Students answer Question #2 asking why the family made their own butter and ate animals from the woods, explaining that the family lived in a remote area and could not rely on a store. The skills list asks students to "interact with the text by making connections, answering questions, and locating information" and to "respond to nonfiction ... using interpretive and evaluative processes," which frames activities that require using text details to support answers. Question #4 asks students to identify words or phrases the author used to make a story more exciting, prompting attention to specific author choices in the text.

The lesson asks students to write three questions before reading and then check whether the text answers them, which engages students in using textual details to support or refute their questions. A listed skill instructs students to "identify and discuss similarities and differences in events, characters, and concepts across selections and support them by referencing the text," requiring students to cite evidence when making claims. Several comprehension questions (e.g., resources used for gifts; how gifts reflect the environment) prompt students to point to specific textual details as support for their answers.

Students are asked interpretive questions that require explaining reasons in the text (e.g., Question #2 asks what part of the tree Pa says the sap is and why he calls it that; Question #3 asks why Pa called the snow a "sugar snow"). Question #5 asks students to list ways people are dependent on trees based on chapters read, requiring them to collect examples from the text. Option 2 of the Maple Sugar Farming activity requires students to record the steps Grandpa took while referring directly to the text, which asks students to use textual details to support a sequence.

The Skills section instructs students to "draw conclusions, make generalizations, and gather support by referencing the text," which requires locating textual evidence. Question #1 asks students to diagram Grandma's house "based on Laura's description," requiring students to extract and use specific textual details. Several comprehension questions ask for answers that can be supported by the chapter text (e.g., role of extended family, what they did with maple syrup).

Students are asked to record the words and phrases the author uses to describe the environment and people in each season (Activity 2), which requires locating descriptive text evidence. Students answer inferential questions such as "Why do you think people visited the Big Woods more in the summer?" and questions about characters' actions (e.g., how Pa got the honey), prompting them to use text details to support their responses. The skills list and activities ask students to draw conclusions from gathered information and to compare life in the woods with life today, giving opportunities to gather and use textual information.

Students read Chapters 1–2 and answer journal questions that ask for reasons (e.g., "What was Matt's greatest fear? Why was he so afraid?" and "In what ways did Matt depend on his environment to meet his physical and emotional needs?"), requiring them to explain causes and support their answers from the text. Students create character timelines where they record words or phrases that describe characters' feelings, attitudes, or actions over time, which asks them to track and cite textual details that show change. Students participate in discussion questions and compare responsibilities, which asks them to give and justify opinions based on events and details in the chapters.

The lesson asks the child to read Chapter 6 and answer open-ended comprehension questions, including QUESTION #4: "How do you think Attean felt about Matt? What evidence do you have?" which requires students to cite evidence for an inference. The Skills section also lists that students will "Answer open-ended questions related to a text" and use oral and written language to share information, which supports practicing text-based justification.

The lesson asks students to answer text-based comprehension questions (e.g., how Attean fished differently, what Matt is learning) and includes a skill that students should "identify and discuss similarities and differences... and support them by referencing the text." The Comparing Stories activity directs students to use a Venn diagram and name ways the stories are similar and different, which can require citing textual details. The Beaver Research and Wrapping Up tasks ask students to locate information, record evidence, and discuss what Matt learned from Attean about the beaver and why that lesson was important.

The Skills section asks students to "identify and discuss similarities and differences... and support them by referencing the text," and to "use text and own experiences to verify facts, concepts, and ideas," which directs students to consult textual information. The Reading and Questions include a why-question (Question #3: "Why were there fewer beaver and moose in the forest?") that requires students to state the reason given in the text (that white men hunted them for skins). Students are asked to read specific chapters and answer guided questions that require extracting reasons or explanations presented in the narrative.

The lesson's Skills section directs students to "Support interpretations or conclusions with examples from text," and comprehension Question #3 asks students to cite events (mother shot; father left) to explain Attean's attitude toward Matt. The Stereotypes activity requires students to describe how stereotypes are broken and to give examples from the book, which asks students to use textual details to support their responses.

Students are asked to answer "How have Attean's grandmother's feelings toward Matt changed? How do you know?", which requires them to cite events (inviting Matt, his saving of the dog) as evidence for the inference. Students record three passages where the author creates vivid images and write out the corresponding text, which has them extract and cite textual passages. Students list values for Matt and Attean and are instructed to "describe what the character did or said to demonstrate this value," prompting them to use character actions/quotes as evidence to support their points.

The lesson's Skills list explicitly asks students to "Support interpretations or conclusions with examples from text," which requires using textual evidence. Several comprehension questions (for example, Question #2 about why Matt would not go and Question #6 about why Attean's tribe is not returning) ask students to explain reasons for events and character actions. Activity 3 asks students to develop thoughtful interview questions related to events, prompting explanation of motives and supporting details from the story.

Students are prompted to list advantages for both choices (Activity 1) and to choose the best decision, which requires identifying reasons for each side. In Activity 2 students must write a persuasive letter or speech that includes the three best reasons and "provide support for each reason." The rubric explicitly asks whether students provide three reasons and whether they provide support for all three reasons and whether the letter/speech is convincing.

In Activity 6 (Scientific Explanations) students read a scientific account of how fawn spots could arise (inheritance and survival) and are asked to compare that explanation with the mythical explanation and state how they are different. In the butterfly reading students answer a question that asks "Why did Elder Brother take the songs away...?" and to justify whether he should have done so, prompting students to give reasons for a character's action. The retelling activity asks students to add ingredients and narrate cause/effect events in sequence, which requires them to articulate reasons for story events.

The question "How did the French feel about Ben Franklin? How do you know?" asks students to cite textual evidence to support an inference about a character, requiring them to point to reasons in the text. The "Fact and Fiction" activity has students record a factual and a fictional event from each chapter, which asks them to distinguish events that are supported by facts from those that are invented. Several comprehension questions (e.g., about why Ben was in no rush) ask students to provide reasons for characters' actions.

Students are asked to answer Question #3 (‘Was Amos able to prove he did have "vision?" How did he prove it?'), which requires them to refer to events in the text as support. In the Fact and Fiction activity, students must choose a factual event and a fictional event from the chapters, requiring them to distinguish text-based facts from invented elements. In the Ben and Amos Bags activity, students list characteristics and place details into categories for each character and explain the significance of items they place in the bags, which asks them to use text details as support for character judgments.

Students are asked on the "Elements of Historical Fiction" page to "provide examples of events or characters that support each element," which requires them to select textual examples that back up a classification. The "Fact and Fiction" activity asks students to list a factual and a fictional detail from the chapter, prompting them to identify evidence in the text. The "Ben's Maxims" task directs students to locate each maxim in context and provide interpretations, which has students find and cite specific passages to support meaning.

The Skills section directs students to "Draw conclusions, make generalizations, and gather support by referencing the text," which requires using textual evidence to support responses. In the interview option, students write and answer ten questions "according to what you know about Ben Franklin and the event," and they must record two maxims and explain their importance, prompting them to cite text-based details. The birthday-party tasks ask students to explain why a chosen gift is appropriate and to write a song about how Ben used his knowledge and influence, requiring use of Ben's actions as supporting details.

Students complete a "Narnia Logic" worksheet in which they read sets of statements from the story and decide whether a conclusion logically follows, circling yes or no. Discussion questions ask students to explain character motives (e.g., why Edmund lied) and to recount how the Professor questioned Peter and Susan, prompting students to consider the Professor's chain of reasoning. Question #5 explicitly asks whether the woman is a queen or a witch and "How do you know?", requiring students to cite story details as support.

Students answer targeted comprehension and inferential questions (e.g., Q2 asks "What happened to the Stone Table? Why do you think this happened?" and Q4 asks about Aslan's explanation), which asks them to connect events to an author-provided explanation. Students are prompted to describe three ways Aslan resembles a Christ-like figure using a provided list of traits, which asks them to identify supporting details for the claim that Aslan is Christ-like. Students summarize observations and record examples of good vs. evil, practicing identification of textual examples that support thematic points.

Students are asked in Question #1 to give clues from the text that support their inference about where Sophie lives, which requires citing textual evidence. Question #4 asks students to identify the specific words and phrases the author uses to describe the giant, prompting attention to author word choice. The vocabulary activity instructs students to reread sentences and use context clues to determine word meanings, which practices locating and using textual details as support.

Students are asked to locate and use text details (skill: "Use text to locate information for specific purposes") and to answer inferential questions that require reasons from the text (e.g., Question #4 asks why Sophie thought the giant was running fast; Question #3 asks whether the giant is powerful and asks for reasons). Students copy the author's descriptive language and illustrate the setting, which requires attention to author-provided evidence about environment and events.

Students are asked to answer and justify opinion questions such as "Do you think it was right for the BFG to blow the Fleshlumpeater the nightmare? Why or why not?" and "What does the BFG believe is the problem that humans have? Do you think that this is true? Why or why not?" which require students to give reasons for their answers. The Tangible or Intangible activity asks students to think of tangible examples that could demonstrate or be evidence of intangible things. Students compare versions of "Jack and the Beanstalk" and are prompted to discuss similarities and differences, which can involve citing story details.

Students are asked to identify and record quotations from Sophie and the BFG (Activity 1), which requires locating textual evidence. Several comprehension questions (for example, Question #2 and #4) ask students to explain why events occurred, prompting them to use story details as reasons. The Cause and Effect activity has students fill in causes or effects from events in the chapters, which has them link specific textual events to outcomes.

Students are asked to pick five adjectives that describe the queen and provide at least one example from the text to support each adjective (Activity 3), and to identify quotable lines from Sophie and the BFG (Activity 1). Journal and wrap-up prompts ask students to explain whether the queen's response was believable and why, and question #8 has students note that the queen called the King of Sweden to verify the BFG's story — all tasks require citing textual details as support. The student activity pages explicitly direct students to record text-based support for character claims.

The lesson's skills list tells students to "Reference the text to support the theme of a story" and to "Draw conclusions, make generalizations, and gather support by referencing the text," which directs students to use text evidence. Activity 3 (Theme) asks students to record events, quotes, and characters' actions that support each stated theme, requiring students to identify supporting evidence. The reading questions ask students to answer prompts in a journal and discuss responses, which prompts students to cite parts of the story when explaining their answers.

Students are asked to identify scientifically accurate information about meerkats (Question #3) and to distinguish fictional characteristics from scientific ones (Question #4). Question #5 asks students to explain why the author included two stories and what those stories communicate about culture, which asks for an explanation of authorial choices. Activity 4 asks students to find examples of authorial intrusion in Chapter 3 and to explain why an author might use that device, prompting students to articulate reasons for an author's rhetorical choices. The Life Application directs students to compare the book's portrayal with a documentary, which invites comparison of evidence in two sources.

The lesson requires students to find and record textual details (a description, a quotation, a phrase another character uses, and actions) for both Precious and Sadako (Activity 1). The Skills list explicitly includes "Draw conclusions, make generalizations, and gather support by referencing the text," which directs students to use evidence to support their inferences. Activities ask students to explain important events (Activity 3) and to justify similarities and differences between characters based on cited details.

The Skills section explicitly lists "Draw conclusions, make generalizations, and gather support by referencing the text," which asks students to use textual support. Several comprehension questions ask students to explain reasons (e.g., why the town treated Sam and Kate as they did, how the experience changed Kate), requiring students to reference events as support. Activity 1 asks students to write a speech explaining why racism is wrong, which requires students to state reasons and could involve supporting those reasons with evidence.

Students are asked inferential questions that link details to conclusions (e.g., QUESTION #1 asks what Stanley found beneath his feet and 'what did this mean?', and QUESTION #2 asks where the onions came from), which requires using textual details as evidence. Several questions ask students to explain motives or causes (e.g., Why did Zero get arrested? Why did Zero take so long to tell Stanley the truth? Do you think it was wrong for Zero to take the shoes? Why or why not?), prompting students to give reasons for character actions. Activity 3 asks students to compare two storylines, which requires citing similarities and differences grounded in story details.

Students are asked to support an interpretation with text evidence (Question #1: "How would you describe Fiona? What evidence from the story supports your opinion of Fiona?"). Students complete a Fact vs. Fantasy activity that requires them to identify three story details that are factual (based on real-world Ireland) versus three that are fantasy, which requires distinguishing evidence-based details from fictional elements. Students also summarize story elements and give a verbal summary, which prompts them to cite specific information from the text when explaining events, plot, and resolution.

The lesson explicitly asks students to "support interpretations or conclusions with examples drawn from text" in the Skills list and includes questions (e.g., Describe Abel's personality) that invite students to use text details. The "Using Natural Resources" activity requires students to record specific resources Abel uses and describe how he uses them, which has students gather and cite textual evidence. The Predictions and Inferences activities ask students to make inferences and predictions based on given information, prompting use of textual details to justify their answers.

Students are asked in Question #8 to "Support interpretations or conclusions with examples drawn from text," which requires locating and citing textual evidence. The Skills section includes "Interact with the text by locating information for specific purposes," and Activity 1 asks students to fill a chart using information from Chapters 3 and 4. Activity 2 and the boat-description prompts require students to describe what happened and what resources Abel used, encouraging use of text details to support answers.

Students are asked in Activity 2 to provide evidence from the story that supports the claim that Abel is intelligent and imaginative, and to discuss whether they could infer those traits before the author explicitly stated them. The Student Activity Page requires students to list physical and personality traits and to record corresponding evidence from the text. The skill list explicitly tells students to "Draw conclusions, make generalizations, and gather support by referencing the text," and Question #1 asks students to explain how Abel knew which foods to eat, citing that he had studied them in his books.

The lesson defines a paragraph as having supporting sentences that present "details, facts, examples, quotes, and arguments," and the Reflective Writing Organizer and rubric require students to provide and evaluate supporting details in their own paragraphs. The reading activities ask students to discuss and answer questions about Chapters 7 and 8 (for example, why Abel's river-crossing plan failed and why Abel had certain thoughts), and Option 2 directs students to discuss what the author means by a quoted phrase and why Abel had those thoughts.

The lesson's Skills section explicitly tells students to "draw conclusions, make generalizations, and gather support by referencing the text," which asks students to use textual evidence. Question #5 asks students to explain "How did the newly discovered objects help Abel?" and several comprehension questions require students to explain motivations and outcomes (e.g., why Abel worried about winter). Activity 1 directs students to fill in a chart "Using Natural Resources" by taking information from Chapters 9 and 10, requiring students to locate and record text-based support.

Students read Chapters 11 and 12 and answer several why-questions (for example Q1, Q2, Q4) that ask them to explain reasons for Abel's feelings and actions. Students are asked to fill a chart "Using Natural Resources" and to take information from the chapters, requiring them to locate and record textual details. The Wrapping Up prompt asks students to describe threats Abel faces and how he adapts, which asks students to synthesize information from the text into explanations.

The Skills section tells students to "Support interpretations or conclusions with examples drawn from text," prompting use of textual evidence. Activity 3 (Theme Bubble Map) directs students to identify a theme and "cite evidence from the text to support the theme," and the Student Activity Page repeats the task of finding events from the text that support a stated theme. Activity 1 asks students to fill a chart "Using Natural Resources" by taking information from Chapters 19 and 20, which requires locating and recording textual details.

The lesson's Skills section tells students to "support by referencing the text to determine the author's purpose, plot, and the author's lesson or message," which asks students to use textual details. Activity 1 has students read biographies and use an activity sheet to organize positive and negative characteristics of Columbus, and it directs discussion of the difference between fact and opinion. Activity 2 asks students to list reasons for exploration and write possible positives and negatives for each reason, prompting consideration of causes and outcomes.

Students read Pedro's journal entries and answer comprehension questions (e.g., Q2, Q3, Q6) that ask for explanations about characters' actions and beliefs. Students fill a chronological chart recording Columbus', Pedro's, and the crew's attitudes and important events, which requires using text details to support their entries. The Skills section directs students to "use text and personal experiences to verify facts, concepts, and ideas" and to "respond ... using interpretive, critical, and evaluative processes," implying use of text-based reasoning.

Students read Pedro's journal entries and answer specific comprehension questions that require text-based answers (e.g., Question #3 asks why the men and Pedro do not trust Columbus and the answer cites Columbus changing recorded miles; Question #4 asks students to compare sailors' and Columbus' interpretations of a meteor). Questions also ask students to identify signs of land and consequences of not finding a port, which require using details from the text. The wrapping-up activity asks students to summarize what happened to Columbus and the crew in September, prompting review of textual events.

Students read the journal entries and answer several "Why" questions (e.g., Question #1: Why does Pedro enjoy the night watch?; Question #3: Why would the men think Columbus is crazy?; Question #9: Why does Columbus love it when the natives...?). Students complete a bubble-map activity to record words or phrases the crew and the natives might use to describe each other and are asked in wrapping up to describe how the book portrays the native people and why Pedro is uncomfortable with their interactions.

Students are asked to identify three events Pedro writes about and three places where Pedro records his feelings, prompting them to locate specific textual details. Activity 1 asks students to explain why a chosen event would make a good journal entry, requiring them to give reasons for their choice. The Pre-Writing page directs students to list ten facts, three feelings, and three quotes about an event, which has students gather facts and quotes as evidence to support their forthcoming journal entry.

Students read Pedro's journal entries and answer comprehension questions that ask for reasons (e.g., "Why did Columbus want to take the native people back to Spain?"). The lesson's Skills list includes "Draw conclusions from information gathered," and activities (Surviving Life at Sea/Surviving Life on Land) require students to list disadvantages from Pedro's perspective using details from the text. The Wrapping Up prompts ask students to state what Pedro is learning about the natives and what he is learning about Columbus, which asks students to use the text to support those summaries.

The Skills section instructs students to "identify and discuss similarities and differences... and support them by referencing the text" and to "use text and personal experiences to verify facts, concepts, and ideas," which requires citing textual evidence. Several reading questions ask students to explain causes and events (e.g., why the mice set off, what threatened their survival), prompting students to identify reasons from the story. Activity 2 asks students to write three ways the mice showed prejudice and three ways Columbus was prejudiced, which requires students to find and record specific examples from the text as evidence.

Students are asked to answer several "why" and cause-effect questions (e.g., Question #1: Was Pedro enjoying the voyage? Why or why not? and Question #4: Why was Columbus worried about Martin Alonso?), which requires them to use details from the text to support answers. In Activity 3 students must write a firsthand report "that needs to explain the crew's survival, their discoveries, and what it was like to sail with Columbus," and they are told they can look back at their "The Journey" pages to remind themselves of what they learned. The journal and "The Journey" pages ask students to record events and qualities (e.g., Q2–Q3, Q7) that can function as evidence for their explanations.

The Skills section explicitly tells students to "gather support by referencing the text" and to "draw conclusions," which directs students to use text evidence. Question #7 asks students whether the scientists mistreated the rats and instructs them to "Use evidence from the book to support your answer," requiring students to cite support. The Summary and Plot Flowchart activities require students to identify important events and summarize them, which involves locating and referencing textual details.

The Skills list includes "Support interpretations or conclusions with examples drawn from text," which directs students to use textual examples. Several comprehension questions ask "why" (for example, why the rats wanted to grow their own food and why they built a plow), prompting students to identify reasons given in the text. Activity 4 asks students to "support her opinion with reasons" and to use linking phrases such as "for example" and "in addition," guiding students to connect reasons to their claims.

Students are asked to read arguments for and against animal research online and to record the positives and negatives on the "Animal Testing and Research" chart, which directs them to list "Arguments For" and "Arguments Against." They are then asked to write a speech that takes a position and "should discuss three reasons" supporting their opinion, and are reminded to use transitional phrases to present those reasons. The lesson also poses discussion questions (e.g., Q8) that ask students to give reasons for their judgment about the rats' actions.

Question #3 asks students whether the people coming to investigate the rats are from NIMH and includes 'Why or why not?', prompting students to give reasons for their opinion. The Wrapping Up asks students to 'discuss ways the rats were inventive and resourceful, using examples from the text,' which requires citing textual examples as support. Activity 2 directs students to draw how the rats moved the house 'based on the author's description,' asking students to use the author's details as evidence for their drawing.