Several comprehension questions ask students to state "how you know" when making a claim (QUESTION #1 asks if Jack wrote a poem and requires evidence about subject and imagery; QUESTION #2 asks whether poems are narrative and requires students to point to story elements). Parent/Discussion prompts ask students to explain how they know Jack's attitude toward poetry is changing and to cite that he is writing more poems. Activity 1 and its parent prompt require students to explain which words from a poem supported their illustration.

Students are asked directly to identify reasons in comprehension Question #1, where they state the reasons Mrs. Olinski gave for selecting her team (their skills balanced one another; she knew her team would practice). The Parent Plan lists skills to "Distinguish between a speaker's opinions and verifiable facts" and "Interpret speakers' messages and perspectives," and Activity 1 has students label statements as fact or opinion and produce their own examples. Several comprehension questions require students to explain meanings or reasons behind characters' actions (e.g., why Noah was best man, why his gifts "kept on giving").

Students are asked to answer text-based comprehension questions such as QUESTION #4 (Why did Nadia decide she did not want to go on any more turtle walks?), which requires them to identify reasons from the text. The Parent Plan lists a skill for the student to "Support his own ideas by citing examples in the text," indicating that students are expected to cite textual examples. Activity 2 asks students to write three things they notice or learn about Nadia from her voice, which prompts students to draw inferences from text details.

Students are asked to gather information from multiple sources and use an outline to organize ideas for specific points (habitat, food, predators, defenses), which requires locating and recording evidence tied to each topic. The Writing Rubric prompts students to consider whether they "provide adequate details and information" and whether each paragraph has "details that support" the paragraph's idea. Instructions to revise using the rubric and to include supporting information in the final draft further direct students to use evidence to back their own points.

Students are asked discussion questions that prompt them to support answers from the text, for example "Did Ethan like Nadia? How do you know?", which requires citing textual evidence. A comprehension question asks "What did the author mean when she wrote...", prompting students to interpret author language and infer meaning. The reading questions require students to answer specific prompts based on Chapters 3 and "Ethan Explains the B & B Inn," engaging them with text details.

Students answer direct comprehension questions that require identifying text evidence (e.g., QUESTION #1 asks how Century Village helped the team and the answer cites the t-shirt sale that paid for bus gas; QUESTION #3 asks for Mr. Singh's explanation for Mrs. Olinski's team choice). Activity 2 asks students to describe each character's journey and what they found, with a Parent Plan note prompting students to support their ideas with evidence from the text. The Active vs. Passive and Correlative Conjunctions activities also include specific text-based sentence work that requires locating factual details tied to the story.

The Parent Plan lists a skill to "identify and interpret elements of fiction and nonfiction, and then support by referencing the text," which requires students to use text evidence to support interpretations. Multiple comprehension questions ask students to explain motivations (e.g., "Why do you think the captain wouldn't listen to Annie?"; "Why do you think Susanna's father did not want her to marry Simon?"), prompting students to give reasons based on the text. A background excerpt about Brer Rabbit describes how storytellers used the trickster figure to represent slaves and offers cultural evidence linking character function to historical context.

Students are asked in Activity 4 to "list three sentences that helped bring John Henry to life," which requires selecting textual sentences as evidence for characterization. In Activity 2 students "decide what the focus of the paragraph is and put a line through any unnecessary sentences," which has them judge which sentences are relevant evidence for a paragraph's point. In Activity 5 (Option 2) students must "list three machines that have had negative and positive effects and then decide if there were more positive or negative effects of each machine," requiring them to provide reasons for those judgments.

Students answer text-dependent "why" questions (e.g., why Pale-Faced Lightning ran away, why the small people left, how Pecos Bill was raised by coyotes), which requires citing events or reasons from the texts. Students list ten things the author writes about the geography of the Southwest (Activity 4), identifying specific details the author provides. Students compare and contrast stories using a graphic organizer (Activity 1), which requires locating similarities and differences in plot and setting that are supported by the texts.

Students answer questions that require citing reasons from the text, for example Q4 asks why Timothy refused to give Phillip more water and expects the student to explain he conserved it so they wouldn't run out. Students are prompted to consider causes of prejudice (Ideas to Think About, Q2–Q3 and discussion prompts) and to explain why white people on the island were prejudiced, which asks for reasons grounded in the story. Students record sentences about characters' feelings, thoughts, and actions across chapters and translate Timothy's dialect to interpret meaning and support their explanations with textual phrasing.

The Parent Plan lists the skill: "Draw inferences, such as conclusions or generalizations, and support them with text, evidence, and experience," which asks students to use text evidence. Reading questions (for example Q2 asking what Phillip meant by "His [Timothy's] eyes were becoming mine") require students to interpret meaning from the text. Wrapping-up discussion prompts ask students to explain why or why not for characters' actions, prompting justification of opinions with reasons.

Students read Chapters 7 and 8 and complete comprehension questions that ask them to identify motives and reasons (e.g., QUESTION #1 asks why Timothy told Phillip the cay was beautiful; QUESTION #4 asks why no ships or aircraft would be sent). The parent/skills notes explicitly direct students to "locate relevant information" and to "identify and examine characters' motives," which requires finding text-based reasons. Activities ask students to fill in information about both characters, which prompts use of textual details to support answers.

Students answer direct text-based questions that require identifying reasons and evidence (e.g., Question 1 asks why Timothy taught Phillip and expects the student to state that he wanted Phillip to be able to catch his own fish). Question 5 asks students to list sensory details Timothy noticed that indicated a hurricane (sea firing like a rifle, smell in the air, no birds, cloudy water, yellowish sky), which asks students to cite evidence from the text. The Skills section explicitly lists 'Analyze characters, events, and plots and cite supporting evidence,' and students write sentences describing characters' feelings and actions from the chapters.

Students are asked to identify the author's words and phrases that describe the storm (Question #1) and to state how Phillip survived using events from the text (Question #2), which requires citing textual details. The Organizing My Ideas pages prompt students to write topic sentences and list supporting details for paragraphs about how Phillip and Timothy's relationship changed and what the novel teaches about discrimination, asking them to explain how the author communicates the message through events and characters. The student activity pages explicitly provide lines labeled 'Supporting Details' for students to record evidence that backs their main ideas.

Students are asked to finish an essay about how Timothy and Phillip's relationship changed, which requires them to make points about the characters and presumably support those points. The 'Things to Review' prompt asks students to explain the theme of the book and 'support her idea with evidence from the text.' Students also write five questions about chapters, including comprehension questions that require attention to important events and details.

The Skills section tells students to "Identify and interpret elements of fiction and nonfiction and support by referencing the text," which asks students to use textual support. Students read Martin Luther King Jr.'s "I Have a Dream" speech and answer discussion questions such as "Why did Martin Luther King believe that black people still weren't free?" that prompt students to cite reasons from the speech. Students answer comprehension questions about the final chapter of The Cay that require referencing specific textual events (e.g., why the boat came to the island).

The parent plan lists skills that ask students to "analyze characters and events and cite supporting evidence" and to "make inferences, draw conclusions, make generalizations, and support by referencing the text." The bubble map activity directs students to "think back on each character's actions and words" and to list character traits supported by those actions and words. The Questions and activities require students to reference chapters 10–12 of A House of Tailors to answer comprehension and character-analysis prompts.

Students read Chapters 16-18 and answer specific text-based questions asking for factual details (e.g., how Dina described vaccination, what symptoms Maria and Barbara had, what Dina feared, and how the girls tricked the men), which requires citing passages. Students research smallpox facts (symptoms, transmission, vaccine discovery) and record evidence on the Smallpox activity page, connecting external evidence to the text's context. In the Wrapping Up discussion students are asked to explain why characters acted as they did (e.g., why Dina says she didn't save Maria and why the men didn't take Maria), using details such as Maria's smile and the state of the home as supporting reasons.

Students are directed to organize each paragraph with a topic sentence and at least three supporting details on the "Organizing Your Ideas" page, and to plan reasons for whether Dina should stay in New York or return to Germany. The rubric asks students to provide details that support each paragraph and to maintain focus with specific, relevant supporting details. Activities require students to revise and edit their drafts using the rubric to make ideas clearer and better supported.

Students are asked to read nonfiction material (Smokey the Bear fire safety rules) and to summarize the major points on a poster, which requires selecting and paraphrasing key information. The Parent Plan lists skills including identifying and interpreting elements of nonfiction by referencing the text to find main ideas and quoting or paraphrasing information sources. A comprehension question asks students to identify how Sam knew so much about living in the forest, prompting students to cite supporting details from the text.

The Activity 2 'A Royalist' asks students to list three reasons a colonist might have chosen to be a Royalist and three reasons for a free government, and the Student Activity Page provides columns for recording those reasons. The Parent Plan skills explicitly list 'Support judgments about the text using references to the text and prior knowledge,' and the Wrapping Up directs students to review the reasons they listed for each position. These parts require students to identify reasons tied to positions presented in the chapters.

Students answer Question #1 by identifying that "The Widow Tupper encouraged her to go" as the reason Kit had courage, directly linking a stated reason to Kit's action. Activity 2 has students read an informational passage about Quaker beliefs and complete a Venn diagram comparing Quakers and Puritans, which requires extracting factual details from the text to support the diagram entries. The Parent Plan prompts students to review their listed discoveries and explain which are most important and why, asking for justification of their judgments.

Students are asked in Activity 2 to make a list in their journals of the men's complaints in Chapter 15, which requires identifying the reasons the colonists give for being upset with the governor. The Wrapping Up section tells students to "Review the reasons the men of Connecticut were so upset with the English government," prompting students to revisit stated causes. The lesson questions (Q2 and Q3) and "Things to Know" statements present specific cause-and-effect details (e.g., appointment of Sir Edward Andros; high taxes) that students must identify as reasons behind characters' reactions.

The Parent Plan lists the skill to "Cite textual evidence to support analysis, including inferences, conclusions, and generalizations drawn from the text," which directs students to use evidence from the text. The "On Trial" activity asks students to make three arguments defending Kit and to "Provide support to defend each argument," requiring students to select/support claims with evidence. The discussion and wrap-up prompts (e.g., predict outcomes, explain what lessons the author would want readers to gain) invite students to refer to the text when answering why characters acted or what points the story conveys.

Students read Kit's essay aloud and discuss how its paragraphs are organized, noting that specific sentences relate to distinct topics (people, work, Hannah). Students are instructed to write an introductory topic sentence followed by three supporting sentences and to use pre-writing organizers to list details that connect to a main idea. The rubric asks students to provide adequate details and to keep each paragraph focused on a main idea, prompting them to identify which details support that idea.

Students answer direct comprehension questions about events and details (e.g., what Hugo pulled from the wall, what it was designed to do, where it came from), which requires citing textual facts. Students are asked discussion questions that demand justification (e.g., "Was the automaton really magic? How do you know?" and "Do you think Hugo should have stolen the parts… Why or why not?"), prompting them to refer to reasons or evidence from the story. Students also analyze how the story is told in words and pictures by selecting an illustration and writing text to match its meaning, which involves interpreting evidence from illustrations.

Students answer direct text-based questions that require citing reasons from the text (e.g., Question 3: Why did he take it? — answer: He needed it for his automaton). Students identify specific details (Questions 1, 2, 5) about objects and events from the story, and Activity 2 asks students to reread the book's introduction and write predictions about how the drawing will change Hugo's life, which requires using the author's introduction as a basis for inference. The parent-plan prompts ask students to discuss how close their predictions were to the book's outcome, encouraging reference to textual events.

Students are asked to state reasons in comprehension questions (e.g., Question #2 asks why Mama Jeanne thought she needed to protect her husband, and Question #4 asks why Hugo went to the Film Academy), which requires identifying reasons within the text. Students locate and record specific sentences from the book for vocabulary practice, which has them extract textual evidence. Students compare the story to factual research about Georges Méliès, which asks them to note similarities and differences between the text and external evidence.

Students are asked directly to identify characters' motives and reasons in several tasks: Question #2 asks why Papa Georges kept the mouse, and the 'Two Thieves?' activity asks "What were Hugo's reasons for stealing?" and directs students to look back at a picture for support. Activity 6 also asks students to explain why Hugo would appreciate the Prometheus story and in what ways Hugo relates to Prometheus, prompting connection of reasons to a theme. The Parent Plan prompts adults to discuss the comparisons the author draws between Hugo and Prometheus and to discuss Hugo's motive for stealing (to save the automaton and remember his father).

Students are asked to "Examine reasons for characters' actions" (Skills) and to "think about what the author has told you about the character and the character's actions" when they collect five items for a character suitcase (Activity 2). Students must "share the items" and "explain why you chose each item for the character," requiring them to cite author descriptions and actions as support. The lesson's question types (Think and Search, Reader and Author) prompt students to analyze implied information in the text.

The materials ask students to "Examine reasons for characters' actions" and include text-dependent questions that require citing events (e.g., Q3: "What was Clyde saving his money for?" with answer: "To get the family to the Sandwich Islands."). Activity prompts ask students to "draw a picture of each character based on information the author has provided" and to write words/phrases describing characters using descriptions, dialogue, thoughts, and interactions. Activity 3 directs students to record threats tied to each season "as a result of the season or events that took place in the book," which requires citing events as evidence.

The lesson repeatedly instructs students to provide reasons and supporting evidence: 'A persuasive essay provides three reasons to support a position and evidence to support each reason' and 'Use evidence and examples to support your reasons.' The student organizers include labeled 'Supporting Evidence' sections for each body paragraph and the rubric asks 'Do I provide adequate details and information to support my arguments?' The example 'Recycling' essay and its body paragraphs model reasons with sentences that support each reason.

Students are explicitly asked to "Fill in evidence from the book that supports each element on this chart as you read the story," directing them to locate textual examples that correspond to specific points (the science-fiction elements). The Elements of Science Fiction graphic organizer and activity directions tell students to "record elements of science fiction from the story," which requires matching parts of the text to labeled elements (points). The Student Activity Pages include prompts that require students to provide examples for each listed element, linking specific book details to each element.

Activity 2 (Characterizing Meg) requires students to write three character traits for Meg and give three examples or pieces of evidence from the book that support each trait. The graphic organizer explicitly labels spaces for "Trait" and multiple "Evidence" entries, prompting students to match textual details to each trait. The Parent Plan asks the child to explain the traits she gave to Meg and the evidence she found in the book.

Students are asked to underline interesting words and phrases that L'Engle uses to describe the creature and then illustrate the creature, which requires identifying descriptive text as evidence for the author's depiction. Students are prompted to discuss why Mrs. Whatsit, Mrs. Who, and Mrs. Which chose to disguise themselves as old women, which asks them to infer reasons from the text. Students answer specific reading-comprehension questions about Chapter 4 that require locating and citing textual details (e.g., where the children appeared, what "tesser" means).

Students answer Question 3 by identifying the reasons the man gives to persuade the children (that he will save them from pain and trouble, make decisions for them, and give them peace and rest). Students read and summarize Chapter 7 (Activity 2) where the man's spoken reasons and actions are presented, and they circle transitional words in that summary. Students are prompted in Review and Life Application discussions to explain why an antagonist might use kindness and gentle reasoning to trick the protagonist.

Students are asked to provide evidence from the story to support the theme (Activity 3: Theme) and to fill a graphic organizer that directs them to list "Characters' actions or words," "Author's descriptions," and "Story events" that support the theme of good versus evil. The Parent Plan asks caregivers to have the child explain how the theme is revealed in A Wrinkle in Time and to show how they will provide evidence to support the theme on their story map. The theme activity explicitly directs students to gather and organize textual evidence tied to a central point (theme).

Students read Chapter 12 and answer comprehension questions that require giving reasons from the text (e.g., Q1 asks why Mrs. Whatsit could not permit others to go back, Q2 asks why Meg had to go, Q3 asks what Meg had that IT did not). A parent discussion prompt asks students to "Explain how Meg was able to rescue Charles Wallace," which invites students to state causes and supporting details. The questions require students to identify story-based reasons (e.g., fear of IT sucking others in; Charles Wallace's understanding of Meg; Meg's love).

Students are asked to find and record evidence of each element of science fiction from A Wrinkle in Time and to provide examples for each element on the Elements of Science Fiction activity page. Students are instructed to consider how the author used vivid descriptions to communicate setting and how dialogue advanced the action, using those observations as inspiration for their own writing. Students are directed to "provide evidence for the elements of science fiction" as they write and to refer back to examples from the novel.

Students are directed to "pay close attention to the pictures and the captions" and told that "These pictures also help tell the story," prompting use of visual evidence alongside text. A Parent Plan skill explicitly asks students to "Interpret and evaluate the various ways visual image makers… represent meanings," engaging students in analysis of images as support. A discussion question asks, "Why do you think the author chose the portrait of Lincoln at the beginning of the story to be the first one?", prompting students to consider the author's choice of evidence.

Students read Chapter 2 and answer specific factual questions about Lincoln (e.g., hardest experience, stepmother, first voyage, reason for moving), which requires locating text details. In Activity 1, students are asked to list one way the author performs each element of a biography (such as showing that information is based on fact, including dialogue, and relating life to events of the time), which asks students to point to parts of the text that exemplify those elements.

Students answer text-dependent questions (e.g., QUESTION #1 asks why Lincoln said he feared efforts to force abolition, and QUESTION #3 asks how Douglas's views differed from Lincoln's), which requires stating an author's reasons for a position. The Writing a Speech activity requires students to state a position, provide three supporting reasons, and support each point with statistics, experiences, or quotations. The rubric asks students to check that they have provided and supported each point, and the Parent Plan encourages supporting judgments with references to the text.

Students are instructed to read the Emancipation Proclamation excerpt, underline the three sentences or parts they find most important, copy them into a journal, and explain why they selected each one. In the stovepipe hat activity, students write a character trait on each flap and then place a quotation or a sentence describing an event from the book beneath the flap to show evidence for that trait. The Venn diagram and note-card activities require students to record important events and compare information about Lincoln and Douglass, which asks students to connect facts to biographical claims.

Students are asked in Activity 1 to state reasons for and reasons against the Civil War, using ideas found in the text and other sources, which requires identifying positions and supporting reasons described in the chapter. Activity 4 directs students to listen to a political speech and write down opinions and facts as well as record promises and flattery, practicing identification of persuasive techniques and factual vs. opinion statements. The Parent Plan skills list includes "Identify and analyze a speaker's persuasive techniques" and "Distinguish between the speaker's opinion and verifiable fact," supporting work with reasons and evidence.

Students complete a 5 W's chart that includes a specific "Why did it happen?" section, prompting them to identify reasons for Lincoln's assassination. Students gather factual details (who, what, when, where) and write a newspaper report using those facts and at least one appositive, which asks them to organize and present supporting information. The parent plan also instructs reviewing persuasive language in the student's article and discussing the effectiveness of how she organized the report.