Third Grade - ELA
1: Environment
Unit 1: Tornado
Lesson 1
Weather on the Farm
The lesson asks students to state what they would enjoy and not enjoy about living on a farm and to write a short paragraph describing what they would most enjoy about working on the farm (Option 1), which requires expressing an opinion. The lesson also has an Option 2 Venn-diagram activity asking students to list differences and similarities between their life and farm life, which has students generate specific examples that could function as supporting details.
Lesson 2
The Storm
Students are asked whether they think they will enjoy the story and to explain why or why not, which asks for an opinion and a supporting reason. Students answer Question #3 asking how they would feel if they saw a tornado and what they would do, prompting personal response and justification. Students are also asked what they enjoyed most and to predict the next chapter, opportunities that invite stating preferences with explanations.
Lesson 4
A Card Trick
Questions #2 and #3 explicitly ask 'Do you think... Why or why not?', prompting students to state an opinion and give reasons in their answers. The Life Application directs students to 'Discuss the strategy... and why it would be a challenge to play a card game with a dog,' which asks students to explain reasons for a viewpoint. The question prompts are open-ended with 'Answers will vary,' indicating students are expected to provide their own supporting reasons.
Lesson 5
Turtles
Students are asked to answer evaluative questions such as "Which myth was your favorite? Why?" and "Which myth do you think was most believable? Why?", prompting them to give reasons for preferences. Activity 4 asks students to write their own myth and to support the main idea with relevant details, which requires students to provide supporting information. The lesson also asks students to retell and compare myths, which involves explaining judgments about similarities and believability.
Lesson 6
The Best Pet Award
In Activity 3 students design a "World's Best Pet" badge and write reasons on ribbons completing sentence starters such as "Tornado is the smartest dog because ___." Option 2 explicitly asks students to give specific examples from the story to justify why Tornado is a good pet. The life-application extension asks students to write sentences on ribbons describing why a family member is the best, reinforcing writing reasons to support an opinion.
Lesson 7
Conflict
Students are asked direct opinion questions such as "Do you think Pete's father should have told the man it was Pete's dog? Why or why not?", which requires them to state an opinion and give a reason. Students are also asked "What would you have done if you were Pete in this situation?", prompting them to explain their choice. These questions ask students to produce reasons that support their opinions in short-answer or discussion form.
Lesson 8
The End of the Storm
The lesson includes discussion questions that ask for students' opinions and justifications (e.g., Question #3 and #4: "Do you think getting another dog... would have made Pete feel better? Why or why not?" and "Do you think it was right for Pete to keep Tornado? Why or why not?"). Activity 5 directs students to write a paragraph with a main idea and four supporting details using a fishbone organizer, explicitly teaching how to record supporting details. The lesson also reminds students to speak in complete sentences when answering questions and to use supporting words and specific details when describing feelings.
Final Project
Think-Tac-Toe
Students are asked to give a recommendation aloud and explain "why or why not," which requires stating an opinion and providing reasons. Several writing prompts ask students to explain causes or reasons (e.g., "describe why Tornado is such a good dog," "How would it have affected the characters in the story and why?"). The Hamburger Paragraph Organizer and the requirement to write a draft and final copy give students a structure and opportunity to write a topic sentence and multiple supporting details.
Unit 2: Sarah, Plain and Tall
Lesson 1
Getting Started
Activity 3 explicitly asks the child to choose which state she would most enjoy living in and why, prompting students to state reasons for a preference. Activity 3 also directs students to list six facts about each state and to write five-sense poems describing each state, which provides factual and sensory details students can use to support their choice. The Wrapping Up prompts ask students to describe differences between Maine and Kansas and to imagine living in one then moving to the other, encouraging students to articulate reasons for preferences.
Lesson 4
The Letters
Students are asked directly to state an opinion and support it when the Wrap-Up asks them to predict whether Sarah will enjoy Kansas and to support that opinion. Question #1 asks students which letter is their favorite and follows with 'Why?', prompting students to provide reasons. Students also discuss and write responses to reading questions and journal prompts, giving opportunities to state and explain personal reactions verbally or in writing.
Lesson 5
The Arrival
Students are asked in Activity 3 to choose a welcome token and "write a sentence or two explaining why the token is special and why she would select it," which requires giving reasons to support a choice. Question #3 asks "Why do you think she selected these particular gifts?", prompting students to provide reasons for an interpretation. Question #2 asks students to estimate Caleb's age and cite clues, which asks for justification of an answer using evidence from the text.
Lesson 6
Life on the Prairie
The lesson includes questions that ask students to give reasons or cite clues (e.g., QUESTION #1: "Why do you think Sarah brought her collection of shells?" and QUESTION #2: "Are there any clues that suggest Sarah might stay in Kansas?"), which require students to state explanations supporting their answers. The Wrapping Up prompts ask students what they think Sarah enjoyed most and whether she will stay or go back home, prompting students to form and discuss opinions based on the text. Journal Activity 1 asks students to write Anna's thoughts about the day, which can elicit stated positions that may be supported with reasons.
Lesson 7
The Dune
Students are asked multiple "why" questions (e.g., Question #1: "Why do you think Sarah names the sheep after her aunts?" and Question #5 about Caleb's reaction) that require them to state reasons for their answers. The Wrapping Up prompt asks students to predict whether Sarah will enjoy Kansas and to explain why it might be hard for her, which asks for an opinion supported by reasons. Activity 3 and the journal entry ask students to write or illustrate how the environment provides entertainment and to reflect on the fun day, prompting them to give reasons for their ideas.
Lesson 8
Work and Play
The lesson asks students to state what they like most and least about winter and to describe or predict what they enjoy most about winter, which asks for personal opinions. It asks students to write Anna's journal entry reflecting on conversations and activities, giving an opportunity to express viewpoints in writing. It prompts students to discuss similarities and differences between activities today and on the prairie, which can elicit evaluative statements.
Lesson 9
Writing
Students are asked to plan and record three reasons and supporting details on a graphic organizer for a persuasive letter to Sarah. Students read and discuss two model paragraphs that contrast supported reasons with unsupported reasons and judge which is more convincing. Students use a self-editing checklist that explicitly asks "Do you have three reasons?" and "Do you support each reason?" to revise their drafts.
Lesson 10
Neighbors
The Wrapping Up section asks the child whether he thinks Sarah would be happier in Maine and to explain why, prompting the student to state an opinion and give reasons. Activity 3 (Missing Home) asks the child to make a journal list of things he would miss, which requires the student to identify and record reasons tied to a personal opinion about moving. The discussion prompts (e.g., asking what makes a place home) require students to articulate reasons supporting their views.
Lesson 12
The End of the Storm
Students are asked whether they would recommend the book and to explain why or why not, prompting them to state an opinion and give reasons. In the Theme activity, students write a central theme and record examples from characters' actions, words, thoughts, and events, which requires them to identify reasons or evidence that support a central claim. The journal entry asks students to write about Anna's feelings when Sarah announces she is staying, which can prompt students to provide reasons for their interpretation.
Final Project
Welcome To Kansas
Students are asked to write a card from Anna to Sarah stating that she is glad Sarah decided to stay, which requires expressing an opinion. The Self-Editing Checklist explicitly prompts students with "Do you have three reasons?" and "Do you support each reason?" to guide revision. The activity sequence has students write a rough draft, use the checklist to edit, and produce a final copy, providing repeated practice in adding and supporting reasons.
Unit 3: Who Was Helen Keller?
Lesson 1
Helen's Early Years
Question #4 asks students to answer, "How will Helen's life be different? How do you think her family will treat her differently?" and notes that answers will vary. The Reading and Questions section instructs students to record answers in a journal and to answer in complete sentences for both verbal and written answers. The Wrapping Up prompts ask students to describe what they think would be the most challenging thing about being deaf or blind, inviting personal responses.
Lesson 2
Helen's Childhood
Students are asked to predict what kind of child Helen might have been "because of her disabilities" and to record their ideas, which prompts giving reasons for an opinion. Question #5 asks students to compare their childhood to Helen's, inviting personal responses (opinions). The wrapping-up prompt explicitly asks students how Helen's life might be different if she were deaf but not blind and instructs to "encourage him to give reasons for his ideas."
Lesson 3
Helen's Challenges
Students are asked to write a paragraph explaining why they selected a gift for Helen (Activity 3, Option 2), which requires them to state a choice and describe reasons. The lesson provides a Hamburger Paragraph Organizer with slots for a topic sentence and three details, guiding students to include supporting details. The introduction and wrapping-up questions ask students to describe why Helen's environment was frustrating or challenging, prompting them to give reasons in written or oral form.
Lesson 5
Annie
The lesson includes a direct opinion question (Question #4: "Do you think Annie was too hard on Helen? Why or why not?") that asks students to state a position and explain their reasoning. The activities prompt students to "discuss why Helen changed" and to write 'before' and 'after' sentences describing Helen, which can require giving reasons for change. Students are also asked to "describe the relationship between Annie and Helen" and "predict what will happen," which invite justification of their views.
Lesson 6
Helen Leaves Home
The lesson asks students to state and justify opinions in Question #4: "Do you think Helen was telling the truth? Why or why not?", which requires students to give reasons for their judgment. Question #6 and the Wrapping Up prompts ask students to reflect on feelings and what they learned from Helen, tasks that invite students to express opinions and support them with personal explanations. The skills list includes "Plan and make judgments about what to include in written and oral products," implying students will make choices and provide reasons in their oral or written responses.
Lesson 7
More Learning
Questions 4 and 5 ask students to state how they are similar to and different from Helen, prompting students to make personal judgments about themselves in relation to the text. The Wrapping Up section asks students to explain why events in Helen's life were important, requiring students to give reasons for those evaluations. The Skills section notes that students will "write structured, informative presentations and narratives," which could support organized expression of ideas.
Final Project
Scrapbook or Interview
Students write multiple first-person journal entries (e.g., "How Helen Learned," "Journal Entry About School," "Helen's Home") that ask them to explain how Helen's environment shaped her and to describe her proudest moment. Students create interview answers to five open-ended questions and are scored on whether answers are "well thought out and informative." Rubrics for both the scrapbook and interview ask for a clear voice and informative answers, which encourages students to give reasons in their responses.
2: Change
Unit 1: Morning Girl
Lesson 2
Point of View
Students are asked to state a preference and explain it (Question #5: "Are you more similar to Morning Girl or Star Boy? Why?"), which requires them to give reasons for their choice. Day 2 asks students to identify which character's account is most similar to theirs (Question #6) and to explain differences, prompting justification. Activity 5 has students write separate descriptions of the same outing and then discuss "What was different about our stories?" and "Why are our stories different?", which asks students to provide reasons for differing perspectives.
Lesson 4
The Rock
Students are asked to answer comprehension questions aloud or in a journal, including QUESTION #1 which asks "Why do you think Star Boy pretends to be a rock?" and includes a cause-and-effect answer that requires giving a reason. Activity 4 asks students to record each family member's name and write a sentence describing one thing they might do to make that person feel better, which requires proposing an action and implicitly justifying it. The journal activity has students write in Star Boy's and Morning Girl's voices, giving opportunities to state motives or feelings that could include reasons.
Lesson 7
Visitors
The lesson asks students to write short journal entries from Morning Girl's and an explorer's point of view and explicitly tells them to include each individual's feelings, ideas, and opinions. The provided Morning Girl/Visitor Organizer has sections for "Thoughts and feelings about it" and "Other ideas or opinions," which prompt students to outline their responses. Several discussion questions (e.g., "How do you think the explorers feel...?") ask students to state their opinions about characters' reactions.
Unit 2: Communities and Culture
Lesson 2
Where Are We?
The introduction asks the child whether Egypt would have been a fun place to live and tells the parent to let the child explain why or why not, prompting the student to state an opinion and give reasons. The unit asks the child whether changes over time are positive or negative and to discuss how life is more comfortable, prompting the student to justify an evaluation. Directions require the child to answer questions in complete sentences for both verbal and written responses, encouraging students to provide explanatory reasons in their responses.
Lesson 3
The King
Students complete a Venn diagram comparing a president and a king after examining a diagram of the ancient Egyptian monarchy, which prompts them to note similarities and differences. Students are then asked to write a paragraph in their journal explaining why they would rather live in a country with an elected president than one with a king (or vice versa). The comparison activity supplies concrete points students can use as reasons to support their stated preference.
Lesson 4
Back Home
The Wrapping Up prompt asks the child whether he would recommend the book to a friend and explicitly encourages him to "describe why he would or would not recommend it," which asks for an opinion and supporting reasons. The Introduction also asks the child to predict the story ending and then compare the prediction to the actual ending, which requires the child to state and reflect on reasons for the prediction.
Lesson 5
A Day in Egypt
Students are asked in Part 3 to write a paragraph describing how life in their own community is different from life in ancient Egypt and to focus on three areas (e.g., meals, shopping, school). The materials provide a "Hamburger Paragraph Organizer" with slots for a topic sentence, Detail #1, Detail #2, Detail #3, and a conclusion, and students are instructed to draft, read aloud, and edit their paragraph. The wrapping-up question asks students to consider whether life in ancient Egypt would have been more enjoyable than life today, prompting comparative judgments.
Lesson 6
Middle Ages
Students are asked to compare governments and "Ask him why our government is better than the governments during these historical time periods," which prompts students to state an opinion and give reasons orally. Activity 6 asks students to reflect and discuss how "unfair the rulers were to the peasants," encouraging students to explain and justify judgments about social fairness. Activity 4 requires students to record at least three similarities and three differences between peasants and Egyptian laborers, which asks students to produce comparative statements that can support evaluative claims.
Lesson 7
Off to the Castle
The Introduction asks the child to explain why life in a castle might be better than the life of a peasant, prompting the child to state an opinion. Activity 2 (both options) requires the child to list castle activities and compare them to modern community activities, and Option 2 asks the child to write whether activities are still practiced and where, which elicits explanatory responses. The Wrapping Up prompt asks the child to describe similarities and differences between castle life and portrayals in fairy tales and movies, encouraging students to give reasons for their comparisons.
Lesson 8
Return Home
Students are asked direct opinion questions that require reasons, e.g., "Would you like to be a knight? Why or why not?" and "If you had the chance to travel back in time to the Middle Ages, would you go? Why or why not?" Students are asked to record ideas in a journal about which time period they would visit and what would be most interesting, which prompts them to explain their choices. Day 2 Activity 4 asks students to pick which historical culture is most similar to our own and to write down similarities, prompting them to support their choice with reasons.
Unit 3: American Heroes
Lesson 2
Early American Heroes
Students are prompted to write a sentence on each Hero Card in the form "_____ changed the world by _____," which asks them to state a claim and give a reason for how the hero made an impact. Students answer open-ended questions such as "What do you believe to be the greatest thing that Franklin did to change the world?" and "What do you admire most about Jefferson?" that invite them to state opinions about the figures. Students create epitaphs that list the three greatest things a person did, requiring them to identify and record reasons or accomplishments that justify why the person should be remembered.
Lesson 3
Heroes of Freedom
Students read chapters about Abraham Lincoln and Harriet Tubman and answer open-ended questions such as "What do you believe to be the greatest thing Lincoln did to change the world?" and "How did Harriet Tubman change the world?", requiring them to form and state opinions. Students fill out hero cards and respond to prompts that ask them to describe the heroes and what they can learn from them, and they write a free-verse journal poem reflecting on personal experiences. The skills list explicitly asks students to "write to record ideas and reflections" and to "use published pieces as models for writing," which supports students producing written responses about the texts.
Lesson 4
Hard Times
Students are prompted to state opinions in comprehension questions such as "What do you admire most about her?" and to explain thinking in questions like "Why do you think some people thought she was controversial?" which ask for reasons. In the Franklin D. Roosevelt and Eleanor Roosevelt question sets, students must answer open-response items that invite explanatory responses (e.g., why pictures never showed him in his wheelchair). In Activity 3 students write sentences describing what they would or would not do in a scenario, which requires them to make a choice and express that position in writing.
Lesson 5
Recent Heroes
Students are asked to state and explain opinions in multiple short-answer questions (e.g., "What characteristics of a hero do you believe Disney demonstrated?" and "Are you similar to Disney in any way? If so, explain."). The Jesse Owens questions prompt students to give a judgment and explanation ("Do you think German leader Adolph Hitler was happy... Why or why not?" and "Which of those four things do you think Owens demonstrated most in his own life?"). The Wrapping Up and Life Application prompts ask students to name modern/local heroes and describe what makes each one a hero, which requires stating opinions with supporting explanations.
Lesson 6
African-American Heroes
Students are asked to write a letter to a leader and explicitly include three reasons why all people should be allowed to get an education and one personal example (Activity 2, Option 1). The 'Education' student page includes sentence starters such as "One reason all children should go to school is..." and "Also, school is important because..." that prompt students to state reasons. Option 2 lets students independently develop their own letter and practice producing reasons without the structured prompts.
Lesson 7
Female Heroes
Students are asked open-ended opinion questions such as "Why do you think men did not want women to have any power?" and are prompted in the Wrapping Up section to explain why it is important to treat men and women as equals, which asks for reasons. In Activity 3 students write an acrostic poem about a woman they admire and are told to write phrases that describe her accomplishments and what they admire, which can require stating reasons for their admiration. The Types of Sentences activity asks students to write declarative and exclamatory sentences about what they have learned, providing opportunities to state opinions in sentence form.
Lesson 8
Heroes of Science and Invention
Students are asked to give reasons in response to questions such as "Which invention do you think was his greatest? Why?" and "What do you admire about both the Wright brothers?" The Perseverance activity asks students to list three things that encouraged them to keep persevering and explicitly encourages supporting those reasons with details. The wrapping-up prompt asks students to describe why science and inventions are important, which requires students to state an opinion and explain it.
Lesson 9
Book of Heroes
In Activity 3 students are instructed to select a favorite hero and "write three sentences that describe why the person is his favorite hero," including the sentence starter "__________ is my hero because __________," which directly prompts stating an opinion and giving reasons. The "Admiration" prompt asks students to complete "The thing I most admire about __________ is __________," further eliciting reasons for their opinion. In Wrapping Up students are asked to explain how each hero changed the world, which asks for explanatory reasons supporting judgments about the heroes.
Final Project
My Life Story
The Pre-Writing Organizer for Paragraph II prompts students to identify "an action that makes them a 'hero,'" "a hope for changing the world," and explicitly asks for "a reason for wanting change," requiring students to state a reason that supports their viewpoint. The Editing Rubric asks "Did you explain how you hope to change the world?" and includes a content check for whether students explained their hopes and characteristics of a hero, directing students to review and revise their explanation and reasons. Activity 2 instructs students to review examples of exclamatory and interrogative sentences and to use the organizer to develop two paragraphs, reinforcing that students must include the reason in their draft.
3: Cycles
Unit 1: Poppy
Lesson 1
Preparing for Poppy
Students are prompted to explain why they would or would not want to be an author (Activity 5), which asks them to state an opinion and give reasons. Students are asked whether they think it is wrong to have power and to think of other situations where a person has power in a relationship (Wrapping Up), which invites them to state and justify their viewpoint. These prompts require students to articulate reasons verbally or in short written responses.
Lesson 2
Mr. Ocax
Students are asked to write a paragraph about what they have in common with one of the characters and are explicitly instructed to "support her opinion with evidence from the story and events in her own life" and to include three ways they are similar. Multiple discussion/journal questions ask "Why?" or "Why or why not?", prompting students to give reasons for their answers. The wrapping-up prompts ask students to state what they think about power and to think of real-life situations, requiring students to offer supporting examples or reasons.
Lesson 3
The Emergency Meeting
Students are prompted to give opinions and explanations in discussion questions such as QUESTION #2 (How do you think Mr. Ocax felt when he missed Poppy?) and QUESTION #8 (Do you think their feelings were correct? Why or why not?), which explicitly asks for a reasoned answer. The lesson directs students to answer questions in complete sentences for both verbal and written answers and to write a short journal summary, providing opportunities to express and justify viewpoints in writing.
Lesson 4
Standing Before Mr. Ocax
Activity 3 directs students to write a speech asking parents for permission and states that "The speech explains an action or idea and is supported with evidence, examples, or reasons." Students are asked to present the speech to an audience and receive feedback. Question #1 and Question #4 require students to identify and evaluate reasons given by characters (e.g., whether Basil's reasons were good and how Mr. Ocax's reason supports his refusal).
Lesson 5
Poppy and Poppa
Students are asked to answer several 'why' and prediction questions (e.g., "Why do you think Poppy wanted Ragweed's earring?", "Why did Poppy tell the mice Mr. Ocax's reason?") that require them to state beliefs and explain them. The journal activities ask students to compare story events to real life or other texts and to write ideas about how Poppy can overcome Mr. Ocax, prompting written explanations. The cause-and-effect and discussion prompts require students to explain reasons for characters' actions and consequences.
Lesson 6
Dimwood Forest
Students are asked in a journal prompt to describe a decision Poppy made and to explain the effects of the decision and why the decision was good or bad, which requires stating an opinion and giving reasons. In the Wrapping Up section students are asked whether Dimwood Forest seems like a good or bad place and to point out the specific words and phrases on given pages that make the place feel more bad than good, which asks for textual reasons supporting their judgment.
Lesson 7
Ereth
Students are asked opinion questions that require justification, for example QUESTION #4 asks "Do you think Mr. Ocax would be upset…? If so, why?" and QUESTION #7 invites answers that vary and imply reasoning. In Activity 1 students copy three important quotes and record why each quote is important, which asks students to give reasons supporting their judgments. Activity 3 asks students to explain how Poppy's new knowledge might help break the cycle of power, prompting students to state and support a claim about consequences.
Lesson 8
On the Way to New House
Several discussion questions require students to state opinions and explain them (e.g., QUESTION #1 asks how the student's feeling for Dimwood Forest changes and QUESTION #5 asks "Why do you think the mice believe every word Mr. Ocax tells them?"). QUESTION #4 asks students to interpret the phrase "likable unlikable creature" and to relate it to people they know, prompting students to give an opinion and justify it. The directions remind students to answer verbal and written questions in complete sentences and to write responses in their journal, which prompts written explanation.
Lesson 9
The Truth at Last
Students are asked in Question #2 to state whether Ereth leaving Poppy was mean and to explain why or why not, prompting them to provide reasons supporting an opinion. Students are asked in Activity 3 to record two examples that show Mr. Ocax losing power and two pieces of evidence that Poppy is gaining power, which requires citing reasons from the text. Students are asked in Activity 4 to identify where the cycle could be broken and to discuss that choice, which asks them to give reasons for a proposed action.
Lesson 10
The Battle
The lesson includes explicit opinion prompts such as Question #2 and Question #4 that ask students to state whether Poppy's actions were a good idea and to explain why or why not. Several discussion questions (e.g., Question #1 and #3) ask students to explain reasons for characters' feelings and actions. Activity 2 asks students to write a personal journal entry describing a time they showed bravery and to explain what made them afraid, how they overcame it, and the outcome, which requires providing explanatory reasons.
Lesson 11
Writing Project
The paragraph organizer requires students to write an introductory sentence, three supporting ideas, and a concluding sentence for each of three paragraphs, which prompts students to generate supporting details. The paragraph rubric asks students to answer whether they "provide supporting evidence for each idea?", guiding students to check for reasons or evidence tied to their statements. Directions also instruct students to turn organizer ideas into full paragraphs and revise them, which practices developing and elaborating supporting ideas.
Lesson 12
A New Beginning
Multiple discussion and journal questions ask students to explain reasons (e.g., "Why do you think Poppy did not feel joy..." and "Why do you think Poppy encouraged her family and friends to dance..."). Activity 3 asks students to explain why the author jumps forward in time and to explain why Poppy and Ereth can be close friends, which requires students to give explanatory reasons. The Story Tree includes a prompt for "Your feelings about the book," which invites students to state an opinion about the text.
Final Project
Poppy
The Poppy Think-Tac-Toe asks students to "make a card for [Poppy], decide what present you would buy her, and write about why you selected it," which requires students to state a choice and give reasons for it. Another task asks students to "describe how one of the characters of the book [relates to a theme] and explain the story elements and plot supporting that theme," which asks students to support a claim about the text with explanatory reasons/evidence. The journaling and other written options invite students to state opinions or feelings and give explanations for them.
Unit 2: Charlotte's Web
Lesson 1
Getting Started
Students are asked whether they would enjoy living on a farm and explicitly asked to say why they would or would not enjoy it. Activity 1 prompts students to explain what they enjoy about a pet and why it is a good thing to have a pet. Question #2 asks students to state whether Fern or her father was right about the runt and to explain why, and the materials instruct students to answer verbal and written questions in complete sentences.
Lesson 2
Charlotte
The lesson includes direct journal/discussion prompts that ask for opinions and reasons, for example Question #2: "Do you think real pigs feel this way? Why or why not?" and Question #6: "Do you think Wilbur should have been critical of the way Charlotte eats? Why or why not?". The wrapping-up prompts ask the student to describe feelings about the character of Charlotte, which invites stating an opinion and explaining it. The instructions label some items as discussion and journal questions, implying students will write or speak responses that include their reasons.
Lesson 3
Bad News
Students are asked opinion-style questions such as "Do you think she can follow through on her promise? If so, how?" and several "Why" questions (e.g., why Fern enjoyed the barn; why animals trust Fern) that prompt them to give reasons. Activity 2 explicitly asks students to "Discuss whether it is decent for farmers to kills pigs and why," requiring them to state a position and justify it. Students are also prompted to predict what Charlotte will do to save Wilbur, which invites them to give supporting rationale for their predictions.
Lesson 4
Some Pig
Students are prompted to state an opinion and explain it in Question #4 ("Do you think Avery would have gotten in trouble... Why or why not?") and in the Wrapping Up prompt asking whether Charlotte's plan will keep Wilbur alive and why. Students are asked to select friendship scenarios and "answer in their journal," which requires them to choose a stance and explain what they would do and why. Several discussion prompts also ask students to describe why characters acted a certain way, prompting reasoned explanations.
Lesson 5
Progress
Students are asked in Activity 2 to choose a creative descriptive word for each family member, create a web, give each person their web, and explain why they selected the word. The activity extension explicitly tells students they must "give them reasons for why he selected the words." The prompt asks the child to explain why he selected each word, which requires stating a choice and supporting it with reasons.
Lesson 7
The End
The lesson labels discussion items as "journal questions," and multiple prompts require students to explain reasons (for example: Question #2 asks why Fern is more concerned with Henry Fussy than Wilbur's success; Question #3 asks why the Zuckermans wanted to give Wilbur a bath). The wrap-up explicitly asks the child to say which character he liked most and why, prompting a personal opinion with supporting reasons. Several activities (Characters Change chart, answering comprehension questions) ask students to explain character motivations and outcomes, which requires providing reasons in responses.
Final Project
Charlotte's Web
Students are asked to write a book review that must state their opinion and whether they would recommend Charlotte's Web ("It should also tell the reader your opinion of the book and whether you would recommend it for others to read"). The provided sample review models expressing opinions and discusses elements (characters, events, theme of cycles) that support those opinions. The three-paragraph task directs students to describe setting/events (para 1), characters (para 2), and the theme plus a recommendation (para 3), which gives students places to record supporting information.
Unit 3: The Family Under the Bridge
Lesson 2
The French Man
Activity 3 directs students to make a list of advantages and disadvantages Armand experiences because he does not have a job, which asks students to identify reasons for and against a choice. That activity also asks students to pretend to be Armand and explain what she enjoys about not having a job, prompting students to state a viewpoint about a decision. The lesson also allows chapter questions to be used in journal writing, giving opportunity for written responses.
Lesson 3
A Discovery
Students answer comprehension questions that ask "Why?" (Question #3 and Question #7), prompting them to give reasons for their responses. Students write diary and journal entries from Armand's and Suzy's perspectives, where they explain feelings and thoughts that can include reasons for their opinions. Students are reminded to answer written questions in complete sentences, which supports expressing opinions with accompanying explanations.
Lesson 4
A Day in the City
The student activity page asks, "Would you enjoy Christmas in France? Why or why not?", which requires the student to state an opinion and give at least one reason. The reading questions and journal prompts (e.g., asking how Armand feels about pigeons or whether the student has seen unfair treatment) ask students to answer in complete sentences and to explain their thinking. The wrapping-up prompt asking what the child would tell Santa and whether the gift meets a need or want invites students to state a preference and justify it.
Lesson 5
Singing
Activity 2 directs students to choose a character perspective and to write a letter or prepare a speech persuading Armand to stay. The instructions explicitly require the child to "include three reasons why Armand should stay" and to provide support for each reason, and the provided graphic organizer has separate fields for Reason 1–3 and Support for each reason. The teacher guidance notes helping the student generate the first reason and its support, then having the student complete the remaining reasons and supports independently.
Lesson 6
The Shoe
Students are prompted to give opinions and justify them in multiple reading questions (e.g., QUESTION #1: "Why do you think finding the shoe signified never giving up hope to Armand?", QUESTION #4: "Do you think the women in the fur coats were 'picking on children'...", QUESTION #5: "Was it right for Armand to take the children away from the bridge? Why or why not?", QUESTION #7: "Is Armand a good person or bad person? Why do you think this?"). The directions remind students to answer verbal and written questions in complete sentences, which supports students in stating and explaining their responses.
Lesson 7
Among Friends
Students are prompted to answer opinion questions in discussion and journaling (e.g., "What do you think of the Gypsies?" and "Was it wrong of her to act this way? Why or why not?"), which requires them to state opinions and explain why. In the Pack a Bag activity students must select items for characters and "explain his reason for each item" and state which character will benefit and how the items meet wants and needs. The lesson directs students to discuss and explain meanings (discussion/journaling) and to give reasons for choices during activities.
Lesson 8
Christmas Eve
Students are asked explicitly to give a judgment and explain it in Question #7: "Was it right for him to say this? Why or why not?", which prompts students to state an opinion and provide reasons. Question #4 asks "Why do you think they were hosting a Christmas Eve dinner for the homeless?", inviting students to offer reasons for their view. The Gifts activity asks students to choose a gift for each character and to "think carefully about what she would give each character and why," which requires students to support choices with reasons. The wrapping up prompt asks students to compare celebrations, encouraging them to state preferences and explain similarities or differences.
Lesson 9
Saying Goodbye
Several discussion and journal questions ask students to state an opinion and explain why (e.g., QUESTION #1 asks "Do you think she should have been upset? Why or why not?" and QUESTION #4 asks "Would you want to go with the Gypsies? Why or why not?"). The directions remind students to answer verbal and written questions in complete sentences, prompting written justification. These prompts require students to give reasons supporting their responses to character decisions.
Lesson 10
A Home at Last
Students are asked in Activity 4 Option 1 to write a paragraph that describes why having a home is important and what families are able to do when they have a home, which requires giving reasons. In Activity 4 Option 2 students must write a letter describing how they selected a housewarming gift and why it is special and how it can be used, which asks for justification. Activity 2 asks students to write in their journal about a time they gave up something to help someone else and to think of something they could give up in the future, prompting explanation of motivations or reasons.
4: Relationships
Unit 1: One Day in the Tropical Rain Forest
Lesson 2
Morning in the Rain Forest
Students are asked to answer journal questions independently, including opinion-based prompts such as "Which part of the day was your favorite time? Why?" and "Were you surprised by how little or how much you did during one day? Why or why not?" The directions ask students to record "My Life" preferences and compare them to Tepui's day, prompting students to state a preference and explain it. Several discussion questions require students to explain roles and relationships, which asks for reasons in support of an assertion.
Lesson 3
The Tree
One journal question asks, "Do you think that Tepui noticed every living thing mentioned in the chapter? Why or why not?" which requires students to state an opinion and give a reason. Activity 2 asks students to explain how a local tree differs from Tepui's favorite tree, prompting students to provide explanations for their view. In Activity 2 students also place animals according to the author's description, requiring them to use textual details to justify placement decisions.
Lesson 4
Butterfly Search
Students are prompted to write a paragraph describing which type of animal scientist they would most like to be using sentence starters such as "I would most enjoy being a ____ who studies ____." The activity includes explicit "because" prompts: "The relationship between a ____ and a ____ would be interesting to observe and learn about because ____" and "I think it is important to learn about ____ because ____." The Skills list also asks students to "Plan and make judgments about what to include in written products," which supports composing an opinion with reasons.
Lesson 6
Law of the Jungle
Question #5 asks students to state whether they believe Tepui's people would get sick and die and to explain why or why not, prompting students to give an opinion and supporting reasons. The Wrapping Up prompt asks students to describe The Law of the Jungle and explain why they think this law exists, which requires students to provide reasons for their viewpoint. The Life Application asks students to develop a law of nature for their own environment and to think about natural events that justify that law, encouraging students to state and support an opinion about how nature works.
Lesson 8
Persuasive Writing
Students are asked to persuade men in bulldozers to stop clearing the rainforest and to write three paragraphs with specified roles: Paragraph 1 asks for multiple reasons why the rainforest is important (Reason 1, Reason 2, Reason 3). Option 2 explicitly requires a sentence that supports each idea and provides a space for a detail under each reason, and the Editing and Revising Rubric asks students to check that paragraphs have supporting details and that the opening paragraph tells the reader what they are hoping to convince them of. Students also draft, revise (four focused reads), and produce a final copy, practicing inclusion of reasons and supporting details.
Lesson 9
A Close Call
Students are directly asked in Question #4 to judge Tepui's action and explain it: "Was this a good decision? Why or why not?", prompting them to state an opinion and give reasons. The Wrapping Up prompt asks students whether they would recommend the book and what they would tell a friend, which invites students to state an opinion and potentially give supporting reasons. The Plot Diagram and Daily Activities require students to select and list important events, which provides material students could use as evidence to support an opinion.
Unit 2: The Whipping Boy
Lesson 1
Medieval Times
Students are asked to list the disadvantages of a monarchy in a journal and to compare and contrast a king and a president using a Venn diagram, which requires stating reasons for their judgments. Students are asked whether they would enjoy living in a castle and to explain why or why not, requiring them to give reasons supporting a personal opinion. Students are asked to name people with whom they have relationships and to write a sentence explaining why each relationship is important, which requires providing reasons for the importance.
Lesson 2
Jemmy and Prince Brat
Students are asked several opinion-style questions (e.g., Question #1: "Why do you think the prince had the nickname Prince Brat?", Question #3: "What do you think about the way Prince Brat was disciplined?", Question #9: "How would you describe the relationship between Jemmy and Prince Brat?"). The wrapping-up prompts ask the child to state what she likes or does not like about each character, and the journal activity asks students to write diary entries from Jemmy's and the prince's points of view that reflect on their relationship. Some chapter questions (e.g., Q7 "Why would it be important for a prince to be educated?") explicitly ask for reasons supporting an answer.
Lesson 3
The Plot Thickens
Students answer journal questions that ask for explanations (e.g., "Why do you think he changed his mind?" and "Why did the men not believe Prince Brat?") requiring them to give reasons for their answers. Students create crests for Jemmy and Prince Brat and must select colors and symbols that reflect character traits, then describe how those personality traits affect the characters' relationship, which requires justifying their choices. Students match and translate idioms and are asked to use idioms in new sentences, practicing explaining meaning and supporting interpretations.
Lesson 4
A Note to the King
Students are asked to answer open-response questions in a journal (e.g., Question #3 asks why Jemmy volunteered and notes answers should include that he had an idea), which requires giving an explanation. The activity asking "What would be the advantages to being a noble instead of a peasant?" and the wrapping-up prompt to "discuss how different her life might be if she lived in a place with a feudal system" prompt students to state viewpoints about their lives and support them in discussion. Several comprehension prompts ask students to explain relationships in the feudal system, which requires giving reasons or causes.
Lesson 5
Disagreements
Students are asked to answer opinion questions in writing or discussion (e.g., "Who seems to be smarter, Jemmy or Prince Brat? Why?") and to respond in their journal to several "Why?" prompts (Questions 3, 6, 7, 8). The wrapping-up prompts ask students to state what they learned about the characters and explain why the two characters do not have a good relationship, which requires students to give reasons for their opinions.
Lesson 6
In the Woods
Students are asked to write a letter to a close friend in which they 'tell the person why he or she is a good friend and what she enjoys doing with the friend' (Option 1), and to make a list completing 'A good friend...' and circle traits that apply to characters. Students are also prompted to answer and discuss opinion questions such as whether Jemmy can fend for himself and whether Prince Brat or Jemmy is more respectable, with an explicit 'Why?' prompt encouraging reasons.
Lesson 7
The Rescue
Students are asked to write a paragraph about the place where they feel most comfortable and to "explain why this place is comfortable and what he enjoys about the place," prompting an opinion with supporting reasons. Option 1 provides a five-sentence organizer with spaces labeled Topic Sentence, Reason 1, Reason 2, Reason 3, and Concluding Sentence. Option 2 explicitly requires a paragraph with three reasons and supporting details, with lines for each Reason and a Detail for each reason.
Lesson 8
Friends
Students are asked explicitly to state whether they would recommend the book and to explain "why or why not," which requires giving reasons to support an opinion. Journal questions include several "Why..." prompts (for example, questions about characters' motivations and changes) that prompt students to explain causes or reasons. The "Changes" activity asks students to list specific behaviors from early and later chapters, which students can use as evidence and reasons to support opinions about characters or the book.
Final Project
A Monologue
Students are given sentence starters that explicitly require reasons, for example: "I have to change because ___." Students are prompted to explain how the relationship with Jemmy has changed the prince and affected his subjects, asking for explanations that support the character's point of view. The rubric's content criteria ask whether students included specific ideas and explanations about the character's background, difficulties, and main message, which requires students to provide supporting reasons.
Unit 3: Iggie's House
Lesson 1
The Move
Activity 1 asks students to list five important characteristics of a good friend and to "write a sentence that describes why it is important" for each characteristic, which requires students to provide reasons supporting their judgments. Selected reading questions ask students to take a stance and justify it (e.g., "Should she have been upset with Winnie? Why or why not?"). Activity 4 Option 2 directs students to write a paragraph describing what they would miss and "how life would be different," prompting explanatory reasons.
Lesson 2
Meeting the Neighbors
Students complete a "Fact or Opinion" worksheet where they mark statements as opinions and write two opinion sentences (Option 1) and rewrite sentences as opinions in the advanced option, which has them produce opinion statements. Students read four scenarios about racial relationships and are asked to "decide what you would do" and write responses, prompting them to take a stance in situational prompts. Students answer comprehension questions that begin with "Why...", requiring them to explain or justify answers based on the text (e.g., why Winnie's mom asked her not to say anything).
Lesson 3
The Softball Game
The lesson uses discussion and journal prompts that ask for reasons, e.g., QUESTION #1 asks "Why do you think Winnie lied..." and QUESTION #7 asks "Is Winnie being a good friend? Why or why not?", prompting students to explain their thinking. The directions state these are "discussion and journal questions," which requires students to write or say supporting explanations. Several other comprehension questions (e.g., Q2, Q6) ask students to explain characters' motives or actions, eliciting justificatory responses.
Lesson 4
A New Dog
Activity 2 asks the child what he thought about the Garbers' new pet dog Woozie and prompts the child to write a paragraph about his relationship with a pet or a pet he would like. Questions #1 and #3 ask 'Why do you think...' which asks students to give reasons for their answers. The lesson discusses owners' responsibilities (feed, attention, vet care), providing factual reasons students could use when describing pet relationships.
Lesson 5
A Visit from Germs
Students are asked open-ended 'Why' questions (e.g., Q2: 'Was it okay for the Garbers to be upset with Winnie? Why or why not?' and Q3: 'Did Winnie's parents sign the petition? Why do you think they decided not to sign it?') that require them to state reasons for their opinions. Question 5 asks students to evaluate Herbie's proposed action and justify whether it would be right or wrong. Activity 2 asks students to identify problems between characters and 'think of some ways the characters might be able to solve their problems,' prompting students to propose and explain solutions.
Lesson 6
A New Petition
Students are asked several opinion questions that require justification, e.g., Q4 asks "Do you think it was wrong for Winnie's parents not to do something to help the Garbers? Why or why not?" and Q8 asks "Do you think this is a good idea? Why or why not?" Students are directed to answer some questions in a journal, prompting written reasons. Activity 3 instructs students to "support his ideas with evidence from the text," requiring them to give reasons for character-describing words and to explain their choices in discussion.
Lesson 9
A Letter
Students are asked to plan a three-paragraph letter with a topic sentence and multiple supporting details for each paragraph on the "Planning My Letter" pages, which requires them to list supports for their main ideas. The model letter explicitly gives reasons (e.g., listing what Winnie misses and saying "I want to be friends with them because..." and describing actions taken like starting a petition). Paragraph prompts ask students to explain why they are friends with the Garbers and to describe the petition, parents' response, and what must be done to help, which directs students to provide reasons and evidence. The rubric asks about use of examples and descriptive words, reinforcing inclusion of supporting reasons in their writing.
Lesson 10
I Have a Dream
Students are asked to write answers in their journal to comprehension and reflection questions, including "Would you want to move? Why or why not?" which explicitly asks for an opinion and a reason. Students are prompted to answer "What can you do to help King's dream come true?" and to discuss what his dream is and how they can make their own dreams come true, which invites students to state positions and suggest supporting actions. The activities direct students to read the "I Have a Dream" excerpt aloud and respond to questions, creating opportunities to state opinions in writing or discussion.
Lesson 11
The End
Students are asked multiple times to state their opinions and explain why (e.g., "Did you like the way the book ends? Why or why not?", "Was this a good decision? Why or why not?", and "Do you think people are more accepting... What evidence do you have?"). Activity 3 asks students to choose which character they would be friends with and to write in a journal about why the character would be a good friend, what they would have in common, and what they would do together, prompting written reasons to support their choice. Several discussion prompts require students to give reasons or evidence for their responses, providing practice in supporting opinions verbally and in writing.
Final Project
Character Interviews
Students are instructed to write interview answers from the characters' perspectives and to "include events in the story in [their] answers." The rubric asks, "Did you use events in the story as you developed your questions and answers?" and directs questions to solicit opinions (avoid yes/no answers and ask for concerns or relationships). Provided sample questions (e.g., "What are your concerns about having the Garber family living in the neighborhood?") require students to state viewpoints that can be supported with story events.