Third Grade - ELA
1: Environment
Unit 1: Tornado
Lesson 1
Weather on the Farm
Students are prompted to discuss tornadoes and the difference between factual and nonfactual information and then write three factual sentences about tornadoes, showing opportunities to state and justify their understanding. Students are asked to describe what they know about farm life, discuss different farm jobs, and then explain what they would enjoy or not enjoy about living on a farm through a paragraph or a Venn diagram comparing their life to farm life. Students are asked to discuss differences between farms today and in the past and to write a daily farm schedule, which requires them to articulate their understanding after conversation.
Lesson 2
The Storm
Students are asked to summarize Chapter 1 and answer specific comprehension questions (Questions 1–6), including explaining how they would feel and what they would do during a tornado. Activity 4 asks students to write a 3–4 sentence chapter summary, read it aloud, and compare it to a provided summary. Activity 3 prompts students to identify what is wrong with a paragraph and explain how it could be improved, using transition words to clarify their explanations. The wrapping-up and life-application prompts ask students to discuss how family members felt and what helped them feel better, and to relate that to their own experiences.
Lesson 3
The Tornado
Students are asked to listen to Chapter 2 and then verbally summarize the chapter, prompting them to state their understanding aloud. The lesson asks open-ended discussion questions (e.g., how the dog felt after the tornado; differences between descriptions) that require students to explain their interpretations. Students are directed to compare the author's description with a simple description and to explain how the author's word choice makes the book more interesting, which requires them to articulate reasons for their ideas.
Lesson 4
A Card Trick
The lesson includes multiple open-ended oral questions (e.g., Why did Tornado drop the card when Pete's dad told him to? Do you think Tornado knew a card trick? How do you think Pete taught Tornado to play cards?) that prompt the child to explain reasons. Activity 1 instructs the child to "Discuss the fact that dogs learn about the world from their environment," and the Life Application asks the child to "discuss the strategy" of a card game. The Wrapping Up and punctuation activities ask the child to read sentences aloud, state which punctuation mark fits, and make up sentences to be judged, requiring verbal explanation of choices.
Lesson 5
Turtles
Students are asked to retell myths and answer questions such as which myth was their favorite and which was most believable, requiring them to explain their reasoning. Students read their own myth aloud to family and are prompted to assess how well their ideas met the criteria and to make revisions. Students are asked to compare ways the stories were similar and different, which asks them to articulate their understanding of the texts.
Lesson 6
The Best Pet Award
Students read Chapter 5 aloud and participate in teacher-led discussion about animal behavior and environmental patterns. Students answer specific comprehension questions (Q1–Q7) aloud, describe reasons animals change their environment, and respond to open-ended prompts where "Answers will vary." Students write and justify reasons why Tornado is a good pet on award ribbons (Option 2) and complete a journal summary, showing they explain their understanding in writing and speech.
Lesson 7
Conflict
Students are prompted to answer open-ended comprehension questions (e.g., describe the saddest day of Pete's life, what they would have done if they were Pete) that require them to explain their ideas. In Activity 2 students are asked to dictate a sentence describing each conflict, label the conflict type, and illustrate it, which requires them to state and clarify their understanding in words and pictures. The wrapping-up and life-application prompts ask students to describe types of conflict in other stories, encouraging them to articulate explanations across texts.
Lesson 8
The End of the Storm
Students read Chapter 7 aloud and respond to targeted discussion questions that require explanation and justification (e.g., "How did Pete feel... How do you know?" and "Do you think getting another dog... Why or why not?"). Students complete Activity 4 by rereading chapters and describing differences in character feelings and environment, which asks them to explain changes in understanding about mood. Students write a paragraph about a personal happy or sad event using a topic sentence and supporting details, practicing clear explanation of their own ideas.
Final Project
Think-Tac-Toe
The lesson asks the child to "discuss whether the project sounds interesting" and to "be sure she understands what will be involved," which requires the student to explain her ideas when selecting activities. The wrap-up prompts the child to "explain what she learned from the story," asking the student to state her understanding aloud. Several activities ask the student to present (for example, "Sing your song aloud for an audience" and share completed projects), providing opportunities for the student to articulate ideas to others.
Unit 2: Sarah, Plain and Tall
Lesson 1
Getting Started
Students are asked to explain their thinking aloud in multiple places: the introduction asks them to say what life on a farm long ago might have been like. Activity 2 asks students to explain how they decided to design a book cover and to justify adjective choices (regular, comparative, superlative). Activity 3 and the Wrapping Up prompt students to discuss differences between Maine and Kansas, state which they would prefer to live in and why, and list facts and sensory descriptions for each state.
Lesson 3
The News
The lesson provides discussion questions for each chapter and instructs the child to answer discussion questions in complete sentences. It prompts verbal discussion with the parent (e.g., asking why Anna's father might need help, what makes a good mom, and why descriptive words matter) and has students create and talk about an advertisement for a helper. It also asks the child to write a journal entry 'pretending to be Anna' after reading and discussion, connecting speaking and written responses.
Lesson 4
The Letters
Students are asked to summarize Chapter 2 verbally after an adult reads it aloud and to discuss several comprehension questions with the adult. The plan directs oral discussion about how letters differ from face-to-face speech and asks students to support an opinion about whether Sarah will enjoy Kansas. Multiple activities prompt the student to discuss their responses (e.g., answering some questions orally and brainstorming descriptive words for a paragraph).
Lesson 6
Life on the Prairie
Students are prompted to read Chapter 4 and to answer some questions in a journal and to discuss other questions aloud with an adult, which requires them to explain their ideas about Sarah and prairie life. Students are asked to discuss why people sing, when people sing, and how music makes people feel, and to discuss the lyrics of "Home on the Range," prompting verbal explanation of personal understanding. The wrapping-up prompts ask students what Sarah enjoyed most and whether she might stay in Kansas, inviting students to state and explain their thoughts in discussion.
Lesson 7
The Dune
The lesson asks the child to answer chapter questions either in a journal or by discussing them with the parent, including prompts like "let her read each of the following questions... then she can... discuss them with you." Activity 3 explicitly instructs to "Discuss the idea that having fun and enjoying your environment is very important" and to "Let her share her ideas." The Wrapping Up section asks the child to "predict whether or not Sarah will enjoy Kansas and her visit" and to explain why it might be hard for Sarah, encouraging spoken explanation.
Lesson 8
Work and Play
Students are asked to answer chapter questions either in their journal or through discussion with an adult, providing opportunities to state their ideas aloud. Students discuss similarities and differences between winters (their own and Kansas) and act out activities while an adult guesses, prompting them to describe and clarify events. In the historical fiction activity, students list three things they believe are factual and three that are not, explaining their reasoning in writing or conversation.
Lesson 9
Writing
The lesson includes explicit discussion prompts where students are asked to identify the story problem and to describe personal experiences (e.g., whether they have ever wanted something very badly). Students are asked to discuss two examples of persuasive writing and to explain which example is most convincing and why, with attention to reasons and supporting details. The activities require students to record three reasons and supports for a persuasive letter and to discuss which supports are convincing before writing.
Lesson 10
Neighbors
Students are asked to discuss who their neighbors are and what neighbors do, prompting verbal explanation of their ideas. In Activity 3 students discuss what Sarah misses about Maine and then list or write about what they would miss, connecting personal ideas to the discussion. In Wrapping Up students are asked whether Sarah would be happier in Maine and to explain why, requiring them to state and justify their understanding orally.
Lesson 11
Squall
Students are prompted to discuss what they have learned about the weather and how it differs from their home (Introduction), and to answer and discuss chapter questions (e.g., Q1 asks why Sarah wants to learn wagon/horse skills and invites discussion about historical roles). Students write a journal entry as Anna about Sarah's request and the storm (Activity 1) and complete a Character Line-Up where they write words or phrases describing each character. The Wrapping Up asks students to explain comma usage and to write sentences that demonstrate their understanding.
Unit 3: Who Was Helen Keller?
Lesson 1
Helen's Early Years
Students are prompted to explain personal challenges and to describe how blindfold and ear-plug activities felt, discussing what was challenging and why. Students answer chapter questions verbally or in writing, with directions to respond in complete sentences and to discuss some answers with an adult (e.g., write odd-numbered answers and discuss even-numbered ones). Students are encouraged to generate their own questions about the book to discuss and to identify and explain important events on a timeline as they read.
Lesson 2
Helen's Childhood
Students are asked to predict what kind of child Helen might have been and to record their ideas, then check whether Chapter 2 addresses those predictions, which prompts them to explain and evaluate their prior thinking. Students answer guided comprehension questions and are encouraged to think of their own questions, which requires them to articulate their understanding. In the Wrapping Up section students are asked to describe how people who are deaf communicate and to explain how Helen's life might differ if she were deaf but not blind, with an explicit prompt to give reasons for their ideas.
Lesson 4
Inventors
The lesson includes multiple prompts for oral discussion: students are asked to tell what they enjoyed about the Alexander Graham Bell biography, whether they would enjoy meeting Bell, and to compare what they learned in the biography with Chapter 4 (asking if there were any differences). Students are asked to read their ten clues aloud to older family members, friends, or neighbors and see if those listeners can guess the inventor. The wrapping up prompts ask students to explain why inventions are important and how they can help people.
Lesson 5
Annie
The materials prompt discussion questions (e.g., Q4 and Q5 ask for student opinions) and instruct the child to "Discuss why Helen changed" and to "describe the relationship between Annie and Helen" and predict future events. The Braille activity asks the child to "Discuss how challenging this was for Helen" and to compare reading modalities by feeling Braille. Several activities explicitly direct the student to talk about causes and effects and to give answers that "will vary," inviting explanation of personal understanding.
Lesson 6
Helen Leaves Home
Students are asked to answer and explain text-based questions (e.g., "Why do you think Helen loved the ocean so much, based on what we know about Helen?" and "Do you think Helen was telling the truth? Why or why not?"), which requires them to state and justify their ideas. Students engage in guided discussion with the adult when prompted to recount Chapter 5, make predictions about Chapter 6, and then check those predictions, prompting explanation and reflection. Students discuss how Helen's life changed and are asked to relate that to their own life and feelings (e.g., "Have you ever been accused... How did you feel?"), encouraging them to articulate personal understanding.
Lesson 7
More Learning
The lesson prompts students to discuss what helped Helen to be successful and to answer reflective questions (e.g., How are you similar to Helen? How are you different?), requiring them to state their own ideas. Wrapping up asks students to name important events in Helen's life and explain why those events were important, which asks for students' explanations of understanding. Activity 3 asks students to write a bio poem about Helen and a poem about themselves, which has students articulate their ideas about Helen's personality and environment in writing and potentially aloud.
Lesson 8
All Grown Up
Students are prompted to discuss Helen Keller after reading Chapters 9 and 10 by answering comprehension questions and by talking about what they enjoyed and respect about Helen. In Activity 2 students read Helen's quotes aloud, underline strong passages, and answer guided discussion questions (e.g., "Do you want to keep reading? Why?" and "What words or phrases create images in your mind?"), which asks them to explain their reactions and understanding. In Activity 3 students compare two model passages, answer questions about differences and which they enjoyed and why, and then write about a personal event focusing on voice, using self-evaluation questions to explain their choices.
Final Project
Scrapbook or Interview
Students develop and record five interview questions and write Helen's answers, then practice the interview with a parent or sibling as the interviewer. Students are asked to create drafts, reread their writing, make changes, and receive feedback on additional content and grammar. After scoring with the rubric, students and an adult are directed to discuss what could have been done differently or better.
2: Change
Unit 1: Morning Girl
Lesson 1
Background Information
The lesson contains multiple prompts for verbal discussion such as "Ask your child if he has ever heard of Christopher Columbus," "Discuss the environment and beauty of the islands," and "Ask your child what he thinks Columbus might have thought about the Bahamas when he first arrived." Students are asked to share an acrostic poem and to summarize researched information by creating a short report, which requires them to state their ideas aloud or in writing. Several activities instruct students to discuss cave art symbols and to talk about how artifacts might have been used, prompting students to explain their thinking.
Lesson 2
Point of View
Students are asked to answer questions in discussion after reading chapters and may respond verbally or in writing, indicating discussion practice. Activity 4 (Comparing Accounts) has students use a four-part Venn diagram to compare what each narrator reported and record similarities and differences. Activity 5 asks students to write separate accounts of a shared outing, read them aloud, and discuss how and why their stories differ using guided questions.
Lesson 3
The News
Students are prompted to answer questions aloud to a parent and to retell or summarize spoken messages (Reading and Questions; Skills). The Skills section explicitly lists connecting experiences and ideas with those of others through speaking and listening. Activity 3 asks students to record phrases Morning Girl uses, draw their own family members, write what each person brings, and discuss how family members change one another. The Wrapping Up section asks students to describe how Morning Girl and Star Boy are similar to and different from their own lives, which requires expressing personal ideas.
Lesson 4
The Rock
Students are asked to answer comprehension questions aloud or record responses in a journal, prompting them to explain their understanding of Chapters 4 and 5. In Activity 4 students identify what each family member says to Star Boy, discuss causes of his change, and record each family member's name with a sentence about how they might help that person feel better. The lesson also directs students to role-play family members and act out responses, which requires them to state and enact their ideas during a family discussion.
Lesson 5
Let's Write
Students are asked to discuss how Morning Girl and Star Boy sound different and to describe those differences, prompting them to explain their ideas about character voice. Students write two first-person paragraphs and then discuss editing ideas using an Editing Rubric, where they talk about what can be changed or added to make the voice more obvious. Students are encouraged to share their final paragraphs with family and to explain how they were able to give their writing an obvious voice during the wrapping-up questions.
Lesson 6
The Storm
Students are asked to answer comprehension questions in their journal and/or in a discussion with an adult, with explicit instruction to answer in complete sentences both verbally and in writing. The lesson prompts students to discuss differences between verbal and written responses and to discuss how the storm changed the environment after drawing before-and-after pictures. Students are asked to explain the significance of names, to justify why they chose particular names for family members, and to describe setting and cultural meaning during wrap-up discussion.
Lesson 7
Visitors
Students are asked to answer questions verbally and in writing after reading Chapters 8 and 9, including open-ended prompts (e.g., how the explorers and native people feel) that require them to state ideas and opinions. Activity 3 directs students to discuss cultural differences and to write two journal entries—one from Morning Girl's perspective and one from an explorer's—each including feelings, ideas, and opinions. The introduction and wrapping-up prompts (e.g., "How do you think the island's people will react?" and "Review that people can experience the same event yet have very different feelings about it") require students to express their own understanding during discussion with an adult.
Final Project
Poetry Night
The lesson prompts students to discuss ideas about change and to answer guided discussion questions (e.g., asking why the boy is worried, how the natives view the visitors, and to compare Encounter with Morning Girl). It asks the child to read aloud and listen to another reader, encouraging verbal responses and complete-sentence answers, and includes a prompt to compare similarities and differences between two perspectives (Question #7). The family poetry reading and recording activity has students prepare and present their poems aloud and discuss their recordings to improve their oral presentation.
Unit 2: Communities and Culture
Lesson 1
Getting Started
Students are asked to compare the two books' covers and discuss how the cultures and time periods look different, and to describe settings and how homes differed (Activities: Getting Started, Activity 5, Activity 6). Students record prior knowledge and questions on the "Historical Time Periods" organizer and later add "What I have learned," which prompts them to revisit initial ideas. Parents are instructed to ask the child to name the two time periods and to name three proper nouns related to each period, and to "share examples" as they study illustrations, providing multiple opportunities for spoken explanation.
Lesson 2
Where Are We?
Students are asked to explain whether ancient Egypt would have been a fun place to live and to justify their answers. Students answer comprehension and open-ended questions in complete sentences and record facts vs. fantasy in a journal. Students discuss why rivers are important, describe how homes and foods differ, and evaluate whether changes over time are positive or negative.
Lesson 3
The King
Students are asked to listen to an adult explain differences between a monarchy and a presidency, look at a diagram of roles in ancient Egypt, and complete a Venn diagram comparing a president and a king. After that discussion and comparison, students are asked to write a journal paragraph explaining why they would rather live under an elected president or a king. The Wrap-Up also instructs the adult to ask the child to tell what she learned and to predict outcomes, prompting oral explanation of understanding in light of the reading and conversation.
Lesson 4
Back Home
Students are asked to predict how the story will end and then compare their prediction to the actual ending, prompting them to state and reflect on their own ideas. Students are prompted to describe why they would or would not recommend the book, which asks them to explain their reasoning. Students are invited to discuss how burial rituals and religion have changed, providing an opportunity to state and explain their understanding in a conversation.
Lesson 5
A Day in Egypt
The lesson instructs an adult to "Ask your child what the ancient Egyptian people did..." and to "discuss" whether life in ancient Egypt would have been more enjoyable, which requires the student to state and explain ideas aloud. It directs the student to "see if the questions she posed at the beginning were answered," prompting the student to compare initial ideas with what was learned. The lesson also tells the student to "read [her rough draft] aloud, and then make any editing changes," giving an opportunity to explain and possibly revise her understanding after speaking.
Lesson 6
Middle Ages
Students are prompted to answer questions aloud and in writing, with instructions to use complete sentences and to discuss some questions with a parent. Several activities ask students to compare and discuss (e.g., compare peasants to Egyptian laborers, talk about how government is different today, and reflect on the peasant pretend experience). The lesson asks students to describe the Binkertons' adventures and to talk about what the Binkerton kids miss most back home, which are spoken reflection prompts.
Lesson 7
Off to the Castle
Students are asked to explain why life in a castle might be better than the life of a peasant (Introduction), prompting them to state and justify a position. Students answer open-ended questions and share personal experiences (e.g., describing a fair or carnival), which requires them to explain their own understanding. Students complete comparison activities (Castle Activities, Option 2) and discuss similarities/differences (Wrapping Up and Life Application), asking them to articulate how castle life relates to modern life and to explain materials and uses.
Lesson 8
Return Home
Students are asked to discuss the books and answer open-ended questions (e.g., predict the ending, explain whether they would travel to the Middle Ages, and describe castle defenses). Activity 3 requires students to record three adjectives for each character and "explain how the text and illustrations support the adjectives," prompting them to state and justify their ideas. Activities 4 and 6 direct students to "discuss" differences between cultures and artifacts and to write down similarities between a selected culture and their own, which asks students to articulate and justify their understanding during conversation.
Unit 3: American Heroes
Lesson 1
Heroes
The lesson prompts the child to answer questions and discuss heroes (e.g., "Ask your child to tell you about a time he has seen or read about a hero" and "Discuss how heroes can help motivate other people"). Students are asked to describe what a hero did and to write sentences about how a hero changed the world, which requires them to state their ideas and explanations. Activity 1 and 2 ask students to name adjectives and then write sentences using those adjectives, prompting them to explain their thinking about a hero's traits.
Lesson 2
Early American Heroes
The lesson repeatedly instructs the child to discuss questions aloud after reading each biography (e.g., use some questions as discussion questions and others in a journal) and asks the child to describe family Fourth of July traditions and the Pledge of Allegiance. The 'How Will I Be Remembered?' activity asks the child to discuss what she would want to be remembered for and then write an epitaph, and the Hero Cards activity asks the child to write a sentence describing how each hero changed the world.
Lesson 3
Heroes of Freedom
Students are prompted to discuss and answer comprehension questions about Abraham Lincoln and Harriet Tubman (e.g., "How would you describe Abraham Lincoln?"; "What can you learn from her?"), which requires them to explain their ideas aloud or in writing. The lesson directs an adult to discuss with the child the map of slave and free states and to "discuss what a long journey it would have been," creating an opportunity for students to explain their understanding in a discussion. The Underground Railroad activity asks students to create secret signs and then have siblings, friends, or parents try to follow the path, which requires students to explain their signs and directions to others.
Lesson 4
Hard Times
The lesson prompts several discussions: parents are asked to "Discuss with your child the racial climate of the 1940s and 50s" and to "Discuss ways that even young people can change the world," which require the child to talk about ideas. After reading, students answer open-ended questions about Eleanor and Franklin Roosevelt and respond to the "Making a Difference" scenario by writing sentences that describe what they would do. The activities ask students to reflect and explain their responses (e.g., answering why Eleanor was controversial or describing actions they would take).
Lesson 9
Book of Heroes
The lesson repeatedly prompts the child to explain ideas aloud: it asks the child to "describe some of the heroes he has read about" and to "explain how each hero changed the world." Activity 3 asks the child to state why a chosen person is his favorite, what he can learn from the person, and in what ways he is similar, and the Wrapping Up section has the child recall and explain characteristics and impacts of each hero. The Skills section explicitly lists discussing similarities and differences, which supports practice in explaining ideas about texts and characters.
Final Project
My Life Story
The wrap-up directs an adult to discuss the child's completed project, asking the child what she is most proud of and what she would do differently, and to share the score and rationale for points she received. The lesson instructs the child to share her scrapbook page with family and to discuss areas done well and areas for improvement, creating opportunities for the child to explain her ideas and understanding aloud in response to feedback.
3: Cycles
Unit 1: Poppy
Lesson 1
Preparing for Poppy
Students are prompted to explain and summarize ideas aloud (e.g., ask what the book might be about, ask if he knows what a fantasy is, and ask him to tell a short fantasy story). Students are asked to explain reasons (e.g., encourage him to explain why he would or would not want to be an author) and to summarize the author's idea after watching the Avi video. The wrap-up prompts ask students to state their understanding of power and to give examples of other situations where someone has power.
Lesson 2
Mr. Ocax
The lesson directs students to use the chapter questions as discussion prompts or journal entries and to answer verbally and in writing, which requires them to state and support their ideas. Students are asked to write a paragraph describing three ways they are similar to a character and to support that opinion with evidence from the story and their own life. The wrapping-up prompts ask students to explain what they think about the mice–Mr. Ocax relationship and to relate power dynamics to situations in their own lives, encouraging verbal explanation and personal connection.
Lesson 3
The Emergency Meeting
Students are prompted to answer discussion and journal questions verbally and in writing after reading Chapters 3 and 4, requiring them to explain events, feelings, and reasons (e.g., why Poppy escaped, how the family felt about Ragweed). Students compare their oral reading to an adult's reading and discuss paragraph divisions and central ideas, explaining differences in interpretation. Students examine owl pellets, identify bones, draw food chains, and are asked to discuss and infer what the owl ate and what that suggests about its habitat.
Lesson 4
Standing Before Mr. Ocax
Students are prompted to think of three or four questions for discussion, ask those questions aloud, and discuss answers with an adult. Students answer verbal and written questions in complete sentences about chapters 5 and 6 and explain events (e.g., why Mr. Ocax denied the mice). Students prepare and present a speech to an audience and receive feedback about what was liked and what could be improved.
Lesson 5
Poppy and Poppa
Students are asked to discuss and answer questions verbally and in writing about Chapters 7 and 8 (e.g., prediction prompts, why Poppy told the mice, and cause/effect items). Students are directed to write journal entries comparing story events to real life and to "think of ways Poppy can overcome the power of Mr. Ocax" and record those ideas. Students are asked to explain word choices in the "Choose the Right Word" activity and to justify why they picked specific words.
Lesson 6
Dimwood Forest
Students are asked to describe in their journal a decision Poppy made, explaining the decision, its effects, and why it was good or bad, which requires them to state and support their understanding. The Good vs. Evil activity asks students to define good and evil, identify which characters represent those concepts, and compare Poppy and Mr. Ocax by explaining how they are opposites. The Wrapping Up prompts ask students to state whether Dimwood Forest seems good or bad and to point to specific words and phrases in the text that support their view.
Lesson 7
Ereth
Students are asked to discuss and answer guided questions about Chapters 11 and 12 (e.g., describing Ereth, what Poppy learns, and whether Mr. Ocax would be upset). Activity 3 asks students to discuss food chains, porcupine defenses, and how Poppy's new knowledge might help break the cycle of power, prompting explanation of ideas. The wrap-up prompts students to discuss and explain what the phrase "knowledge is power" might mean, encouraging students to articulate their understanding.
Lesson 8
On the Way to New House
Students are asked to explain what was happening in the story from the previous day and to write a summary of Chapters 13 and 14 in their journal, which requires them to state their understanding. The lesson provides discussion questions (e.g., how feelings about Dimwood Forest change; whether Poppy's point of view changed; why the mice believe Mr. Ocax) that students can answer orally or in writing during a discussion. Students are invited to act out dialogue with family members using puppets and to copy and speak character lines, giving opportunities to state and perform their interpretations aloud.
Lesson 9
The Truth at Last
The lesson includes multiple discussion and journal prompts that require students to explain events and feelings (e.g., answering questions about what Poppy learned, why characters acted a certain way, and how Poppy and Mr. Ocax feel at the end of Chapter 16). Activities ask students to 'discuss how Mr. Ocax has created a cycle' and to 'think about a place where the cycle could be broken,' which asks students to explain their reasoning aloud. The wrapping up prompts ask the child to 'explain the difference between a suffix and a prefix' and to 'recap the cycle of power'—all explicit tasks asking students to state and explain their ideas.
Lesson 10
The Battle
Students answer and discuss multiple comprehension questions (Questions #1-#7) verbally and in writing and are reminded to respond in complete sentences. Students create a victory flag and then explain the meaning of the symbols they chose. Students write a personal journal about a time they showed bravery and are encouraged to read it aloud and describe how Poppy defeated Mr. Ocax in the wrap-up.
Lesson 11
Writing Project
Students are asked to explain orally the cycle of power, how Poppy broke the cycle, and how life will be different for the mice, which requires them to state their ideas aloud. The materials instruct students to refine writing with "guided discussion," and to read their three paragraphs to family, providing opportunities to speak about and clarify their ideas. The wrapping-up prompts ask students to discuss which paragraph was easiest or most challenging and what they would do differently, eliciting explanation and reflection.
Lesson 12
A New Beginning
The materials include discussion and journal questions that prompt verbal and written responses (e.g., Questions 1–5) and explicitly remind the child to answer in complete sentences. Activity 3 asks the child to explain why the author jumps forward in time and to explain why Poppy and Ereth become close friends despite differences. Wrapping Up asks the child if she learned anything and if she sees the world differently, and the Life Application asks the child to write a short speech about a deceased person after planting, all of which require the child to state and explain personal ideas.
Unit 2: Charlotte's Web
Lesson 1
Getting Started
Students are asked to discuss characters and their relationships after reading picture books about friendship (Activity 3) and to answer verbal and written questions in complete sentences during reading and discussion. Students create a bubble map listing characteristics of a good friend and are instructed to compare those characteristics to characters in the story as they read (Activity 2). The wrap-up asks students to explain the relationship between Fern and Wilbur, prompting them to state their understanding aloud or in writing.
Lesson 2
Charlotte
Students are asked to discuss and answer open-ended questions that require explanation and justification (e.g., "Do you think real pigs feel this way? Why or why not?" and "Do you think Wilbur should have been critical... Why or why not?"). Students are prompted to discuss reasons (for example, reasons people write and keep schedules) and to describe their feelings about Charlotte during wrap-up discussion. Students synthesize information when they locate spider facts and then write a poem from Wilbur's point of view using research and what was learned in the story.
Lesson 3
Bad News
Students are asked to discuss and journal about open-ended questions after reading Chapters 7–9 (e.g., explain why Wilbur loves the barn, why animals trust Fern, and predict what Charlotte will do). Several prompts explicitly tell students to "discuss" moral questions and causes (for example, "Discuss whether it is decent for farmers to kills pigs and why" and "Ask your child why he thinks the farmer might want to kill a pig"). Activities require students to state reasons and descriptions (e.g., listing pig products, recording sensory descriptions, and writing a descriptive paragraph), which ask students to explain their ideas in writing or conversation.
Lesson 4
Some Pig
Students are asked to discuss and journal about chapters 10–12 using specific questions (for example, Q4 asks for the student's opinion and justification: "Do you think Avery would have gotten in trouble... Why or why not?"). Students are prompted to describe and discuss character relationships and themes (e.g., "Ask her to describe the friendship between Wilbur and Charlotte" and to answer friendship scenarios in a journal). Students are also asked to explain grammatical concepts aloud and in writing (e.g., "Ask your child to explain what an adverb is and to use one in a sentence").
Lesson 5
Progress
Students are asked to read Chapters 13-15 and answer questions "in a discussion or in his journal," prompting them to state and explain responses to comprehension questions. Students are instructed to give each family member a web and "explain why he selected the word," requiring them to articulate and justify their word choices verbally. Students are also prompted to "ask your child what he has learned about Wilbur and Charlotte," which asks them to summarize and explain their understanding.
Lesson 6
The Fair
Students are asked to read Chapters 16–18 and use the provided questions "in a discussion or in her journal," which has them explain answers aloud or in writing (for example, explaining evidence that Fern is growing up). Activity 2 directs students to "describe the difference" between two paragraphs and to discuss the use of conjunctions and sentence beginnings, requiring students to state their understanding during discussion. The "Wrapping Up" prompt asks students to "share ways to make the sentences in her writing more interesting," giving students an opportunity to state and explain their ideas to another person.
Lesson 7
The End
Students are asked to explain events and character changes (e.g., "Ask him to explain how the characters changed in the story" and the "CHARACTERS CHANGE" activity where students write descriptions of characters at the beginning and end). The lesson repeatedly prompts students to discuss and explain ideas aloud (e.g., explain what happened to Charlotte's babies, explain cycles found in the book, discuss which character they liked most and why). The life-application activity asks students to discuss similarities and differences between book and movie and record items in a Venn diagram, requiring them to state and justify their own ideas.
Final Project
Charlotte's Web
Students engage in one-on-one conferences with an adult to receive suggestions for improvement and to discuss ways their writing can be improved. Students share their final product with family and/or friends and use rubrics that prompt discussion about areas done well and places to improve. The lesson asks students to read over and revise their drafts after conferencing, implying student talk with an adult about their ideas.
Unit 3: The Family Under the Bridge
Lesson 1
Pre-Reading
The lesson prompts adults to ask the child to explain what he knows about economics and to explain how the economic cycle would be disrupted if a person did not have a job, which requires the child to state and justify his understanding. The activities instruct the child to discuss ways people can be in need and to make a list of ways to help, and to circle things his family has done, which asks the child to articulate personal examples. The lesson ends by asking the child what he learned about Paris and to review themes of economics and caring for others, prompting the child to summarize and explain his ideas.
Lesson 2
The French Man
The lesson directs students to use the chapter questions in discussion or journal writing and reminds them to answer verbal questions in complete sentences, which prompts spoken explanation. Activity 3 asks students to list advantages and disadvantages of not having a job, discuss them, and then ‘pretend to be Armand and to explain what she enjoys about not having a job,' which asks for an explained perspective after discussion. The Wrapping Up section instructs students to describe the community and to explain when commas should be used, prompting students to state their understanding aloud.
Lesson 4
A Day in the City
Students are prompted to answer verbal and written discussion questions (Question #1-#5) and to discuss their responses, with an explicit reminder to answer in complete sentences. Students complete a Venn diagram comparing Christmas in France and America, which requires them to state similarities and differences during discussion. Students are asked to discuss ways to give time to others and to come up with a plan, and to respond to a wrap-up discussion about whether a requested gift is a need or a want.
Lesson 5
Singing
The lesson includes multiple discussion prompts (e.g., open-ended questions about Armand, the man with the monkey, and Madame Calcet) that ask students to explain reasons and feelings aloud or in writing. It asks the child to "discuss" why Armand might feel a certain way and to reread and read aloud page 27, prompting verbal explanation. Students are asked to prepare and deliver a speech or write a persuasive letter with three reasons and supporting details, and an extension suggests recording a pretend conversation between characters.
Lesson 6
The Shoe
The lesson provides multiple open-ended discussion and journal questions (e.g., Why do you think finding the shoe signified never giving up hope to Armand? Was it right for Armand to take the children away from the bridge? Why or why not?) that require students to explain reasons. It instructs students to answer verbal and written questions in complete sentences, prompting oral explanation. Activity 3 asks students to read aloud the Gypsies description and to discuss how the Gypsies are different from and similar to the Calcet children, then record those ideas on a double-bubble map.
Lesson 7
Among Friends
Students are prompted to discuss and journal responses to open-ended questions (Questions #1–#7) about characters, citizenship, and what they learned from Tinka and Suzy. In Activity 2 (Pack a Bag), students must select items for characters and then explain their reason for each item and which character will benefit, linking choices to wants and needs. The Wrapping Up section asks students to discuss whether they have been friends with someone different and what they learned, prompting personal explanations about understanding gained from others.
Lesson 8
Christmas Eve
Students are prompted to discuss and explain personal responses (e.g., which character is most like them and why) and to answer guided comprehension questions aloud or in writing. Students are asked to discuss community help and places of worship and to share their own experiences during Activity 2. The wrapping-up prompt asks students to describe how Armand and the Calcets celebrate Christmas Eve and to compare that to their own family celebration, requiring them to state and explain their understanding.
Lesson 9
Saying Goodbye
The lesson asks students to discuss Chapter 8 using guided questions and to answer verbal and written questions in complete sentences, including opinion prompts (e.g., whether Suzy should have been upset, whether a student would go with the Gypsies). It directs students to "discuss" consequences of stealing and how economic situations vary, and asks students to look back at earlier chapters and describe aspects of French culture, providing opportunities to explain ideas orally or in writing. The Culture Commentary and journal/discussion prompts require students to state observations and reasons about characters and cultural/economic differences.
Lesson 10
A Home at Last
Students are prompted to discuss chapter questions aloud and to answer some questions in writing, with a reminder to respond in complete sentences. Activity 2 asks students to discuss what Armand discovered, how his getting a job will help the children, and then to write in a journal about a personal time they sacrificed something for someone else. The wrapping up section asks students to state what they liked about the ending and to propose a different ending, encouraging explanation during discussion.
Final Project
Reader's Theater
Students are prompted to recount prior experiences with plays or movies and to discuss the format and punctuation of scripts with an adult, which requires them to explain what they noticed. Students reread selected scenes aloud, create dialogue lines, and practice with family members, allowing verbal sharing of choices about character voice and actions. In the wrap-up, students are asked what they enjoyed and what they would change and they receive feedback against a rubric, which asks them to explain aspects of their work.
4: Relationships
Unit 1: One Day in the Tropical Rain Forest
Lesson 1
The Rain Forests
The lesson repeatedly prompts the child to discuss and explain ideas: it asks the child "what he knows about rain forest habitats" and to "describe some relationships found in nature," including drawing and describing those relationships. The activity directions instruct the child to "let him describe the relationship that exists between the two living things" and the wrapping up questions ask the child to "tell you what he learned" and to "explain the difference between temperate rain forests and tropical rain forests." The activities also include turn-taking (playing the rain stick and acting like animals) that creates opportunities for back-and-forth talk.
Lesson 2
Morning in the Rain Forest
The lesson repeatedly directs the child to engage in discussion questions with the parent (e.g., review Activities 1 and 3 together; some chapter questions are marked as discussion questions) and to describe Tepui's early morning aloud. Students are asked to fill the Rain Forest Animals Chart and to describe relationships among animals, and to compare a day in their life to Tepui's day using prompts that invite oral answers (e.g., Which events involved a relationship? What is your role?). The Daily Activities page and follow-up questions explicitly ask students to talk about and record events and relationships, which can occur as spoken discussion.
Lesson 3
The Tree
The lesson includes multiple parent-led discussion prompts where students are asked to explain and discuss ideas (e.g., Activity 2 asks the child to "discuss the theme of relationships," place animals around the tree based on the author's description, and "explain how the tree in his environment differs"). Activity 3 directs students to discuss the effect of the author's adjectives and to "ask him how the adjective influences the way he thinks about the noun," prompting students to articulate their understanding. The reading questions ask students to describe details and provide answers, which can be used as bases for verbal explanation during discussion.
Lesson 4
Butterfly Search
The lesson directs the parent to "select three of the following questions as journal questions and use the others in a discussion," which requires students to discuss chapter content and write journal responses. It asks students to "explain why it is important for scientists to learn more about plants and animals" and to "write a paragraph" describing which type of animal scientist they would like to be, prompting students to state and clarify their ideas in writing. Activity 3 asks students to "write about two relationships that the butterfly has with a plant or animal," linking discussion/observation to explanation in writing.
Lesson 5
Rain Forest Relationships
The lesson includes journal and discussion questions that ask students to answer and describe elements from Chapters 4 and 5 (e.g., describing the butterfly, explaining the sloth–moth relationship). Activity 2 directs students to "Discuss" pairs of living things and to describe how they help or harm one another, and the Student Activity Page provides spaces for written descriptions. The Plot Timelines section prompts oral discussion with questions that require students to explain plot choices and relationships (e.g., "Why do you think the author switches the action...") and the wrapping up prompt asks students to state what they learned about relationships.
Lesson 6
Law of the Jungle
Students are prompted to predict and record ideas about how Dr. Rivero and Tepui will find the butterfly and then check whether their predictions were correct, which requires them to state and reflect on their thinking. Students answer and discuss journal questions (e.g., Why are the army ants so dangerous? Why did Tepui believe his people would get sick and die if the rain forest was destroyed?), which asks them to explain causes and justify beliefs. Students reread a passage, illustrate and describe three examples of The Law of the Jungle, write a free-verse poem, and are asked to describe why the law exists, providing multiple opportunities to state and explain their own understanding aloud or in writing.
Lesson 7
Helping a Friend
The lesson asks the child to "Discuss friendship and what it means to be a good friend" and specifically asks "How are Tepui and Dr. Rivero helping one another?", which requires the student to state and explain ideas about the characters. The wrap-up directs the child to "describe the relationship between Tepui and Dr. Rivero," prompting an oral or written explanation of understanding. In the dramatizing activities (Options 1 and 2) students write dialogue and stage directions and identify which character says which lines, requiring them to express interpretations of character intentions and events.
Lesson 9
A Close Call
Students are prompted to answer and discuss specific comprehension questions (e.g., why Dr. Rivero climbed the tree, how Tepui stopped the bulldozers), which requires them to state and explain their understanding. Students are asked to discuss definitions of metaphor and simile and to explain what two unrelated things the author is comparing, and to create and share their own metaphors or similes. Students are asked to discuss the climax, list important events on a plot diagram, and identify relationships affected by those events, which invites oral explanation of ideas during conversation with the adult.
Final Project
Field Guide or Documentary
The lesson instructs students to discuss choices with a parent (e.g., selecting a type of scientist) and to watch and discuss nature documentaries to prepare, which creates parent-child discussion opportunities. It asks students to present their finished field guide or documentary to family and to review the rubric with guidance, and it prompts a wrap-up discussion about improvements and what the student would do differently. The documentary option requires students to write and practice a script for an audience, which involves explaining information about each animal aloud.
Unit 2: The Whipping Boy
Lesson 1
Medieval Times
Students are asked to discuss the setting and explain what clues on the book cover support their idea of the time and place. Students list disadvantages of a monarchy, complete a Venn diagram comparing a king and president, and explain their reasoning during the compare/contrast activity. In the relationships activities students explain why each relationship is important, act out events, and then describe whether the events were positive or negative and what that reveals about the relationships.
Lesson 2
Jemmy and Prince Brat
Students are directed to answer chapter questions in a journal and to use other questions in a discussion ("Each day you can assign some questions for your child to answer in her journal and use other questions in a discussion"). The skills list includes "Connect experiences and ideas with those of others," and the guide tells the parent to "Discuss how sometimes in relationships one person will treat another person unfairly or unkindly." The wrap-up asks the child to describe the relationship between Jemmy and Prince Brat and to say what she likes or does not like about each character, prompting spoken explanation and comparison.
Lesson 3
The Plot Thickens
After reading Chapters 4–6, students answer journal questions and participate in discussion questions (e.g., why Jemmy changed his mind, where he planned to hide, and why the kidnappers believed they had the prince). Activity 2 asks students to create crests for Jemmy and Prince Brat and to describe how the two characters' personalities affect their relationship. The Wrapping Up section directs students to give two examples of idioms and to describe differences between Jemmy and Prince Brat, prompting spoken explanation of their ideas.
Lesson 4
A Note to the King
Students are prompted to answer some comprehension questions aloud in discussion after reading Chapters 7–9, and to "answer some of the questions below in her journal and others in discussion." Students are asked to "study the flow chart and discuss the relationships between each level" of the feudal system and to "answer the questions about the chart." Students are also asked to "explain the relationships that existed in the feudal system" and to "discuss how different her life might be if she lived in a place with a feudal system," which require spoken explanation of their ideas.
Lesson 5
Disagreements
Students are instructed to answer some questions in a journal and to answer others in a discussion with the parent, including open-ended items (e.g., "Who seems to be smarter, Jemmy or Prince Brat? Why?" and other questions labeled "Answers will vary"). The wrapping up prompts ask students to state what they learned about the two characters and to explain why the characters do not have a good relationship, which requires students to state and explain their ideas aloud.
Lesson 6
In the Woods
Students are prompted to explain why Jemmy and Prince Brat are or are not friends and to make and justify a list of what makes a good friend (Activity 2). Students answer and discuss comprehension questions aloud (use remaining questions in a discussion) and are asked to retell events and explain which character is more respectable and why (Wrapping Up). Students select and justify items for each character's travel bag and describe differences between the two characters (Activity 3).
Lesson 7
The Rescue
Students are directed to answer selected comprehension questions in their journal and to use the remaining questions as discussion questions, providing opportunities to state their ideas aloud. Students are asked to discuss where they feel most comfortable, how characters act differently in different settings, and how those differences affect relationships, which requires them to explain their thinking. Students are prompted to explain what they learned about life in a medieval town and how the prince is changing during wrap-up discussions and writing activities.
Lesson 8
Friends
The lesson directs an adult to "use the remaining questions in a discussion," and asks the child to answer several questions in her journal, which requires students to state reasons (e.g., why Jemmy decided he trusted the prince). The lesson also prompts verbal reflection (ask your child what she has enjoyed most; wrapping up asks if she would recommend the book and why), giving students opportunities to explain their ideas aloud.
Final Project
A Monologue
Students practice performing their monologues, receive constructive feedback, and "watch the video and discuss improvements that can be made," which requires them to talk about their work with others. Students present their monologues to an audience and are asked wrap-up questions (e.g., whether the project was challenging and why), prompting verbal reflection about their ideas and choices. The activities instruct students to practice reading aloud and to think about how the characters might speak, supporting opportunities to explain character understanding aloud.
Unit 3: Iggie's House
Lesson 1
The Move
Students are prompted to discuss the book cover and the theme of friendship, answering selected reading questions aloud or in their journals. In Activity 1, students list five characteristics of a good friend, write sentences explaining why each is important, and give examples of how they have demonstrated those characteristics. The Reactions Chart requires students to write characters' reactions and their own personal reactions to events and to discuss how characters respond, and reading questions are designated for use in group discussion.
Lesson 2
Meeting the Neighbors
Students are asked to answer chapter questions in a journal and to discuss selected questions aloud, which requires them to state and explain their ideas (e.g., reasons for Winnie's behavior and reactions to the Garbers). Students read scenarios on the "Racial Relationships" page aloud and decide how they would respond, then discuss why stereotyping is wrong and how to respond when someone is being mean. The wrapping up prompts ask the child to explain how Winnie acted and why certain comments were rude or inconsiderate, encouraging explanation of understanding.
Lesson 3
The Softball Game
Students are asked to discuss and journal about Chapter 3 using open-ended questions such as "Why do you think Winnie lied…?", "Is Winnie being a good friend? Why or why not?", and "How is Winnie trying to help start a relationship with the Garbers?". The lesson instructs students to fill in a Reactions Chart and to describe the softball game, which requires students to state their understanding and reactions. Multiple prompts tell students to "discuss" topics (e.g., games as a way to get to know new friends) and to write journal responses, providing opportunities to explain ideas.
Lesson 4
A New Dog
Students are asked to answer two or three comprehension questions in a journal and to discuss the other questions aloud with an adult, providing opportunities to state and explain their ideas. Students discuss the relationship between pets and owners and are prompted to describe owner responsibilities, which requires explaining their understanding verbally. Students are asked to summarize Chapter 4 aloud and to produce a written paragraph about their own pet relationship, showing they explain their ideas in speech and writing.
Lesson 5
A Visit from Germs
Students are asked to answer and discuss open-ended questions that require stating opinions and reasons (e.g., "Was it okay for the Garbers to be upset with Winnie? Why or why not?", "What would you have done?"). The lesson prompts oral discussion and reflection with lines such as "Now is a good time to discuss with your child the proper way to respond..." and the Wrapping Up prompts ask students to explain how they feel and what Winnie did to be a good friend. Activity 2 asks students to identify relationship problems between characters and "think of some ways the characters might be able to solve their problems," which involves explaining proposed solutions.
Lesson 6
A New Petition
Students are instructed to use some of the questions in a discussion and to answer others in a journal, which prompts verbal explanation (e.g., "Do you think it was wrong... Why or why not?"). Students are asked to summarize the chapter and to explain which character's personality is most similar to their own and why, requiring them to state and justify their ideas. In the Character Circle Maps activity, students must select descriptive words and then explain why they chose each word, supporting their ideas with evidence from the text.
Lesson 7
The Swim Club
The lesson includes discussion prompts (Ask your child why Winnie was so upset; journal and discussion questions for Chapter 7) that ask students to describe character feelings, actions, and motivations. Activities such as the Reactions Chart and Friendship House require students to record personal responses and write sentences that describe relationships between characters. The wrapping-up prompts ask students to describe events in the chapter and explain contractions they find, encouraging students to articulate their understanding aloud or in writing.
Lesson 8
Moving
The lesson includes multiple open-ended discussion questions (e.g., "Why do you think Herbie was so rude to Winnie?", "Was this the right thing to do? What could she have done instead?", "Why did Mrs. Landon come to Winnie's home?") that prompt students to explain reasons and judgments. Activity 2 directs students to "Discuss with your child" similarities and differences between characters and complete double-bubble maps, which requires students to articulate connections and distinctions. The 'Getting Started' and 'Reading And Questions' sections explicitly instruct using questions as journal and discussion prompts after reading Chapter 8, prompting students to state their own ideas in spoken or written form.
Lesson 9
A Letter
The lesson directs an initial discussion about the relationship between Iggie and Winnie and asks the child to explain why Winnie keeps tearing up letters, which requires the student to articulate an interpretation. The student is asked to read her final letter aloud and then "discuss which parts of her letter you enjoyed most," giving an opportunity for spoken explanation about her writing. The planning pages prompt students to organize and state main ideas and supporting details, which students must explain when discussing their plan or reading aloud.
Lesson 10
I Have a Dream
Students are asked to read the excerpt of "I Have a Dream" aloud and answer specific reflective questions (e.g., "What was Martin Luther King Jr.'s dream?", "What can you do to help King's dream come true?") in their journal and during discussion. Students are prompted to discuss what life must have been like for people of color and to explain what "all men are created equal" means. Students are asked at the end to state what they learned about Martin Luther King Jr., describe how Winnie can help the dream come true, and explain their own dream and how they can make it happen.
Lesson 11
The End
Students are prompted to discuss and justify story events and character motivations (e.g., questions asking why Winnie wanted Herbie and Glenn to remember her, why Glenn bought drinks, and whether Winnie's decision to row was a good one). In Activity 2 (Book in a Bag) students select items to represent story elements and then pull out each item and describe why they selected it, requiring them to explain their thinking. In Activity 3 students discuss which character they would be friends with, explain what they would have in common, and write/journal about why the character would be a good friend, providing opportunities to state and explain their ideas aloud and in writing.
Final Project
Character Interviews
Students write interview questions that require elaborated responses about characters and relationships and then compose answers from each character's perspective (Parts 1 and 2). Students perform the interviews (Part 4) and use an interview rubric that asks if answers were easy to understand and reflected character personalities. The wrapping-up prompts ask students to talk about which character was easiest or hardest and how characters' personalities and perspectives influenced relationships.