons. In Activity 5 students are asked to discuss the concept of freedom and explain why our government is better than governments in those historical periods, prompting them to give justificatory statements.

Students are prompted to give an opinion when asked why the life of a person living in a castle might be better than the life of a peasant, which asks for a point of view and supporting reasons. In Option 2 students write lists of castle activities and then decide whether the activity is still practiced today and write about where it occurs, which requires stating a judgment and explaining it. The compare chart activity asks students to list similarities between castle life and modern community life, encouraging them to explain connections between ideas.

Students are asked to state opinions and give reasons in prompts such as Question #2 (Would you like to be a knight? Why or why not?) and Question #6 (Would you travel to the Middle Ages? Why or why not?). Students are asked to compare cultures and "write down some similarities" in Activity 4 and to "record some ideas" in a journal in Activity 7, which require students to explain and support their choices. Several activities (Vocabulary sentences, plural noun sentences, and the Venn diagram comparison) require students to write sentences that could include reasons linking an opinion to support.

Students write sentences describing cultural elements for Ancient Egypt, the Middle Ages, and Today and are asked to edit them for correct grammar, capitalization, and punctuation. After finishing, students are asked to "describe some reasons for the changes" they include in their book and to think about how life would be different if culture never changed. Students also plan and make judgments about what to include in their written products and may add descriptive words to make their writing more interesting.

Students are asked to list adjectives that describe a hero and then "write a sentence using each of the adjectives you wrote on the previous page," which requires composing sentences that describe and evaluate a person. In Activity 2 students are prompted to "write a sentence about how your hero changed the world" with the sentence frame "______ made the world a better place by ______," which asks students to state an assertion and provide an explanatory phrase.

Students are asked to write a sentence about how each hero "changed the world by _____," providing a sentence frame that links a claim to a reason. Students are prompted to answer opinion-style questions in their journals (e.g., "What do you admire most about Franklin?" and "What do you believe to be the greatest thing Jefferson did to change the world?"). Students are asked to write an epitaph listing the three greatest things someone did, which requires stating judgments and supporting details.

Students are asked open-response "why" questions after reading the Eleanor and Franklin Roosevelt passages (e.g., "Why do you think pictures never showed him in his wheelchair?" and "Why do you think some people thought she was controversial?"), prompting them to state opinions and give reasons. In Activity 3, students must write sentences describing what they would or would not do in a scenario, which requires them to explain their choices and provide reasons.

The Activity 2 (Education) prompt asks students to write a letter giving three reasons all people should be allowed an education and one personal example. The Option 1 student page provides sentence starters that include linking words/phrases such as "I am writing you because...", "One reason all children should go to school is...", "Also, school is important because...", and the conditional "If children are not allowed to go to school then they cannot...". These prompts require students to state an opinion and attach reasons using connecting words.

Students are prompted to give opinions and reasons in several places: reading questions ask "Which invention do you think was his greatest? Why?" and prompts such as "How have Edison's inventions been used in your life?" require students to state views and support them. The Perseverance activity asks students to list three reasons that motivated them to persevere and to "support her reasons with details," which has students produce reasons and supporting details. The wrap-up prompts ask students to "describe why science and inventions are so important," encouraging students to state an opinion and provide reasons.

Activity 3 (My Favorite Hero) asks the student to write three sentences describing why a chosen person is his favorite and includes the sentence starter "__________ is my hero because __________," directly prompting use of the linking word "because" to connect opinion and reason. The activities also ask the student to explain why the person is a hero and what he can learn from the person, requiring the student to state reasons supporting an opinion. The Wrapping Up section asks the student to explain how each hero changed the world, again prompting students to give reasons that support their opinions about each hero.

The pre-writing organizer prompts students to provide "a reason for wanting change" and to state a hope for changing the world, which asks them to express an opinion and supporting reasons. Activity 2 asks students to develop a second paragraph about what they have done and will do to make the world better, prompting opinion-style statements tied to reasons. The Editing Rubric asks "Did you explain how you hope to change the world?", pushing students to include reasons that support their stated hopes.

Students are given a definition of conjunctions that explicitly lists connecting words including "because." Activity 3 asks students to make a list of conjunctions and to write a sentence using each conjunction aloud. The Combining Sentences activities require students to join short sentences into longer ones and provide sample combined sentences that use linking words such as "because" and "but." Additionally, students are asked to write a paragraph stating what they have in common with a character and to support that opinion with evidence and three reasons.

Students are asked to answer discussion and journal questions in complete sentences and to write a short summary of chapters, giving opportunities to state opinions and reasons. Question 8 explicitly asks students to evaluate feelings and justify their position ("Do you think their feelings were correct? Why or why not?"), which prompts students to connect an opinion with reasons. Several other questions (e.g., how Mr. Ocax felt) invite students to provide explanations for their answers.

Students are asked to write a speech asking permission and to support that speech with evidence, examples, or reasons (Activity 3). Students are asked to evaluate characters' reasons (Question #1) and to answer questions in complete sentences, prompting them to give reasons and explanations. Students rehearse and present a speech to an audience, practicing explaining an action or idea and supporting it with reasons.

The journal prompt asks the student to describe a decision Poppy made and to explain the effects and why the decision was good or bad, requiring the student to state an opinion and supply reasons. The Good vs. Evil activity asks the student to define good and evil and to identify which characters represent each, prompting students to explain and justify their choices. The Wrap Up asks the student to point out words and phrases that make the forest seem good or bad, engaging students in explaining evidence for an evaluative judgment.

The lesson asks students to give an opinion and a reason in QUESTION #2 ("Do you think it was mean for Ereth to leave Poppy? Why or why not?"), requiring students to state a viewpoint and justify it. Activity 1 (Journal Entry) gives a writing frame using connectors "But...So..." to link events and consequences when students record what characters wanted and what happened. Activity 3 asks students to record evidence that a cycle is breaking and to explain where the cycle could be broken, prompting students to connect claims to supporting details.

Students are asked to give opinions and reasons in questions such as "Do you think it was a good idea for Poppy to humiliate Mr. Ocax? Why or why not?" and the wrap-up asks students to describe how Poppy defeated Mr. Ocax and broke the cycle of power. Students are prompted to write a personal journal entry about a time they showed bravery and to "explain what made her afraid, how she overcame her fear, and what the outcome of the event was," which requires stating reasons to support their account. Students are reminded to answer verbal and written questions in complete sentences and to read their journal entries aloud, encouraging practice in expressing opinion and supporting details.

The paragraph organizer asks students to record an introductory sentence, supporting ideas, and a concluding sentence for each paragraph, which requires students to state ideas and provide reasons. The paragraph rubric explicitly asks for "evidence that at least three short sentences have been combined using the conjunctions 'and,' 'but,' 'or,' or 'because,'" directly prompting students to use the linking word "because."

Students are asked to 'make a card for [Poppy], decide what present you would buy her, and write about why you selected it,' which requires stating an opinion and giving reasons. Students are asked to 'write a paragraph' describing how a character represents a theme and to 'explain the story elements and plot supporting that theme,' which asks for claims supported by reasons. Students are asked to 'write a journal entry that explains how you felt after defeating Mr. Ocax,' prompting students to state feelings and potentially explain them with reasons.

Students are asked to write in a journal about a special pet and explain why it is a good thing to have a pet (Activity 1), and Question #2 explicitly asks for an opinion with reasons: "Do you think Fern or her father was right about the runt? Why?". The lesson also instructs students to answer verbal and written questions in complete sentences, which supports producing statements of opinion and accompanying reasons.

The poem template in Activity 3 prompts students to write lines beginning "I like spiders because," directly requiring students to connect an opinion to a reason using the linking word because. Question #6 asks students to answer "Do you think Wilbur should have been critical of the way Charlotte eats? Why or why not?", which asks students to provide reasons supporting an opinion. The free-verse poem option asks students to include information from research to support their poem, creating another opportunity to pair opinions with supporting reasons.

The lesson asks students to respond to opinion-style prompts such as "Do you think she can follow through on her promise? If so, how?" and to discuss "whether it is decent for farmers to kills pigs and why." It also directs use of the questions as "discussion and journal questions," which asks students to give reasons for their answers. The wrapping up asks students to "predict what Charlotte will do to save Wilbur," prompting students to state a viewpoint and justify it.

The reading questions ask students to answer "Why" questions (e.g., Why did Farmer Zuckerman want to start treating Wilbur differently? Why did Charlotte have to be careful about the words she chose?), which requires students to state reasons for opinions or explanations. Activity 2 asks students to choose a descriptive word for each family member, give each person their web, and "explain why he selected the word," explicitly requiring students to provide reasons for their word choices. Several activities ask students to write sentences (vocabulary sentences, character descriptions, journal responses) where reasons could be given.

Students are instructed to combine simple sentences and use conjunctions (Activity 2) and are given examples that highlight the conjunctions and, or, and but. Students are asked to rewrite paragraphs using conjunctions and to vary sentence beginnings (Interesting Sentences activities and Option pages). In Activity 3 students write a personal paragraph and are reminded that some sentences should use conjunctions and to vary sentence length and openings.

Students are asked to state an opinion and give reasons in the Wrapping Up prompt asking which character they liked most and why, and in the discussion/journal questions that require answers explaining characters' actions. Students create a two-circle Venn diagram comparing the book and movie, which requires them to record similarities and differences with supporting details. Several activities (Character Descriptions, Characters Change) ask students to explain how characters changed, which invites reasoned explanations.

Students are asked to write a book review that must include a recommendation (an explicit opinion) in paragraph 3 and to describe setting, events, characters, and the theme of cycles as supporting content. The Book Review Rubric and checklist prompt students to indicate whether their third paragraph gives a recommendation and whether parts of the advertisement "show and explain" two cycles, requiring students to provide reasons or supporting descriptions. The advertisement option also asks students to write short, exciting descriptions that highlight why someone should read the book, which can serve as reasons supporting an opinion.

Students are prompted to write a paragraph about Paris that asks them to note what they would see and do and to summarize what they might like most about Paris, which asks for an opinion. In Activity 3 students make a list of ways people can care for others and circle actions their family has done, which asks them to state judgments and personal choices. In Activity 2 students are asked to explain how the economic cycle would be disrupted if a person did not have a job, which asks them to give reasons or causes.

The Opportunity Costs activity has students list advantages and disadvantages of not having a job and then "pretend to be Armand and to explain what she enjoys about not having a job," which asks students to state opinions and supporting reasons. The lesson also reminds students to answer verbal and written questions in complete sentences and includes journal writing prompts where students respond to questions (e.g., how Armand lives), providing occasions to give reasons for opinions.

Students are prompted to write diary entries using sentence starters that include "I felt __ because __," "We have to live under the bridge because __," and "I ate __ because __," which require them to state an opinion/feeling and provide a reason connected by the linking word "because." Students are asked to write journal entries from Armand's and Suzy's perspectives and to explain how the children's economic situation was affected by events, prompting use of linking words to connect opinions and reasons. Students are also reminded to answer questions in complete sentences, supporting structured practice of connecting opinions with reasons.

Students are prompted to answer opinion and reason questions (e.g., "Would you enjoy Christmas in France? Why or why not?" and "Have you ever been treated unfairly…?") and to answer journal and discussion questions in complete sentences. Students compare and contrast Christmas traditions using a Venn diagram, which requires stating opinions and supporting details. Several comprehension questions ask "why" (e.g., why Armand said the log tasted like medicine), prompting students to give reasons for opinions or interpretations.

Students are asked to plan and write a persuasive letter or speech to Armand that includes three reasons and supporting details, using the provided graphic organizer to list Reason 1, Reason 2, Reason 3 and support for each. The directions tell students to discuss words or phrases that could be used in the letter or speech and to appeal to Armand's emotions. Students are instructed to write the letter or speech from a character's perspective and to read the speech aloud if they choose that option.

Students are asked to answer questions that require an opinion and supporting reasons (e.g., "Why do you think finding the shoe signified never giving up hope to Armand?" and "Was it right for Armand to take the children away from the bridge? Why or why not?"). The directions remind students to answer verbal and written questions in complete sentences, prompting them to connect opinion and reasons. A model answer uses a linking word to connect cause and effect: "...so finding it was something of a miracle," showing an example of a connector linking reason and conclusion.

Students are asked to answer several 'why' questions (e.g., Question #4, #5, #7) that require them to give reasons for their opinions about characters' actions. The Gifts activity asks students to choose a gift for each character and explain why they would select that gift, prompting students to state opinions and supporting reasons. The directions remind students to answer verbal and written questions in complete sentences, which can include statements of opinion with rationale.

Students are asked to write in their journals about a time they gave up something to help someone and to think of something they could give up in the future (Activity 2), which prompts them to state a viewpoint and supporting reasons. In Option 1 students must write a paragraph describing why having a home is important and what families can do when they have a home, requiring reasons to support that opinion. In Option 2 students must write a letter explaining how they selected a housewarming gift and why it is special and how it can be used, which also asks for stated reasons linked to a choice.

Students are prompted to write a paragraph about which type of animal scientist they would most like to be, beginning with the opinion stem "I would most enjoy being a ____ who studies ____." The paragraph prompt includes sentence stems that require reasons: "The relationship between a ____ and a ____ would be interesting to observe and learn about because ____" and "I think it is important to learn about ____ because ____." These stems explicitly require students to connect their opinion statements to reasons using the linking word "because."

Several activities require students to state an opinion and give reasons: Activity 2 asks students to list disadvantages of a monarchy and to compare and contrast a king and a president (prompting explanations). Activity 3 asks students to name people they have relationships with, write a sentence describing each relationship, and explain why each relationship is important; Option 2 asks students to journal reasons and explain whether role-played events were positive or negative. Day 2 Activity 4 asks students whether they would enjoy living in a castle and to explain why or why not, and the Wrapping Up and Life Application prompts ask students to explain why relationships or differences matter.

Several comprehension questions ask students to give reasons (e.g., QUESTION #1 "Why do you think the prince had the nickname Prince Brat?", QUESTION #3 "What do you think about the way Prince Brat was disciplined?", QUESTION #7 "Why would it be important for a prince to be educated?"). Activity 3 directs students to write journal/diary entries from Jemmy's and Prince Brat's point of view and to "reflect on the relationship," which requires stating opinions about characters and events. The comic-strip activity and vocabulary sentences ask students to write captions and original sentences, providing additional opportunities to express opinions or explanations in writing.

Students are prompted to give reasons in open-response questions (e.g., "Was this true? Why or why not?", "How do you know?", "Why did Jemmy decide to let the prince come along?"), which requires them to connect opinions or judgments with supporting reasons. Students are asked to write a letter explaining why a friend is a good friend and to complete the sentence "A good friend...," both tasks that require stating opinions and providing reasons. Students also make lists of friend behaviors and circle items that apply to each character, an activity that asks them to justify classifications.

The monologue sentence starters include an explicit prompt that uses a linking word: "I have to change because ______________," which requires students to state an opinion and provide a reason. The Prince and Jemmy monologue prompts ask students to explain how relationships changed and how they feel, prompting students to connect opinions (feelings/judgments) with explanations. The editing and practicing stage asks students to read aloud, revise, and ensure criteria in the rubric are met, which can prompt students to improve how they link opinions and reasons.

Students are asked to list five important characteristics of a good friend and "for each characteristic" write a sentence describing why it is important (Activity 1). Students are asked to write a paragraph about what they would miss about a friend and how life would be different if the friend moved away (Activity 4, Option 2). Students complete a Reactions Chart in which they write personal reactions to events and characters, which requires stating reactions and reasons for those reactions.

Students are asked to give an opinion and reasons in Question #7: "Is Winnie being a good friend? Why or why not?" which prompts them to state a point of view and justify it. Journal and discussion prompts ask students to think about what Winnie does to be a good friend and to respond to events and characters, and the Reactions Chart requires students to record reactions (opinions) and supporting details. Several comprehension questions (e.g., Why did Winnie tell Big Red...) require students to provide reasons for character actions.

Students are asked to give opinions and reasons in multiple discussion and journal questions (e.g., "Was it okay for the Garbers to be upset with Winnie? Why or why not?", "Did Winnie's parents sign the petition? Why do you think they decided not to sign it?", and "Would this be right or wrong? Why?"). Students are asked to record problems between characters and to "think of some ways the characters might be able to solve their problems," which requires giving reasons and justifications in writing. Students are asked to list three points of interest when inviting a new friend to the tree house, prompting them to explain choices to another person.

Students are asked to give opinions and reasons in several comprehension questions (e.g., Q4: "Do you think it was wrong for Winnie's parents not to do something to help the Garbers? Why or why not?" and Q8: "Do you think this is a good idea? Why or why not?"). Students are prompted to explain choices and support ideas with evidence when completing Character Circle Maps and when asked to summarize which character's personality is most like their own and explain how. The Life Application asks students to make circle maps for friends/family and discuss how personality influences relationships, which requires stating judgments and backing them up.

The lesson asks students to answer 'why' questions (e.g., QUESTION #5: Why do you think Winnie showed Mrs. Landon her petition? Why did it make Mrs. Landon upset?), which prompts students to state opinions and reasons. Activity 1 (Reactions Chart) asks students to record their personal response to events, requiring them to explain how they feel about characters and actions. Activity 2 asks students to write sentences that describe friendships between characters (and an extension invites students to write about their own friends), giving opportunities to state opinions or judgments about relationships.

The example letter provided uses linking words to connect opinions and reasons (e.g., "Since you have been in Tokyo, life just has not been the same." and multiple uses of "because" to explain why Winnie wants to be friends with the Garbers). The planning pages require students to write a topic sentence and multiple supporting details for each paragraph, prompting students to state opinions and supply reasons. The Student Activity Page for Paragraph 3 asks for a sentence about the petition and a sentence about parents' responses, which directs students to provide reasons or explanations for events.