Students are asked in Question #3 to explain how Cody feels about Sophie and are explicitly instructed to "Use examples from the book to support your answer," which requires citing textual evidence. Students are directed to read Chapters 8–14 and answer comprehension questions in complete sentences, prompting them to support answers with text. Students are asked to maintain a "Character Timeline" to record words and phrases describing Sophie and Cody, which has them collect specific textual details, and to answer inferential questions such as why the author chose two narrators.

Students are asked to read Chapters 15–22 and answer specific questions in complete sentences, including explicit-detail questions (e.g., environment of Grand Manan, why they threw the lobster back) and inference prompts (e.g., What does Sophie mean…, Why is Sophie so interested…). The skills section explicitly names making and evaluating inferences and conclusions about characters, events, and themes, and Activity 2 directs students to describe and track relationships among characters as they read. Question #2 even includes a page reference (p. 68), indicating students locate specific parts of the text to answer.

Students are asked to read Chapters 31–35 and answer specific comprehension questions in complete sentences, including Q1 which asks for an explicit detail (Who was Little Peep?) and Q2 which asks for an inferred reason (Why do you think Brian keeps talking about orphans?). Students are also prompted to summarize Bompie's story and discuss how animal sightings affect crewmembers' emotions, which asks them to interpret and explain character reactions and meaning. The assignment to fill out "Character Timelines" requires students to track character events across the text, supporting analysis of what the text says explicitly and implicitly.

Students are given an "Identifying Voice" activity in which they read specific quotes from the novel, cut them out, and match each quote to Sophie, Cody, or Brian, using the quotes as direct evidence of voice. In the Similes & Personification (Option 1) activity students identify given quotes as similes or personification and explain what is being compared or personified, thereby using textual lines to support their analysis. The page-2 voice writing task asks students to compose character-appropriate quotes and thoughts based on the characters' journal voices, which requires students to draw on the text's language and character portrayals.

Students are asked to read Chapters 51–60 and answer comprehension questions that require analysis of character change (e.g., "How did the storm and The Wave change Cody?") and changes in relationships. Discussion prompts ask students to interpret meaning and make inferences (e.g., "What do you think Sophie meant when she wrote...?"). Students are directed to retell events (Bompie story) and complete a "Character Timelines" sheet, which requires summarizing and analyzing character development over the chapters.

The activities explicitly instruct students to "provide evidence from the book to support both themes" and include student activity pages with lined boxes for writing three pieces of evidence under each listed theme. Option 2 directs students to "Think of two themes in the story. Provide evidence from the book to support both themes," giving a clear task to cite textual support for inferred themes. The reading questions require students to finish reading and answer specific plot and character questions in complete sentences, which asks students to refer back to text details.

Students are prompted to record a character quote with the page number and then explain why the quote is meaningful (Character Quote mini book). The test asks students to "Describe a theme of the book. Use examples from the story to support your theme," requiring students to produce evidence-based support for an interpretive claim. Multiple activities (Character Changes, Important Events, Character Tree) require students to refer to a character timeline and select/describe specific events from the text to support descriptions of character traits and development.

Students are asked to watch The City of Ember and then write or perform a movie review that describes the characters, setting, and plot and discusses how the setting plays an important role, which requires analysis of the text/movie. Students are instructed to read and/or watch other movie reviews to better understand what to include, supporting analytic writing. In vocabulary activities, students must read words in context on the page provided and use context clues to select definitions and create sentences, which involves making inferences from textual context.

Students are asked to read chapters 1–3 of The People of Sparks and answer comprehension questions in complete sentences, including inference questions such as "Why do you think Lina calls Mary 'Madam Mayor'?" and "Why would the people of Sparks be taller and browner than the people from Ember?". Activity 2 directs students to make five predictions about adjustments the people of Ember will need and then check off which predictions come true as they read, which requires students to compare text details with their inferences. The reading questions and prediction task require students to analyze what the text says explicitly and to draw inferences about characters and environment.

Students read chapters 4–5 and answer specific comprehension questions that require information drawn from the text (e.g., Q1 asks why Lina is afraid of fire and Q2 asks why she never had certain foods). One question (Q3) and several discussion prompts (e.g., "Do you think the people of Sparks are happy…? Why or why not?") ask students to make inferences or explain reasoning based on the story. The Learning Log activity asks students to record and categorize discoveries Doon and Lina make across chapters, which requires pulling details from the text.

Students read Chapters 8–10 and answer specific comprehension questions that require extracting explicit information (e.g., definitions of a roamer, effects of the environment, reasons for conflict). In Activity 1 (The Debate) students must compose three arguments "and support each argument with evidence" and then identify which statements are facts and which are opinions. The wrapping-up prediction prompt asks students to make inferences about what will happen next, which requires using information from the text to support a prediction.

The Synonyms in a Thesaurus activity asks students to look at each vocabulary word on specified pages and to "record what specifically in the book's context helped you understand the word's meaning or helped you choose a good synonym," requiring identification of textual context. The Student Activity Page includes a "Clues in Context" column with page numbers so students must point to passages that support word meanings. The reading questions (Q1–Q3) ask students to explain relationships, judge leadership, and interpret a character's advice, which prompts analytic thinking and inference.

Students are asked to read chapters 20–22 and answer explicit and inferential questions in complete sentences (e.g., why people go from "angry and scared" to "evil" and why Tick only supervises), which requires them to analyze what the text says and draw conclusions. The sequencing activity asks students to cut out and order specific events from the chapters, requiring them to locate and use explicit events from the text. Discussion prompts ask students to explain causes and consequences (cycle of revenge, violence leading to more violence), encouraging inferential thinking about the text.

In Activity 2 students are directed to identify the type of conflict in The People of Sparks and "in the surrounding bubbles, provide evidence from the text that reveals and supports the conflict," including events, characters' words and actions, or dialogue. The Parent Plan and Student Activity Page reinforce this by asking students to identify evidence from the book that supports the conflict and to complete written responses to reading comprehension questions after chapters. Activity 3 asks students to "list some details in the novel related to science," prompting students to pull specific textual details for analysis.

The lesson directs students to read "The Good Deed" and answer comprehension questions (e.g., Q1 asks an explicit detail: why Heather visited Miss Benson; Q2 and Q3 ask for reasons and interpretations that require inference). The Parent Plan Skills explicitly state students should "support by referencing the text to determine the plot development." The activity page and parent answers require students to explain characters, setting, primary incident, and lessons learned, which asks students to base responses on the text.

Activity 2 directs students 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 events from the story that are irrational," which requires locating textual examples. Activity 4 asks students to "record some phrases and sentences from the story that the author uses to describe" an environment and then create an illustration based on those recorded descriptions. The student activity pages and parent plan give model answers that show students are expected to copy specific lines or examples from the text as support.

Students are asked to read the story and answer comprehension questions in complete sentences, which requires drawing from the text. In Activity 1 students must list two actions taken by each main character and identify the character traits those actions reveal, which asks students to use character actions as evidence for inferences. In Activity 3 students are directed to "record some phrases from the book" that describe Pompeii through Tito's senses, requiring them to pull specific textual phrases.

The lesson asks students to characterize Rip Van Winkle (Question #1) and then explicitly asks how his actions support that characterization (Question #2), which requires students to refer to events in the text. Activity 1 directs students to locate the author's descriptions of the Catskill Mountains and to "record words and phrases" the author uses, requiring students to extract textual phrases. Activity 4 asks students to compare the poem excerpt to the short story and explain similarities and differences, which prompts students to use textual details to support their comparisons.

Students read the full text of "Zlateh the Goat" and are asked to "answer the questions below in complete sentences," including factual comprehension questions (Why did the family decide to sell the goat?) and inferential questions (what does the statement about Zlateh's single word mean?). The wrapping-up discussion prompts ask students to explain character treatment and the role of the natural setting, which require students to refer to events and implications in the story. The point-of-view activities require students to reread story pages to determine narrator perspective, encouraging use of the text to support their judgments.

The lesson's Skills list explicitly includes "Make reasonable assertions about a text through accurate, supporting citations," which directs students to use citations to support claims. The Short Story Critique activity and its Parent Plan ask that students "include specific references to the story in the critique," requiring students to refer back to the text when composing their review. Several comprehension questions (Day 2 Q1–Q6) require students to answer factual and interpretive questions using details from the stories.

Students are asked to answer In the Text questions that require locating explicit details from the chosen story. Students write Think and Search questions and answers that require making inferences from implied information in the text. Graphic organizers prompt students to list actions, "words and phrases the author uses to describe the setting," and "specific examples from the text that support that theme," and the Parent Plan notes supporting elements by referencing the text.

Activity 4 (Theme & Conflict) directs students to identify a major theme and to "provide examples from the text that support the theme," which asks students to locate textual support. Activity 3 has students list actions that reveal character traits, requiring them to draw inferences about characters from specific actions. Activity 2 (Plot Diagram) asks students to identify the problem, key events, the climax, and the resolution, which has students cite explicit elements of a story.

Students read and analyze primary-source diary and prison-journal entries (Activity 4) and are asked to compare the authors' perspectives and identify facts versus opinions. Parent guidance directs students to explain the two perspectives, discuss differences in viewpoint, and identify facts and opinions in both letters. Discussion questions ask students how the points of view of the diary and journal accounts differ and how primary and secondary sources helped them understand the Battle of Bull Run, which requires students to refer to the texts when explaining.

Students answer specific comprehension questions in complete sentences about events in Pink and Say, which requires identifying explicit details (e.g., what Pink did when he found the wounded soldier). Activity 1 directs students to identify and record factual information about the Civil War from the book, which has them extract explicit textual details. Activity 2 has students choose a short passage and rewrite it from another point of view, which requires them to infer characters' thoughts and motives based on the text. Activity 5 asks students to identify letter writers, recipients, sides of the war, and opinions expressed, prompting analysis of primary-source text.

Students are asked to read pages 1–20 and answer comprehension questions that require inference (for example, Question #1 asks why Vernon was afraid to show emotion and Question #3 asks why Gideon Adams faced a challenge joining the Union). Activity 2 directs students to read the Civil War speech and record three factual statements and three opinion statements, and to identify at least two statements that could be propaganda. The Parent Plan and skills list explicitly state that students will "draw conclusions based on evidence" and "make informed judgments about propaganda," indicating activities that require reference to text details.

Students are asked to read pages 21–40 and answer comprehension questions, including an explicit factual question (Question #1 asks what note Dietrich Herz found) and inferential questions (Question #2 asks what the doctor meant and Question #3 asks students to describe a character relationship). The Propaganda Poster activity asks students to think about which posters would have influenced characters they have read about, prompting application of text-based understanding. The Parent Plan skills list includes 'Draw conclusions based on evidence, reasons, or relevant information,' which aligns with using text to support analysis.

Activity 1 directs students to go back and reread Toby's accounts on specific pages and explicitly instructs them to "Cite evidence from the book to support your ideas." The reading questions require students to finish the book and answer comprehension questions in complete sentences (Questions 1–4), which asks students to refer to events and character actions. The Character Quilt and other activities ask students to label squares with character details, describe main achievements, and depict memorable scenes, which prompts students to use details from the text.

Students are instructed to read Chapters 1 and 2 and "record your answers in complete sentences" for comprehension questions about Einstein's childhood, interests, and views on education (Questions #1-#4). In Activity 2 students record positive and negative traits and are asked to "explain a consequence" of a negative trait or a positive outcome of a positive trait, which requires drawing inferences from the text. In Activity 3 students create a timeline and are told to "record events you read about on the timeline" and include dates when provided, requiring them to locate explicit events in the text. The vocabulary activity uses sentences taken directly from the book for students to place words into context, connecting words to specific textual sentences.

Students read Chapters 5 and 6 and are asked to answer comprehension questions in complete sentences, including an inferential question about why 1905 is called Einstein's "miracle year." Students take notes while watching videos and then write a video summary using those notes. Students are asked to summarize significant events, add events to a timeline, and compare how the book and video accounts are similar or different during discussion prompts.

Students are asked to read Chapters 7 and 8 and answer specific questions in complete sentences, including a question that asks how the science world responded to Einstein's four papers and a question that asks how Einstein describes gravity on page 85. Students are asked to add events to an Einstein timeline and fill in a Biography Web with four major events from "The Professor" section, requiring them to locate and use details from the text. The trampoline illustration activity asks students to represent the demonstration described on page 86, which requires drawing an inference about how gravity is explained in the text.

Students are asked to read Chapters 9 and 10 and answer comprehension questions that require explicit understanding and inference (for example, "How did Einstein feel about war?" and "What do you think Einstein meant when he called himself a 'lone traveler'?"). The Parent Plan Skills explicitly state students should "provide evidence from text to support understanding" when making inferences and drawing conclusions. The Forms of Media and question activities require students to explain how different sources contributed to their understanding, which implies use of textual details.

The lesson's Skills section explicitly states students will "analyze, make inferences, and draw conclusions about expository text and provide evidence from text to support understanding." Question prompts (e.g., Q3: "How is this evidenced in his life?") require students to support answers with evidence. Option 2 of Activity 3 asks students to "provide one or two examples from the book" for each biographical element, which directs students to locate and cite textual examples. Several activities (revisiting original questions, answering comprehension questions, and the biography-writing task) require students to use text-based support for analysis and inferences.

Students are directed to use their biography web and timeline to find information and decide what to include in the scrapbook, which requires gathering details from texts and sources. Students write a journal entry and a letter from Einstein's point of view, tasks that require making inferences about Einstein's perspective and voice. The Parent Plan lists skills such as integrating main idea and supporting details from multiple sources and conducting research from a variety of sources, which involve analyzing texts and extracting relevant details.

Students are instructed to read Chapters 3 and 4 and to 'locate a few special sections of the text' to mark, read aloud, and discuss with a parent, which requires them to refer back to specific passages. The parent-plan comprehension questions (e.g., why Mrs. Hirsch was not in her shop; why Ellen stayed with Annemarie's family) require students to use information from the chapters to answer text-based questions. In the Propaganda Posters activity, students analyze posters and summarize the message each poster conveys, practicing interpretation of textual/visual elements to support their summaries.

Students take the role of discussion director and write four discussion questions covering the big ideas, then discuss their answers and why with a parent, which prompts analysis of explicit events and inferred motives. Students complete a Problem and Solution activity in which they describe three problem/solution situations from the chapters and explain how characters solved them, using plot details. Parent-plan questions ask students to explain causes and motives (for example, why Papa spoke in code or how he convinced soldiers), requiring them to draw inferences from the text.

Students are assigned the role of travel tracer to "carefully follow where the action is happening," describe where characters move to and from, and describe each setting in detail. Students are instructed to "give the page locations where each scene is described," and to "explain what role the setting plays in the conflict of the story." Comprehension questions ask students to explain motivations and causes (for example, why Mama did not want the girls to see anyone and why Denmark was short on food), prompting inference-based responses.

The Parent Plan lists as a skill that students should "respond to literary or expository texts and provide evidence from the text to demonstrate understanding," directly connecting to citing evidence. The Reading task asks students to choose two or three passages that spotlight important parts of the text, read them aloud, and explain their reasons for selecting them, which requires pointing to specific text passages. Discussion and journal prompts (e.g., explaining why characters lied, retelling Barbara Rodbell and answering how her message rings true) ask students to support interpretations about characters and themes.

The Character Sketch activity instructs students to list two of Annemarie's traits and "provide an example from the text of when she exhibited each trait," and to describe how her traits helped solve a problem, which requires locating text-based examples. The Little Red Riding Hood comparison asks students to read two versions and decide which is most similar to Annemarie's story and to use a graphic organizer to show similarities and differences between texts. Discussion prompts (e.g., why Annemarie acted silly; summarize Peter and Annemarie's mother's plan) ask students to explain and infer motivations and plans based on the narrative.

The lesson's Skills section 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." Students are asked to "Read the 'Afterword' of the book today to discover which parts of the story were based on actual historic fact," which directs students to compare text content to factual information. The lesson also instructs students to include memorable quotations and to copy quotations exactly and indicate their source when using outside research.

Students answer a series of short-response test questions about Number the Stars (e.g., Describe how Annemarie showed bravery; Explain the plan Uncle Henrik and Mrs. Johansen carried out), which requires recall and explanation of events and character actions. Students create a book jacket summary that asks for main character, setting, beginning, middle, and end, and they may act out a scene or write letters/articles that draw on the text. Several Think-Tac-Toe options (writing an article, letter, skit, or summary) ask students to analyze or report on events from the novel.

The lesson asks students to "record two sentences or phrases where the author describes the setting" and to "record a phrase or sentence from the book where she uses words to paint a picture," which requires students to extract and cite explicit text. Option 1 directs students to "underline at least three or four sentences from the book" and to record a quoted phrase to support an illustration of setting. Discussion prompts (e.g., "What evidence from the book supports your theory?") and comprehension questions (identifying three events from the prologue and explaining why Mae does not look in a mirror) require students to use textual details to support explicit answers and inferences.

Students are directed to underline and circle examples of personification in quoted sentences from the text and to write new sentences based on those examples, which requires locating and referencing specific text. The Parent Plan skills explicitly say to "provide support by referencing the text" when identifying elements of fiction and evaluating figurative language. The 'Things to Review' section asks students to reread sentences from the text and explain how personification shapes the reader's perspective, and comprehension questions (e.g., why Tuck does not want Winnie to drink) require students to make inferences from the chapters.

Students are asked to answer analytical questions about the chapters (Questions 1–4) that require them to explain reasons for character behavior and judgments (e.g., "Do the Tucks seem like the kidnapping type? Why or why not?"). The parent plan directs students to summarize, predict, and retell the Tucks' story, which requires drawing from the text. Wrapping-up prompts ask students to explain how the book's fantasy elements affect natural cycles, an exercise that requires inference from textual events.

Students are asked to "use the author's descriptions" and to put quotations around any words or phrases that come directly from the text when writing paragraphs comparing the Fosters' and the Tucks' homes (Option 1). Option 2 instructs students to "locate words and phrases the author uses" and record them with quotation marks on folded paper. One reading question notes that an answer is "found in Chapter 10," prompting students to refer back to the text for specific information.

Students read Chapters 12–14 and answer comprehension questions that require interpreting events and character motivations (for example, why Winnie cannot stay angry and what Jesse wants). Activity 2 presents extended quotes from the book and asks students to consider questions about cycles and change and to explain the significance of natural items they collect. The wrapping-up and review prompts ask students to explain themes and to predict character actions, which involves making inferences from the text.

Students read Chapters 15–17 and answer comprehension questions that ask for character descriptions and reasons for actions (e.g., "Why do you think Winnie wanted Miles to put the fish back in the pond?"), which requires making inferences from the text. In the Similes & Metaphors activities, students locate specific comparisons from the book and record the two things being compared, directly working with textual phrasing. The vocabulary summary asks students to write a chapter summary using the provided words, which requires them to refer to the chapters they read.

Students are asked to read Chapters 18–20 and answer specific comprehension questions (e.g., How did the man in the yellow suit know about the Tucks' situation?; What plans did he have?) that require them to use details from the text to explain character knowledge and motives. Discussion prompts (e.g., Why did Mae hit the man...? How have Winnie's feelings changed?) prompt students to analyze characters and events and give reasons for their answers. The creative task of making an ad or commercial for the spring implicitly requires students to use plot details and character motives to persuade an audience.

Students read specific chapters (21–23) and respond to a question that asks them to interpret a quoted passage about Winnie's change, which requires making an inference from the text. Students are directed to record three examples of cause and effect from the novel and to use those examples as the basis for a written cause-and-effect paragraph. Students also compare myths and the novel by writing three similarities and three differences, which requires them to reference details from the texts.

Students are asked to answer interpretive questions (e.g., "Do you think Winnie's relationship with her family will ever be the same? Why or why not?") that require supporting reasons. The reading questions about the Tucks' feelings and changes in Treegap ask students to refer to events from the text. Activity 3 explicitly asks students to select a quote of at least ten words from the book, which requires locating and extracting textual material. The Parent Plan Skills section states students should "provide evidence from the text to support understanding."

In Part 1 students are instructed to record three quotes or actions from the book that describe how the characters feel about living forever and to note the character who made each statement. The Student Activity Page directs students to categorize those quotes/actions under "Pros" or "Cons" and to use a "Your Own Words" section to summarize considerations about immortality. The activity also asks students to consider the theme of change as they record textual details.

Students read the first chapter and answer comprehension questions that require locating explicit details (e.g., identifying that African-American children have a shorter school year because they must work on cotton farms and that Little Man rejected the book because it was dirty and passed down). Students use the "Recognizing Discrimination" graphic organizers to record who was involved, what happened, and how each instance is an example of discrimination across chapters, which asks them to identify textual instances. The chapter questions and organizers prompt students to note specific events and explanations from the text.

Students are directed to read Chapter 2 and answer specific questions in complete sentences, including fact-based questions (e.g., how Papa knew Mr. Morrison; why Papa brought him home) that require citing what the text says explicitly. Question #3 asks students to consider the effect if the entire Black community boycotted the Wallace store, which requires drawing an inference from the text. The Wrap-up and Discussion questions (e.g., why some white men were mistreating African Americans; why they were not prosecuted) prompt students to explain causes and make inferences based on the chapter.

Students read Chapter 3 and answer comprehension questions that require recalling explicit details (e.g., why Little Man was upset because the bus splashed mud on him). Students answer questions that require making inferences about events and motivations (e.g., why the Logan family was afraid after Mr. Avery's visit). Students write paragraphs and a formal letter that ask them to identify injustices and explain why they are wrong, which asks them to draw on the text for support.

Students are asked to 'keep track of instances of discrimination' on the 'Recognizing Discrimination' pages, which requires locating specific places in the text. Students read Chapter 4 and answer comprehension questions (for example, explaining why Stacey is upset), requiring them to refer to the chapter. The Parent Plan lists critiquing the credibility of characterization and discussion questions about characters (T.J., Mr. Morrison), which prompt students to analyze character actions and motivations based on the text.

Students are asked to read Chapter 5 and answer text-dependent questions (e.g., Question #1 asks why Big Ma had to park her wagon at the back of the market, with the answer pointing to reserved spaces up front for white vendors). Question #2 and the wrapping-up discussion prompts (e.g., why Cassie said, "No day in my life had ever been as cruel as this one" and why Mr. Barnett delayed T.J.'s order) require students to make inferences from the chapter. The activities require students to discuss the Jim Crow laws and relate them to events in the chapter, which invites students to draw conclusions from the text and related sources.

Students are instructed to read Chapter 7 and answer comprehension questions that ask for explicit details (e.g., "What did the children get for Christmas?") and causal explanations that require inference (e.g., "Why did Stacey give T.J. his new coat?"). The compare-and-contrast activity directs students to specific page ranges (pages 145–147 and 153–154) and to use a Venn-diagram organizer to identify similarities and differences between the Logans' Christmas and their own, which requires consulting the text. Discussion questions prompt students to consider how Mr. Morrison's or Mr. Jamison's actions could lead to community change, encouraging inferential thinking based on textual events.

Students are asked to read Chapter 8 and answer questions that require explaining why characters acted as they did (e.g., Do you think Lillian Jean was worth Cassie's taking a stand for? Why or why not?), which asks for inferential reasoning. Students are instructed to keep track of instances of discrimination on the "Recognizing Discrimination" pages as they read, which directs them to locate textual instances. Students are asked to underline three suggestions on the Integrated Bus Suggestions page and explain why they selected them, requiring use of specific items from a provided text page.

Students are instructed to read Chapter 11 and answer comprehension questions that require identifying explicit events (e.g., how T.J. was hurt) and inferring motives (e.g., why R.W. and Melvin framed him). The lesson asks students to "keep track of instances of discrimination" on a Recognizing Discrimination page, which directs students to locate occurrences in the text. Parent/teacher discussion prompts ask students to explain how T.J. is being discriminated against and to consider whether people will believe his account, requiring inference from the text.

Students are asked to provide examples of discrimination "based on what you learned from the story" for Slide 2, which requires using the novel's content as source material. The Parent Plan skills list explicitly includes "Support opinions with detailed evidence," and the presentation rubric evaluates whether visuals and presentation clearly support the ideas presented. End-of-unit test questions ask students to explain how black school children were treated and what the Jim Crow laws were, tasks that require drawing on details from the text and unit materials.

The Parent Plan skills explicitly instruct students to "Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge." Students are asked to read Chapters 1 and 2 and answer comprehension questions that require inferencing (e.g., why people were afraid when the aircraft flew over; why Jonas worried about Asher). The Character Timeline activity asks students to record words or phrases that describe Jonas after each reading, prompting students to make and track inferences about character development.

The Parent Plan skills explicitly tell students to "provide evidence from the text to support understanding" and to "infer the implicit theme" and "make inferences, and draw conclusions." The question set requires students to answer explicit-detail questions (e.g., describe the shared unusual trait, describe what happened with the apple) and to respond to inference prompts (QUESTION #3: "What do you think the change is?") and to consider foreshadowing in discussion prompts. Students are also asked to record descriptive words/phrases about Jonas on a timeline and to answer questions in complete sentences, which invites written explanation.

Students are asked to "record on the timeline words or phrases that describe Jonas" from the chapters, which requires selecting text-based words/phrases. The reading questions ask students to answer in complete sentences about events and character traits (e.g., Asher's characterization, the morning ritual), prompting use of details from the chapters. Activity directions tell students to "Read each rule/law... Record a positive and negative effect... Then determine whether or not the rule should exist and why or why not," which asks students to use information from the text to support their reasoning.

Students are asked to "record on the timeline your words or phrases that describe Jonas" from Chapters 7 and 8, which requires locating descriptive text in the book. The Italics activity directs students to "write the entire sentence" containing italicized words and to underline the italicized words, so students must reproduce specific textual sentences. The Euphemisms activity asks students to record the actual meanings of euphemisms used in the story or predict meanings based on examples found on the page "Euphemisms in The Giver," which requires identifying specific words/phrases from the text.

Students are asked to record words or phrases that describe Jonas on the "Character Timeline" and to reread pages 80-82 to select descriptive words and phrases the author uses for the sled ride, organizing them by the five senses on the "Sled Ride" chart. The parent plan explicitly states that students will "provide evidence from text to support" understanding of how sensory language creates imagery. The answer key and student activity pages show students locating specific textual phrases (sensory details) and matching them to senses.

Students are asked to answer four comprehension/analysis questions in complete sentences after reading Chapters 13 and 14, including why Jonas feels Sameness is not fair and why he wants the community to share memories. Students are directed to record information about Jonas on a "Character Timeline" and to discuss answers to several analytical questions with a parent, which requires them to explain what the text says and to draw inferences about characters' motives. The questions explicitly ask for explanations of meaning (e.g., what The Giver means when he says instructors "know nothing"), prompting students to analyze explicit statements and implied ideas from the chapters.

Students read Chapters 15 and 16 and answer comprehension and interpretive questions in complete sentences, including deciding on words and phrases that describe Jonas and recording them on a "Character Timeline." Students analyze the theme of freedom by comparing Jonas' community to others and by choosing to write a persuasive letter or poems that explain freedom to the community, which requires interpreting underlying messages and themes. Students answer targeted questions about character reactions (for example, how Jonas' parents respond when he asks if they love him) that require referring to events and dialogue in the chapters.

Students are instructed to "Read Chapters 19-20 and answer the questions below in complete sentences," which asks them to produce written responses about explicit events in the text (Questions 1-3). Students are asked to "record any words or phrases that you think best describe Jonas in these two chapters" on a timeline, which requires selecting specific words/phrases from the chapters. The Parent Plan lists the skill "Write responses to literary or expository texts that demonstrate an understanding of a literary work," indicating students will write about the text.

Students read pp. 1-81 of an informational text and answer specific content questions (e.g., list three reasons for the Great Depression; explain how the Depression affected farmers), which requires locating information in the text. As Cultural Commentators, students record places in the novel chapters where they learn about culture, identifying textual passages that show customs, homes, clothing, beliefs, or food. In Activity 1 students select two first-hand accounts, cut out and paste those pages into a photo journal, and pair images with the primary-source accounts, requiring them to use the texts as sources for interpretation.

The Parent Plan explicitly lists as a skill that students will "analyze, make inferences, and draw conclusions about the author's purpose... and provide evidence from the text to support understanding." The Wordsmith reading role requires students to locate passages, record page numbers and paragraphs, and read and discuss why those passages are important. Discussion questions ask students to explain why events occurred (for example, what happened to Papa) and offer possible answers tied to specific textual details.

Students are asked to reread specific sections (the train description) and to answer comprehension and discussion questions (e.g., how the family escaped, why Esperanza reacted to the girl) that require referring back to the text. The 'Questions to Discuss' section gives students three direct quotations and asks, "What do these quotes tell us about the social system in Mexico?", prompting analysis of quoted text. The Discussion Director task requires students to design open-ended questions about big ideas in the chapters, which would draw on explicit text details and inferred themes.

Students are assigned the role of a Travel Tracer and instructed to read the chapter "Los Melones," describe where the characters have moved to and from, and give the page locations where each scene is described. Students are asked to describe each setting in detail and to explain what role the setting plays in the conflict of the story. The parent plan and discussion questions prompt students to explain how the setting influences events and to support their explanations when sharing their map or descriptions.

Students are asked to act as a Literary Luminary by choosing two or three passages from the chapter, reading them aloud to a parent, and explaining their reasons for picking them. Students are invited to write a problem-solution paragraph that can be about a problem Esperanza encountered in the book, which requires using events and details from the text as support. Students complete a comparison chart describing similarities and differences between life at Rancho de las Rosas and life in California, which requires drawing on specific details from the chapter.

The Line Locator activity asks students to find three to five lines or short passages, copy the lines or record page and paragraph numbers, and explain why those passages are examples of good writing or important to the story, which requires pointing to text when making claims. The Cesar Chavez activity asks students to choose a quote, write it down, explain its meaning in their own words, and relate it to Esperanza's story, which asks students to use a specific text excerpt to support interpretation. Parent prompts ask the child to read selected lines aloud and explain why they were chosen, reinforcing oral citation and explanation of textual passages.

Students are asked in the "On Strike!" activity to "record examples from the book" that support each reason workers might strike and to "summarize the examples found in the text and provide page numbers," which requires citing textual evidence. Parent prompts ask students to explain examples from the text that support reasons for strikes and to discuss treatment of Mexicans using text details, encouraging use of evidence to support analysis. The activity also has students match textual examples to categories (reasons for striking), which requires them to interpret text explicitly and draw inferences about motives and conditions.

The lesson asks students to finish reading specified chapters and to consider how Esperanza's life changed, and it prompts discussion of what a reader can learn about character through the dialogue the author presents. Students are assigned the role of "Dialogue Designer" to recreate interactions and create conversations that center on events from the chapters. The wrapping-up "Questions to Discuss" ask students to explain how Isabel is discriminated against and what knitting symbolized, which require students to analyze events and meanings from the text.

The Parent Plan Skills section explicitly states students will "provide evidence from text to support understanding" when making inferences and drawing conclusions about drama. Readers' Theatre and the script-writing activities ask students to read the provided script, pick events from the story, and write their own scripts based on those events, which requires using the novel's events and characters. Discussion prompts ask students to explain how their script is similar to and different from the events found in the story, encouraging reference to the text.

Students are asked to identify structural features in poems (QUESTION #2 asks how the structure of "Tunnels" is different, citing lowercase letters and short stanzas/lines) and to label stanzas and end-rhyme patterns in Activity 1, which requires locating and marking textual features. Students are asked to make inferences about meaning (QUESTION #3: why the author says it seems impossible to write a simple poem about the world) and to compare multiple textual versions (QUESTION #4: reread and compare three versions of "from March '79"). The activities require re-reading, comparing, and pointing to parts of the poems to answer questions about form and preference.

Students read poems and are asked to locate figurative language: the Personification & Metaphor activity asks students to find examples of metaphor and to record the exact words and phrases poets attribute to objects. The matching task requires students to connect specific phrases to objects (e.g., Ocean: "hear how her voice lifts...") so students must extract textual phrases. Question #2 asks for an explicit textual feature (the rhyming pattern of "Snail"), and Question #3 asks students to offer an explanation for poets' focus, which requires inferential thinking about the text.

Students read multiple poems and answer analysis questions that ask them to explain poetic devices (Question 2 asks them to explain how the author uses personification; Question 3 asks them to analyze irony in a poem). Students are directed to reread a specific poem ('Obituary for a Clam') and to research details about an animal before writing an obituary, which requires using textual and factual details. The wrap-up and discussion prompts ask students to explain how their perspective changed and to review poetry vocabulary such as personification and metaphor, supporting interpretive work.

Students are directed to read the poems in the section "Think Like a Tree" (pp. 50-68) and answer text-based questions such as identifying the rhyming pattern in "Cross-Purposes," naming the metaphor in "The Dandelion," and noting stanza/couplet patterns in "All Day Long." Activity 2 asks students to brainstorm ways humans and animals depend on plants based on the poems, and Activity 3 asks students to reread a specific poem (p. 65) and use its observations as inspiration for writing, implying close reading and interpretation.

Students are asked to record exact lines from the poems (e.g., identify the simile in "Earthworm" and two metaphors in "Rainforest"), which requires locating and copying textual evidence. In the dashes activities students copy poem lines that contain dashes and explain how the dash is used, requiring them to cite specific text and analyze punctuation function. Wrapping-up questions prompt students to point to "what language the author uses" to produce feeling and to explain poem meaning, asking for words or phrases as support.

Students are asked to record an example of alliteration from "The Spider," requiring them to copy specific textual phrases (e.g., "Six small diamonds," "summer skies"). Students are asked to record a line from one of the poems that creates a vivid image and to describe the words the author uses to create that image, which requires citing a line and analyzing language. The parent/answer-key notes and Part II about parentheses prompt students to examine specific lines with and without parentheses and discuss how the punctuation changes meaning.

Students are asked to identify two animal adaptations from the poems (Question 2), which requires locating explicit information in the text. Students are asked to interpret D.H. Lawrence's line (Question 3), which asks them to make an inference about meaning drawn from the poem. The Analyzing a Poem activity asks students to find examples of poetic devices and to "List words/phrases from the poem that help create the image" and to identify words/phrases that convey tone, prompting students to point to specific textual language.

Students are asked in Question #4 to record words and phrases the author uses to appeal to emotions, which requires selecting textual language as evidence for their responses. The Student Activity Page (Part I) directs students to compare an excerpt to the original paragraph and insert ellipses, requiring close attention to the source text. The Parent Plan prompts students to explain which words and phrases from a poem influenced their illustration, asking them to point to specific lines or phrases as evidence.

Students are asked to reread specific poems (e.g., "Earth's Bondman") and to list words or phrases from the poem and describe how they convey tone and meaning, which requires identifying textual examples. The lesson asks students to identify poetic devices and give examples (e.g., imagery: "the moon's pocked face," personification: "Nor any wind sings"), so students extract lines or phrases from the text. Students answer questions about the poet's message (e.g., for "Landscape") and compare/contrast two buffalo poems using a Venn diagram, tasks that require using details from the poems to support their responses.

The Reading and Questions section asks students to answer comprehension items: Question 2 requires students to state how the ancient Incans built their temples (an explicit detail), and Question 3 asks students to identify the simile comparing llama music to wind over water (analysis of figurative language). Question 1 asks students to infer where Chuto might go on his second trip, prompting students to draw conclusions beyond explicit statements in the text.

Students are asked to read Chapters 5 and 6 and answer comprehension questions in complete sentences (e.g., explain why Cusi says Chuto is troubled and how Cusi feels). The parent plan lists skills that require students to analyze, make inferences, and draw conclusions about the author's purpose and to discuss predictions (ask whether Cusi will enjoy the journey and why). The questions and discussion prompts require students to refer to story details and make inferences based on the text.

Question #2 directs students to page 47 and records Chuto's characterization of the truck using a direct quotation, requiring students to reference specific text. Question #1 and Question #3 ask students to explain reasons and interpret meaning, prompting inferential answers about Cusi's reactions and the author's intent. The Skills section explicitly states that students should "support by referencing the text" when identifying elements of fiction and determining the effectiveness of figurative language.

Students are asked to answer specific reading questions after reading Chapters 9 and 10, including Q1 which directs them to "Reread page 54" to explain how people depend on llamas, and Q2–Q3 which ask for details about Misti's behavior and who the stranger is and what he teaches Cusi. The comprehension questions require students to locate explicit details (e.g., uses of llama wool, hair, and waste) and to identify information about characters and events. The wrapping-up prompt and parent discussion questions ask students to describe the plot and explain cultural connections, which requires drawing inferences from the text.

Students read Chapters 13 and 14 and answer comprehension questions that require recall of explicit details (for example, naming Ayllu as the town Cusi first arrived in). Students respond to interpretive prompts that ask them to infer motives and feelings (for example, explaining why Cusi felt more alone in the city). Students discuss and explain figurative language and implied meaning (for example, interpreting the old Indian's ‘rivers of Cuzco' metaphor).