Students are asked to read Chapters 8–14 and answer directed questions in complete sentences, including Question #3 which explicitly instructs them to "Use examples from the book to support your answer." Students are also instructed to use the Character Timeline to record words and phrases describing Sophie and Cody, which requires extracting text-based details. The activity asking students to identify which narrator is speaking by reading lines encourages using textual clues to support identification of voice.

Students read Chapters 15–22 and answer comprehension questions that require them to explain character actions, setting, and meanings (for example, a question about throwing the lobster is answered with a page reference: p. 68). Students are asked to describe relationships among characters and to make and evaluate inferences and conclusions about characters, events, and themes. Students complete activities that ask them to explain how characters are related and how those relationships change, which requires drawing on the text for support.

Students cut out and match quoted passages to Brian, Cody, or Sophie in the Identifying Voice activity, using specific textual excerpts to decide which character spoke or thought each line. Students read quotes in the Similes & Personification activity and identify each quote as a simile or personification, recording what is being compared or personified and creating their own figurative-language sentences based on the text. Students answer comprehension questions in complete sentences, including an inferential question about whether Sophie's choice was selfish, which asks for interpretation of the text.

Students read Chapters 51–60 and answer explicit comprehension and inferential questions such as how the storm and The Wave changed Cody and how relationships among crewmembers changed. The lesson prompts students to consider questions like "How are people changed by their experiences?" and to fill out Character Timelines, which requires summarizing changes in characters over time. The Skills section also states students will monitor comprehension and restate and summarize information from what is read, heard, and/or viewed.

Multiple activity pages explicitly ask students to "Provide evidence from the book to support both themes," and include lined boxes for students to write textual support. Option 1 directs students to list ways characters changed and on the third page to "provide evidence from the story to support the themes," with sample evidence given in the Parent Plan. Reading comprehension questions require answers in complete sentences about explicit events and character details, prompting students to refer to the text for factual responses.

Students are asked to record a character quote with the page number and explain why the quote is meaningful (Character Quote mini book), which requires locating and citing a specific passage. The test asks students to "Describe a theme of the book. Use examples from the story to support your theme," prompting students to support an analysis with story examples. Several mini books (Character Changes, Character Artifact, Important Events) require students to refer to the character timeline, events, and examples from the story when writing explanations and descriptions.

Students read chapters 4–5 and answer comprehension questions that require explanations (e.g., Why is Lina afraid of fire? Why has she never had these foods?), which asks them to draw on text details. The Learning Log activity requires students to record and categorize discoveries from the chapters (oxen, milk from cows, sun, tree, etc.), which has students identify explicit information from the text. Parent/teacher discussion prompts ask students to describe concerns of town leaders and to evaluate whether Sparks welcomed Ember, which requires making inferences based on the text.

Students read Chapters 8–10 and answer comprehension questions that require retrieval of explicit details (e.g., "What is a roamer?") and reasoning about motives and effects (e.g., why jewelry is traded only for sandals; how the new environment affects the people). Students compose three debate arguments for Ember or Sparks and are instructed to "support each argument with evidence" and to identify which statements are facts and which are opinions. The Student Activity Page gives structured space for recording positions, arguments, and supporting details.

Students are instructed to read chapters 11–13 and answer comprehension questions in complete sentences, including analytical prompts such as whether Tick's ideas are good and what Lina thinks the people of Ember might be destined to do. The Comparing Ember to Sparks activity asks students to illustrate and create a Venn diagram using the log from Lesson 3 to remember discoveries, which requires students to draw on details from the text. The wrap-up and discussion questions ask students to explain similarities and root causes, prompting inference and analysis about the characters and setting.

Students are asked to read chapters 14–16 and answer specific questions in complete sentences (QUESTION #1 and QUESTION #2) about why Torren hates Lina, what he does in his rage, and how Doon feels when Lina leaves, which requires referring to events and character feelings in the text. Discussion prompts ask students to recall references to fire and to explain character motivations (e.g., why Maddy believes making friends is better than making enemies), which requires using details from the text to support interpretations. The learning-log and question responses require students to explain actions and consequences that are grounded in the chapters they read.

The vocabulary activity asks students to "record what specifically in the book's context helped you understand the word's meaning," and the Student Activity Page has a "Clues in Context" column with an example showing students point to sentence context and page numbers. Reading questions (e.g., describe relations between Ember and Sparks; who is a more effective leader and why; interpret Doon's father's advice) require students to form interpretations and give reasons for their answers. The answer key and parent directions prompt students to explain context clues and defend reasoning for government comparisons.

Students read chapters 20-22 and are asked to answer open-ended questions in complete sentences, including inference questions such as Q1 (how people go from angry and scared to evil) and Q3 (why Tick only supervises). Students complete a Sequencing Events activity that requires them to order specific story events from the text and to justify the plot progression. The parent plan also asks students to summarize important events and to discuss how events lead to conflict, prompting analysis of explicit events and implied causes.

Students are asked in Activity 2 (Story Conflict) to identify the type of conflict and to provide evidence from the text—events, characters' words and actions, or dialogue—to support that identification. The Parent Plan reiterates that students should identify evidence from the book that supports the conflict classification. Activity 3 asks students to list details in the novel related to science, requiring them to draw explicit textual details from chapters 23–27 during the Day 2 reading and questions.

Students read the short story "The Good Deed" and answer comprehension questions that ask for reasons and explanations (e.g., why Heather visited Miss Benson; why Risa tucked the cookies), requiring them to draw on details from the text. Students are asked to answer in complete sentences and the parent-facing skills statement tells students to support plot determinations by referencing the text. Students complete an activity identifying characters, setting, the primary incident, and a moral—tasks that require using text-based information and making inferences about characters' motives and lessons.

Students are asked in Activity 2 to 'Provide three examples from the story that are evidence that the setting of the story is the rational world' and to find three examples of irrational events, which requires locating textual evidence to support an analysis about setting. Activity 4 directs students to 'record some phrases and sentences from the story' that describe an environment and to use those descriptions when creating an artwork, which has students extract and cite specific text passages. Comprehension questions (for example: Why is the setting important?) prompt students to explain aspects of the text that can be supported by cited details.

Students are asked to "record some phrases from the book that describe Pompeii through Tito's 'eyes'" (Activity 3), which requires locating and writing textual phrases. In Activity 1 students list two actions taken by each main character and identify the character traits those actions reveal, requiring them to use events from the text as evidence for inferences. The comprehension section directs students to read the story and answer specific questions about what happened (e.g., What happened in Pompeii twelve years earlier? What was Bimbo doing when he died?), which asks for text-based answers.

Students are asked to listen to the story and answer comprehension questions (Questions 1–4) that require referring to text details—Question 2 asks how Rip's actions support his characterization and Question 3 asks for major changes that occurred while he was asleep. Activity 1 directs students to locate the author's descriptions of the Catskill Mountains and to record words and phrases the author uses, which has students extract explicit textual phrases. The compare/contrast activity between the poem and the story and the prompt asking whether Rip regrets being asleep ask students to draw inferences supported by the text.

Students read the full text of "Zlateh the Goat" and are asked to answer specific comprehension questions (Q1–Q4) in complete sentences, including why the family sold the goat and how Zlateh saved Aaron. Students are prompted to interpret a line from the text ("Zlateh's language consisted of only one word, but it meant many things") which requires them to draw an inference about meaning. Parent-plan discussion prompts ask students to explain how the family's treatment of Zlateh changed and to analyze the role of the natural setting, which requires students to analyze explicit events and infer themes.

The Skills section explicitly lists "Make reasonable assertions about a text through accurate, supporting citations," which asks students to support claims with citations. The Short Story Critique (Activity 3) requires students to include specific references to the story and write a 6–8 sentence critique, and the parent plan instructs checking for those references. Reading comprehension questions (Day 2) require students to answer in complete sentences using details from the text, and the Venn diagram activity asks students to compare and contrast characters based on the stories read.

Students are asked to answer four types of questions including "In the Text" (answers found directly in the text) and "Think and Search" (answers implied and requiring inference). The graphic organizers require students to list actions that show character traits, to write "words and phrases the author uses to describe the setting," and to provide "specific examples from the text that support" a theme. The parent notes also direct students to "support by referencing the text to determine the plot development and author's choice of words."

Students are asked on the "Theme & Conflict" page to identify a major theme and to "provide examples from the text that support the theme," which requires locating textual examples to support an interpretive claim. Activity 3 directs students to list specific character actions and connect them to character traits, which has students point to textual details that support inferences about characters. The plot diagram and other organizers require students to identify explicit story elements (problem, rising action, climax, resolution) using events from the text.

Students answer explicit comprehension questions in complete sentences about Pink and Say (for example, what Pink did when he found the wounded soldier and where the boys were taken when captured). In Activity 1 students identify and record factual information about the Civil War from the picture book, focusing on explicit details. In Activity 5 students analyze Civil War letters by identifying the writer, recipient, which side they represent, and the opinions they express, and Activity 2 asks students to rewrite a passage from another point of view, prompting inference about characters' thoughts.

Students are asked to answer specific comprehension questions in complete sentences (e.g., why Vernon was afraid, what Toby did, why Gideon Adams faced a challenge), which requires locating explicit information in the text. Activity 2 directs students to record three factual statements and three opinion statements from a Civil War speech and to identify statements that could be propaganda, requiring students to extract text-based details and analyze them. Activity 1 and the map task require students to identify characters' home states from text details and sometimes research town-state information, which asks students to use textual (or related) information to place characters.

The Skills section asks students to "Draw conclusions based on evidence, reasons, or relevant information," and Question #2 asks students to interpret what the doctor meant (an inference) after reading pages 21–40. Activity 2 prompts students to consider what type of poster would influence characters from Bull Run and to explain the message the poster conveys and how it would influence a reader. The reading assignment plus short-answer questions requires students to refer to the text to answer comprehension and interpretive questions.

Students are instructed to read pages 61–80 and then answer specific questions in complete sentences, including literal comprehension questions (e.g., how Carlotta felt; what mistake A.B. Tilbury's squad made). One question asks students to judge who is winning the battle and explain why, requiring an inferential response. The activities (Option 2 story task and discussion questions) ask students to base their writing and explanations on events from the book.

Activity 1 explicitly directs students to reread Toby's accounts on specific pages and to "Cite evidence from the book to support your ideas" when describing Toby's feelings before and after Bull Run. The reading questions (e.g., Q1–Q3) require students to refer to events and interpret a quotation, prompting students to use text-based details to answer. The student activity pages and the Character Quilt and Favorite Character activities require students to reread character accounts and record character details or memorable scenes, which encourages referencing the text.

The lesson asks students to "support your position with organized and relevant evidence" and to use "information you learned from the books you read on the Civil War and information you know about the time period." The argumentative outline and rubric provide spaces and prompts for students to list arguments and multiple supports for each argument. The rubric explicitly evaluates "Use of knowledgeable sources?" and the prewriting directs students to brainstorm pros and cons and choose evidence to support two pro arguments and to refute an opposing argument.

Students read Chapters 1–2 and answer specific comprehension questions (e.g., what made Einstein different, how his interest in science began, and his views on education), which requires using information from the text. Students identify positive and negative traits and are asked to explain consequences or outcomes, which asks them to draw inferences about causes and effects. Students create a timeline and record events and dates from the chapters, which requires locating explicit details in the text.

Students read Chapters 5 and 6 and answer explicit comprehension questions (e.g., identify the new branch of physics and explain what Einstein wondered about sitting on a beam of light). Students respond to an inferential question asking why 1905 is called Einstein's "miracle year," fill a Biography Web timeline with major events from that year, and compare accounts of the miracle year between the book and video. Students take notes while watching videos and write a video summary using those notes, which requires them to identify major topics and ideas from the sources.

The Parent Plan Skills section explicitly states students will "provide evidence from text to support understanding." The Reading and Questions section directs students to read Chapters 9 and 10, answer comprehension and inference questions (e.g., how Einstein felt about war; what he meant by "lone traveler"), and add events to a timeline, which requires extracting information from the text. Activity 2 asks students to explain how different sources contributed to their understanding, prompting students to use information drawn from texts and media.

Students are asked to support answers with text when Question #3 asks, "What does the author believe drove Einstein his entire life? How is this evidenced in his life?" Option 2 directs students to "provide one or two examples from the book" under each biography element, requiring textual examples. The parent plan's Skills section explicitly lists "Analyze, make inferences, and draw conclusions about expository text and provide evidence from text to support understanding." Students are also instructed to look back at their earlier questions and answer them from the reading, which requires locating supporting details in the text.

Students are asked to read Chapters 7 and 8 and to describe where the characters have moved to and from and to describe each setting in detail, explicitly including the page locations where each scene is described. Students are asked to explain what role the setting plays in the conflict of the story, which requires analyzing how text details relate to the story's conflict. Parent-plan comprehension questions prompt students to explain characters' motives and societal conditions (e.g., why Mama kept the girls hidden, why food was scarce), which requires drawing on textual details and implications.

Students are asked to choose two or three passages from the book, read them aloud, and explain their reasons for picking them, which requires selecting text-based examples. Students are prompted to retell Barbara Rodbell's story to a parent and answer a journal question connecting her message to historical events, which asks them to use details from the text. Students are asked discussion questions (e.g., why characters lied, why Annemarie felt older) that require making and explaining inferences from the chapters.

Students are directed in the Character Sketch activity to list two of Annemarie's traits and "provide an example from the text" for each trait. Students must also describe the problem Annemarie faced and explain how her character traits helped her solve it, requiring them to use text-based examples to support their analysis. In the Little Red Riding Hood activity, students read two versions and use a graphic organizer to show similarities and differences and decide which version most closely matches Annemarie's story, which requires comparing textual details across texts.

The Skills list explicitly tells students to "write responses to literary or expository texts and provide evidence from the text to demonstrate understanding" and to "analyze, make inferences, and draw conclusions about expository text." Activity 1 and the rubric emphasize guiding and informing the reader's understanding of key ideas and evidence, and Activity 6 provides a QUOTE box and instructions to "use a relevant quote that supports your argument" and to indicate the source (web link or title/author). Students are also directed to read the book's Afterword to discover which parts of the story were based on historic fact, which requires attending to text details.

The Number the Stars test asks students to describe feelings, explain plans carried out by characters, and answer questions about characters and events (Questions 1, 2, 4, 8, 10), requiring students to recall and explain textual content. The Think-Tac-Toe options include tasks such as writing an article, composing a letter from a historical figure, and creating a book jacket summary that prompt students to paraphrase and present main ideas. The Parent Plan Skills explicitly list "Paraphrase major ideas and supporting evidence in formal and informal presentations," indicating students will practice summarizing text-based ideas and related evidence.

Students are asked to read the prologue and Chapters 1–2 and answer direct questions that require citing text (Question #1 asks for three events described in the prologue; Question #2 asks students to record two sentences or phrases where the author describes the setting; Question #4 asks students to record a phrase or sentence that paints a picture). Option 1 of Activity 2 instructs students to underline at least three or four sentences from the book to use in an illustration, and discussion prompts explicitly ask for "evidence from the book" to support theories about characters.

Students are asked to underline the object being personified and circle the human-like characteristic(s) in specific sentences from the book (Activity 2, Options 1 and 2), which requires locating and marking textual examples. The parent notes direct students to "reference the text" to determine the effectiveness of figurative language and to reread sentences and explain how personification shapes reader perspective. Reading questions (e.g., Q2 and Q3) prompt students to make inferences about characters and events based on chapters 3–5.

Students read Chapters 6–8 and respond to comprehension questions that ask them to justify opinions (e.g., "Do the Tucks seem like the kidnapping type? Why or why not?", "Do you think the Tucks' secret is a 'big, dangerous secret,' as Mae says? Why or why not?"). Students are asked to summarize and retell the Tucks' story and to predict character reactions, which requires analyzing what the text says explicitly and drawing inferences about characters' motives and feelings.

Students are asked in the Juxtaposition activity to "use the author's descriptions" and to put quotation marks around any words or phrases taken directly from the text when writing paragraphs comparing the Fosters' and the Tucks' homes. Option 2 explicitly directs students to "locate words and phrases the author uses in the text" and to record those words and phrases (with quotation marks) on paper. The Reading questions and the Introducing the Lesson prompt students to make predictions and answer why the Tucks acted as they did, which requires students to draw inferences from the chapters they read.

Students answer specific comprehension questions (e.g., what the Tucks thought happened to the horse; what Jesse wanted Winnie to do; why Winnie cannot stay angry) that require extracting explicit information from Chapters 12–14. The Cycles and Change activity gives students extended quotes from the book and asks them to analyze how nature is changing and what might happen if a cycle is interrupted, prompting interpretation and inference from the text. Wrapping Up and parent discussion prompts ask students to explain themes and justify beliefs about Tuck's theory and characters' actions, which involves using the text to support analysis.

Students are asked to read Chapters 21–23 and answer inferential questions such as explaining what it means that Winnie was "different now," which requires drawing inferences from the text. In Activity 1 students must "record three examples of cause and effect from the novel" and use a graphic organizer and sample paragraph to develop one example into a written paragraph. Activity 2 asks students to find three similarities and three differences between myths and the novel, requiring students to locate and use details from the texts they read.

Students are asked to answer interpretive questions about the final chapters and epilogue (for example, "Do you think Winnie's relationship with her family will ever be the same? Why or why not?"), which requires justification from the text. The Parent Plan skills explicitly state that students should "provide evidence from the text to support understanding" and "analyze, make inferences, and draw conclusions." Activity 3 directs students to select a meaningful quote (at least ten words), memorize it, and create art representing it, which requires identifying and using textual evidence.

In Part 1, students are instructed to record three quotes or actions from the book that describe how characters feel about living forever and to note the name of the character beside each quote. The Student Activity Page requires students to categorize those quotes/actions under "Pros" or "Cons" and to use a "Your Own Words" section to summarize considerations about immortality and the theme of change. The activities also ask students to gather others' opinions, which supports comparing textual evidence with external viewpoints.

Students answer specific comprehension questions (e.g., Why do the African-American children have a shorter school year? Why wouldn't Little Man accept the book?) that require referring to events and details from Chapter 1. The "Recognizing Discrimination" graphic organizers ask students to record examples from Chapters 1–4 (and later chapters) with columns for "Who was involved?/What happened?" and "How was this an example of discrimination?", prompting students to locate and explain incidents in the text. Discussion prompts and journal tasks ask students to explain what they learned from the story and to reflect on characters' actions, which draws on textual events and implications.

Students read Chapter 2 and answer specific comprehension questions in complete sentences (e.g., how Papa knew Mr. Morrison, why Papa brought him home). The lesson includes open-ended discussion prompts that ask students to infer motives and causes (e.g., "Why do you think some of the white men were mistreating...?"). Students also summarize plot actions (Papa will not shop at the Wallace store) that require understanding what the text says explicitly.

Students are instructed to read Chapter 6 and discuss answers to comprehension questions that ask them to explain characters' motives and meanings (for example, why Uncle Hammer bought a car like Mr. Granger's and what Mama means by her statement), which requires analyzing explicit text and making inferences. The lesson's Skills section lists that students will "write responses to literary or expository texts," and parent prompts ask students to explain and justify Cassie's actions, prompting textual analysis and inference in discussion.

Students are instructed to read Chapter 9 and answer comprehension and inferential questions (e.g., Question #1 asks why T.J. is hanging around others despite poor treatment, and Question #3 asks what happened to Papa). The Parent Plan lists the skill to "Analyze, make inferences, and draw conclusions about the author's purpose," and discussion prompts (e.g., "Why do you think Papa insisted on going to Vicksburg…?") ask students to explain motives and consequences. Activities require students to explain the sharecropping system and to incorporate information from their reading when revising writing, which asks them to use content from the text.

Students are asked to "keep track of instances of discrimination on the 'Recognizing Discrimination' pages" after reading, which directs them to identify specific passages or events from the text. The reading comprehension questions (e.g., How and why did T.J. get hurt?) require students to use details from Chapter 11 to answer what happened and why. Discussion prompts ask students to explain whether others will believe T.J. and to describe how T.J. is being discriminated against, prompting inference based on the text.

Students are asked to provide examples of discrimination "based on what you learned from the story" when creating Slide 2 and to describe community changes using unit content on Slide 4. The Skills list explicitly states students should "Support opinions with detailed evidence and with visual or media displays," and the presentation rubric evaluates whether visuals and details support ideas. The end-of-unit test includes short-answer and comprehension questions (e.g., how black school children were treated, what the Civil Rights Movement was) that require students to use information from the text and unit materials.

The Parent Plan skills list explicitly states that students should "Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge." The reading questions (e.g., "Why were the people afraid when the small aircraft flew over?" and "Why was Jonas worried about his friend, Asher?") require students to analyze text and make inferences based on Chapters 1 and 2. The Character Timeline activity asks students to record words or phrases that describe Jonas after each reading, which asks students to track and infer character changes from the text.

The lesson's Skills section explicitly tells students to "provide evidence from the text to support understanding," and it directs students to "analyze, make inferences, and draw conclusions" about the author's purpose. The Reading and Questions include explicit text-based questions (QUESTION #1 and #2) and an inference question (QUESTION #3: "What do you think the change is?"), which ask students to answer in complete sentences. Several discussion prompts ask students to "explain" reasoning about the society and to compare laws in the book with real laws, implying use of textual details in analysis.

Students are instructed to "record on the timeline words or phrases that describe Jonas in the chapters you read today," which requires pulling specific language from the text. The reading questions ask students to answer explicit-detail questions (e.g., the morning ritual, what the Elders decide) that require referring to text content. The "Stages of Life" timeline and "Community Rules & Laws" activities direct students to label ceremonies and describe what happens or note positive/negative effects based on events and rules presented in the chapters.

Students are instructed to "record on the timeline your words or phrases that describe Jonas" from Chapters 7 and 8 and to answer comprehension questions in complete sentences. The Euphemisms activity directs students to identify euphemisms from the text and "record the actual meaning of the word(s) beside each euphemism." The Italics activity asks students to "record in your journal five words, phrases, or sentences that are written in italics" and to write the entire sentence (or part) from the chapters.

Students read Chapters 9 and 10 and answer comprehension questions that require recalling explicit information (Question #1 asks what Jonas learned about the previous Receiver). Students analyze and infer about characters and events (Question #2 asks which rule would be most challenging and why; the Character Timeline asks students to record words or phrases to describe Jonas in these chapters). Discussion prompts ask students to explain Jonas's feelings and the implications of the rule "You may lie," which requires inferential reasoning about the text.

The Parent Plan skills explicitly state students should "understand, make inferences, and draw conclusions... and provide evidence from text to support that understanding." Activity 1 directs students to reread the sled description and select descriptive words and phrases from the text, organizing them by the five senses on the "Sled Ride" chart. The provided answer-key image maps specific narrative details to senses, which students can compare to their own text-based findings.

Students are asked to answer analytic questions about Chapters 13 and 14 (e.g., why Jonas thinks Sameness is unfair; what The Giver means when he says instructors "know nothing") and to record information about Jonas on a "Character Timeline," which requires referring to the text. The lesson prompts students to discuss their answers to several inferential questions with a parent and to explain symbolism and adjective-clause examples drawn from the novel. Several questions require students to interpret characters' motives and consequences of events, which involves making inferences from the chapters.

Students read Chapters 15 and 16 and answer comprehension and interpretive questions in complete sentences, including inferential prompts such as whether they would feel the same as Jonas now that he has new knowledge. Students are asked to decide on words and phrases that describe Jonas and record them on a Character Timeline, which requires drawing on text details. Students also analyze the theme of freedom and produce a letter, poems, or comparisons that rely on understanding the novel's events and ideas.

Students are asked to read pp. 1-81 of an informational text and answer specific questions that require pulling information from the text (e.g., listing three reasons for the Great Depression, explaining how it was hard for farmers, and naming Roosevelt's three R's). In the novel reading, students adopt the role of Cultural Commentator and must "record places in the chapter" where cultural information appears, which directs them to locate parts of the text that support cultural claims. The photo-journal activity has students cut out first-hand accounts and match images to those accounts, requiring them to use specific primary-source pages as the basis for their journal entries.

Students are directed to serve as a Wordsmith by locating passages they find important, recording page numbers and paragraphs, and reading those passages aloud to discuss them with a parent. Parent-facing skills explicitly include analyzing, making inferences, drawing conclusions about author purpose, and providing evidence from the text to support understanding. The Phoenix activity asks students to describe how the phoenix might serve as a symbol for Esperanza, which requires inferential thinking about the text.

Students are asked to "refer to the dialogue on pages listed and then answer the questions," identifying tags and explaining author choices, which requires using specific lines of text. Students are told to "reread the section of the chapter after the first break to the second break" and then draw the wealthy and poor train cars based on the author's description, which uses textual details to support a depiction. Parent-facing discussion questions present direct quotes and ask students to explain what those quotes tell about the social system, prompting analysis of explicit text and inferences.

Students are asked to read the chapter and "describe where the characters have moved to and from," and they are explicitly told to "be sure to give the page locations where each scene is described," which requires locating passages in the text. Students must "Explain what role the setting plays in the conflict of the story," linking their descriptions to an interpretive claim about text meaning. In the Student Activity Page, students underline each instance of the word "said" in dialogue and return to the text to replace it with a more descriptive verb, requiring them to locate and reference specific lines of dialogue.

The Literary Luminary activity requires students to choose two or three passages from the chapter, read them aloud, and explain their reasons for selecting them, which has students point to specific text as support. The problem-solution paragraph option asks students to write about a problem Esperanza encountered in the book and how she solved it, which asks students to base their writing on events from the text. The comparison chart and discussion prompts ask students to describe similarities, differences, and living conditions drawn from the chapter, encouraging reference to textual details.

Students are asked to become a Line Locator by finding three to five lines or short passages, copying the lines or recording page and paragraph numbers, and explaining in their journals why each selection is an example of good writing or important to the story. Students must also record at least one "thinking question" that prompts interpretation beyond the facts of a passage. In the Cesar Chavez activity, students choose a quote, write it down, explain its meaning in their own words, and relate it to Esperanza's story, requiring them to cite specific text and analyze its implications.

Students are directed in the "On Strike!" activity to "record information from the book that could support the reasons" for striking and to "summarize the examples found in the text and provide page numbers," which requires locating and citing textual examples. Students are asked in the Parent Plan to "explain examples from the text that support the reasons for why some of the workers chose to go on strike," prompting them to use text-based evidence in an oral explanation. The graphic organizer and prompts ask students to match specific book examples to listed reasons for strikes, encouraging students to identify passages that support particular claims.

The Parent Plan lists the skill "Understand, make inferences, and draw conclusions about the structure and elements of drama and provide evidence from text to support understanding," which asks students to use textual evidence to support their interpretations. The Readers' Theatre activities require students to read provided script excerpts, pick an event from the story, write a 12–15 line script based on that event, and explain how their script is similar to and different from the actual events, prompting students to reference story details. The Movie Trailer task asks students to highlight main events, characters, obstacles, and major themes (like adjusting to a new culture), which requires students to use information from the text to support the trailer script.

Students read poems (pages 4–15) and answer inferential questions such as "In 'This World,' why do you think the author says it seems impossible to write a simple poem about the world?" and compare multiple versions of a poem (Q4). Students identify structural features (Q2) and complete Activity 1 by counting stanzas and labeling end-rhyme patterns, and Activity 2 asks them to analyze punctuation, capitalization, and sentence structure in poems. Students also are asked to reread and compare texts and to explain preferences or interpretations (Q1, Q4), which requires interpretation of what the text says explicitly and implicitly.

Students are asked to find examples of metaphor and to "describe" them, with space provided for written responses. Students are instructed to "look for personification in the poems" and to "record the words and phrases the poets attribute to each of the objects," matching objects (Ocean, Water, Snail, Hermit Crab, Mountain, Hill) with human traits. The parent notes and answer key prompt students to identify multiple (3–5) examples of personification from the poems.

Students are asked to locate and record specific lines from the poems (e.g., "Record the simile in the poem \"Earthworm\"" and "Record two metaphors found in \"Rainforest\""), which requires copying textual evidence. Students must copy lines that contain dashes and explain how the dash is used (Option 2, Part II asks students to copy poem lines with dashes and justify their use). Discussion prompts ask students to explain how language made them feel (e.g., "How did you feel after you read \"Early Walk\"? What language does the author use to make you feel that way?"), requiring students to point to words/phrases as evidence for an inferential claim.

Students are asked in Question #2 to record an example of alliteration from "The Spider," requiring them to quote text directly. In Question #3 students must record a line from one of the poems that creates a vivid image and describe the words the author uses, which asks them to cite a line and analyze both explicit language and inferred imagery. Activities and the Parent Plan ask students to find and record haiku lines and to examine how parentheses affect meaning in poem lines, prompting students to cite specific lines and use them to support interpretation.

Students are asked to identify specific words and phrases from a poem in the Student Activity Page: "List words/phrases from the poem that help create the image." The Analyzing a Poem questions ask students to name the poem's tone and explicitly prompt: "What words/phrases does the author use to convey the tone?" A comprehension question asks students to interpret D.H. Lawrence's line, which requires making an inference about meaning.

Students are asked to record words and phrases the author uses to appeal to emotions in Question #4, which requires locating specific textual language. Question #3 asks students to list the positive attributes Whitman gives to animals from lines in "Song of Myself," prompting students to extract details from the text. Activity 2 (Ellipsis) asks students to compare a provided paragraph to the original and to explain why poets might have used ellipses in selected poems, which requires students to reference specific lines or excerpts. The parent prompts for Activity 3 ask students to explain which words and phrases from a poem influenced their illustration or rewrite, directing students to point to textual language as support.

Students are asked to list words or phrases from "Earth's Bondman" and describe how those selections convey tone and meaning, which requires citing lines or phrases as evidence (Activity 1). Students are directed to identify examples of poetic language and record those examples beneath copied poems, explicitly tying textual examples to analysis (Activities 6 and Student Activity Pages). The prompt asking, "What message is the poet trying to convey in the poem, ‘Landscape'?" asks students to state a message (an inference) that can be supported by text details.

Students are given sentences from the book with underlined vocabulary words and instructed to use context clues to identify correct definitions for a crossword puzzle, which requires reading text and drawing inferences about word meaning. Students are asked to think about how location, landform, and climate have influenced past and present cultures and to watch a linked video about environmental and cultural influence, prompting analysis based on content. The map activity asks students to locate and label the Andes and consider its relationship to countries, connecting geographic information to interpretation of the setting.

Students read Chapters 3 and 4 and are asked to answer comprehension questions in complete sentences, including an inference prompt (Question #1 asks where Chuto might go on his second trip). Students answer an explicit-detail question (Question #2 about how the Incans built their temples) and identify figurative language (Question #3), which requires locating and interpreting language from the text. Students are also asked to reread the minstrel's songs and retell events in a lyric poem, which requires extracting events and details from the text.

Students are asked to answer comprehension questions in complete sentences, including Question 2 which directs them to Chuto's characterization of the truck and the answer reproduces a direct quotation from page 47. Question 1 asks students to explain why Cusi was fascinated, prompting students to infer from the text that Cusi had little contact with the outside world. The Parent Plan and Skills section instruct students to "support by referencing the text" to determine effectiveness of figurative language, and the Personification activity asks students to "reread Chuto's description of the car," directing students back to the text for evidence.

Students are asked to "Reread page 54" and to "Answer the questions below in complete sentences after reading Chapters 9 and 10," which requires using the text to respond to comprehension questions (e.g., how the Indians depend on llamas and what Cusi learns from Amautu). Several questions elicit explicit details from the text (answers list specific items such as wool, rope, and fuel) and higher-order prompts in the Wrapping Up section ask students to infer how life in Peru differs now and why cultures should remember the past. The Guide to Incan Landmarks activity directs students to use linked websites as sources when writing descriptions, which involves locating and using textual information to support their explanations.