Fifth Grade - ELA
1: Relationships
Unit 1: Poetry
Lesson 1
What Is Poetry?
The Skills section lists "Paraphrase to indicate active listening," and the Introducing the Lesson and Questions to Discuss prompts ask the child to explain what he knows and what he learned about poetry. Parent Plan directions instruct students to describe, paraphrase, and explain the mood/tone of a poem after it is read aloud. Several activities require students to respond to questions and record their answers, which involves recounting ideas from reading and brief discussions with a parent.
Lesson 2
Parts of Speech and Rhymes in Poetry
Students are asked discussion-style questions (e.g., favorite poem, why poets rhyme, meaning of the Washington D.C. lines, words that describe the Northeast) that invite sharing and reflection. The Parent Plan prompts one-on-one discussion (e.g., "Ask your child what she learned about the importance of word choice in poetry" and "Read your child's end rhyme poem"). The Wrapping Up directs students to "Think about what you learned about the Northeast" and to review parts of speech, which supports reflective conversation after reading.
Lesson 3
Geography and Poetry
Students are asked to answer reflective questions such as "What did you learn today about the Southeast region of the U.S.?" and to name favorite lines and poems, which prompts summarizing of ideas. Students are directed to read their poems aloud and discuss the nouns chosen for seasonal description, and parents are prompted to discuss facts included in students' acrostic poems. The wrapping-up prompts ask students to discuss why nature is a popular poetic subject and to review the subjects found in the Southeast poems.
Lesson 4
Haiku and Onomatopoeia
The lesson includes prompts for one-on-one discussion with a parent (e.g., "Ask her what she knows about this region" and the Parent Plan's "Questions to Discuss"). Students are asked reflective questions that require synthesis (QUESTION #4: "What did you learn about the geography and culture of the Midwest after reading these poems?"). The Wrapping Up and Parent Plan sections instruct students to review definitions of haiku, quatrain, and onomatopoeia, prompting review of key ideas.
Lesson 5
Figurative Language and Voice
The lesson includes multiple parent-led discussion prompts (e.g., "Ask your child to give you an example of a metaphor," and "Questions to Discuss" such as "What is a metaphor?" and "What is personification?") that require students to talk about figurative language and poetry. Activity 2 asks students to list each poem's point of view and to answer whether the use of second person makes a poem more effective, which asks students to evaluate and justify a conclusion. The wrapping up section directs students to review techniques and look for examples, implying reflective talk or review of ideas.
Lesson 7
Robert Frost
The Parent Plan includes explicit discussion prompts (e.g., "Questions to Discuss" such as "Do you think Jack likes poetry? Why or why not?") and directs the parent to "Discuss with your child what he learned about Robert Frost." The Wrapping Up section asks students to answer reflective prompts ("What did you learn about Jack in the story today?") and to review poems read. The lesson asks the parent to "Review your child's analysis of the two Frost poems," which implies a spoken review between parent and student.
Lesson 8
You Come Too
Students are prompted to discuss and explain their illustrations and the words from poems that informed their drawings (parent prompts: "Ask your child to explain her illustration…"; "Encourage your child to read her poems to you… Describe what you see…"). The Wrapping Up section tells students to review what visual imagery is and to think about how to describe a shape poem, requiring students to restate key ideas. The Questions to Discuss explicitly asks students to judge whether Jack's attitude is changing and to justify their conclusion with evidence ("How do you know? (He is writing more poems and becoming interested…)"), which asks students to draw conclusions from information gathered.
Lesson 9
Write About What You Know
Students are prompted to discuss personal experiences (asking if the child has taken a risk) and to respond to guided discussion questions (e.g., If you could meet a famous writer? Have you ever been inspired?). Students read their free-verse poems aloud and discuss their word choice, use of figurative language, and poem pattern with a parent, and they are encouraged to think of ways to improve the poem. Students are directed to "read through the ideas, poems, and poetry tools" recorded in their Book of Poetry as a wrap-up activity.
Lesson 10
Inspired
Students are asked to share similarities and differences between Jack's poem and Walter Dean Myers's poem (Parent Plan: "Encourage your child to share the similarities and differences she found"). The lesson provides discussion prompts under "Questions to Discuss" (e.g., how Jack's poem made you feel; how Jack felt when he heard Mr. Myers) that require oral response and reflection. Students complete a graphic organizer comparing the two poems, recording similarities and differences that can be used in talk.
Final Project
Coffee House Poetry Reading
Students will present their poems to guests and then "assess your project using the rubric," which prompts post-performance reflection. The parent plan provides discussion prompts (e.g., "What was your favorite part?" "In which area do you feel you did best?" "Is there anything you would have done differently?") that encourage talking about the event and receiving feedback. The rubric asks reviewers to note engagement and quality of performance, which can guide conversation about what occurred during the reading.
Unit 2: The View from Saturday
Lesson 1
The Academic Bowl
Students are prompted to discuss and respond to open-ended questions that require evaluation and reasons (e.g., "Do you believe this was the best gift? Why or why not?"). The Parent Plan includes explicit "Questions to Discuss" that ask students to agree/disagree and explain (about the "collapse of Western culture" and what can be learned about friendship). Several activities require students to answer comprehension questions in complete sentences that justify their thinking.
Lesson 2
Florida
Students are prompted to discuss relationships and character struggles in the Parent Plan questions (e.g., "What relationships has the author introduced?" and "In what ways do the characters struggle in their relationships?"), which asks them to identify and review key ideas from the text. The Wrapping Up prompt asks students to state how Nadia and Noah are similar and different, prompting them to draw conclusions based on information they have gathered. Students create plot flowcharts for multiple characters and answer comprehension questions, which requires them to summarize and sequence key ideas from reading and discussion.
Lesson 3
Sea Turtles
Students are asked in Activity 2 to write three interesting things they notice or learn about Nadia after hearing her story, which prompts them to review key ideas and note conclusions about the character. The Reading and Questions section asks students to answer inferential questions (for example, why Nadia stopped going on turtle walks), requiring them to draw conclusions from text details. The Parent Plan and Wrapping Up include discussion prompts (e.g., compare Nadia's and Noah's voices; how Nadia's relationship with her father is affected) that guide students to talk about and interpret ideas from the story.
Lesson 4
Report Writing
Students are prompted to "share your writing with someone to get feedback" during revising and to "conference with your child and review her draft using the rubric," which requires answering questions and responding to the parent's prompts. The lesson includes a set of "Questions to Discuss" (e.g., "What did you learn about turtles?") intended for post-writing discussion and reflection. The rubric and conference directions require students to respond to questions about ideas, organization, and improvements, providing opportunities to discuss key information they gathered.
Lesson 5
Epiphany, New York
The lesson includes a "Questions to Discuss" section with prompts such as "Did Ethan like Nadia? How do you know?" and "How would you describe Ethan's relationship with his brother?", which invite students to talk about text-based ideas. The State History activity asks students to list five questions and then ask a family member those questions, providing an opportunity for oral exchange and follow-up. The Reading and Questions section contains comprehension questions that could be used as a basis for group or parent-led discussion about key ideas from the chapters.
Lesson 6
Adventures in Wonderland
The parent prompts ask the student to summarize the first half of Ethan's story and to share similes and metaphors, which requires the student to review and restate key ideas. The "Questions to Discuss" (e.g., "What do we know about Ethan's personality?" and "Do you think each of the members of The Souls would make a good friend? Why or why not?") ask the student to discuss and justify opinions about characters. The friendship bubble map and the follow-up paragraph require the student to explain ideas about friendship and support a conclusion about a friend.
Lesson 7
Annie
Students are prompted to discuss a time they have seen a play and to identify which teammate they know least about, which creates opportunities for one-on-one discussion. Parents are asked to encourage the child to explain Julian's storyline and to answer opinion questions (e.g., whether Julian should have told Froelich or given dog treats), requiring students to state and defend conclusions. The wrap-up asks students to read through the relationships they identified and to discuss questions such as what makes The Souls good friends, which prompts review of ideas about relationships.
Lesson 8
The Souls
The lesson includes explicit discussion prompts (Questions to Discuss) that ask students to talk about how Mrs. Olinski chose her team, what made The Souls a good team, and how characters changed. The parent plan encourages the child to share her acrostic poem and to discuss adverbs and character changes, providing opportunities for verbal exchange. The Round and Flat Characters activity asks students to list characters and write three things they know about each, which can be used in conversation about character traits and relationships.
Lesson 9
Kindness
The Parent Plan lists discussion as a means to interpret ideas and asks the adult to ask the child whether he enjoyed the book and to discuss feelings about characters. Activity 2 asks students to describe each character's journey in a journal and the Parent Plan prompts the child to describe those journeys and support ideas with evidence from the text. Wrapping Up and the Questions to Discuss ask students to talk about what they learned from practicing kindness and which character they most resemble, which invites review and reflection after discussion.
Final Project
An Afternoon Tea
Students are prompted to reflect after the party with explicit questions: "Think about how the tea went. Did you show kindness to your guests? How did they respond? Did this change your friends or your relationship with your friends in any way?" The Parent Plan also provides discussion prompts: "What do you think your guests enjoyed most about afternoon tea? How do you think this afternoon changed your friends and your friendship with them?" Students are asked to evaluate the project using the rubric and describe which parts were planned and carried out well and which could be done better.
Unit 3: American Tall Tales and Legends
Lesson 1
Story Genres
The Parent Plan includes prompts that ask a child to explain examples they wrote for each story type and to explain how a selected folktale reflected its culture. The lesson's "Questions to Discuss" and the wrapping-up instruction to "Review the types of folktales and their definitions" provide explicit opportunities for oral discussion and review. Activity 2 asks students to record five things they learn about a culture from a folktale, which asks students to synthesize information they could share in discussion.
Lesson 2
Tales and Legends of the Northeast
The lesson includes explicit discussion prompts ("Questions to Discuss" for Day 1 and Day 2) and parent prompts that ask the child to explain answers (e.g., "Ask your child to explain why she selected the words and phrases" and "Ask your child to read her John Chapman bio-poem aloud"). Several activities require students to compare and synthesize information (Activity 5 Venn diagram comparing Johnny Appleseed and John Chapman; Activity 2 character webs) and to answer reasoning questions after reading stories. The lesson also asks students to retell tales and share hyperboles with a parent, which elicits verbal review of story ideas.
Lesson 3
Tales and Legends of the South
Students are prompted to share prior knowledge about the South and to "think of three questions to ask your parent about the story" and record them, setting up parent-child discussions. Students receive explicit "Questions to Discuss" (e.g., describe the relationship between Brer Rabbit and Brer Fox; which story did you enjoy and why) and parents are instructed to check translations and "discuss any he did not understand." Students answer reflective comprehension questions about characters' motivations (e.g., why the captain wouldn't listen; why Susanna's father opposed Simon) that require reasoning and personal conclusions.
Lesson 4
Tales and Legends of the Midwest
Students are prompted to discuss stories with a parent or teacher using explicit discussion prompts (e.g., "What was the lesson of 'Sweet Betsey from Pike?'" and "How did you feel about the ending of the story of John Henry?"). Students complete evaluative activities that require drawing conclusions (e.g., weighing positives and negatives on the "Man vs. Machine" page and deciding if a machine should have been built). Students compare versions of John Henry and record similarities and differences in a journal, which requires synthesizing information from multiple texts and conversations.
Lesson 5
Tales and Legends of the Southwest
The lesson includes multiple parent-guided discussion prompts (e.g., asking the child which story he liked better and why; reviewing the child's graphic organizer and discussing similarities and differences between stories). Activities ask students to summarize a story using transitional words and to list ten geographic details from "Pecos Bill," which require students to synthesize and articulate key ideas. Wrapping-up questions prompt discussion about meanings, favorite parts, and similarities across tales, encouraging students to talk through ideas and interpretations.
Lesson 6
Tales and Legends of the West
Students are prompted to discuss and answer wrap-up questions such as "Do you think Hekeke and Et-tetti were heroes? Why or why not?" and "How does Paul's journey reflect the history of our country?," which require summarizing ideas and drawing conclusions. Students are asked to practice storytelling, record themselves, and then answer reflective questions (e.g., "Did the sequence of your story make sense?" and "Did you highlight important relationships in the story?") that prompt review of what was expressed. The lesson includes parent/partner discussion prompts and directions to tell the story to family, which provide opportunities to exchange ideas and reach conclusions based on those conversations.
Final Project
Your Own Tall Tale or Legend
Students are asked to "share your writing with someone to get feedback" during the Revising step and to have a conference with a parent to "review his rough draft and aid in the editing and revision process." The lesson asks students to give detailed oral descriptions of their main character and setting and to "share his plot diagram" with a parent and receive feedback. The Wrapping Up section directs students to share their final story with family and respond to discussion prompts (e.g., "What was the most challenging part of writing your story?" and "Which folktale do you think your story is most similar to?").
2: Diversity and Interdependence
Unit 1: The Cay
Lesson 1
Story Context
The lesson includes explicit prompts for discussion, such as parent-guided questions: "Why do you think people discriminate against others? Have you ever witnessed discrimination?" and directions to "Discuss the answers with him." Students are asked to record answers in a journal (Activity 4) and to share and explain products (e.g., the travel brochure and Venn diagram) with a partner or parent. The Parent Plan repeatedly instructs adults to review student responses and discuss causes, countries, and outcomes of World War II with the child.
Lesson 2
Curacao
Students are prompted to discuss Curacao and the book with an adult (e.g., "Ask her what she thinks the story might be about" and the "Ideas and Questions to Discuss" parent prompts). Students answer reflective questions that require reasoning (e.g., "Why do you think it might be hard to adjust to living in a different culture?", "Do you think Phillip should have left the house... Why or why not?"). Activities ask students to read, record, and discuss hooks from other books and to explain what makes those hooks effective, which involves talking through ideas and reasoning.
Lesson 3
Overboard
Students are prompted to discuss guided questions with a parent (e.g., "Why do you think Phillip thought Timothy's face was terrifying?" and "Why do you think Phillip acts condescending toward Timothy?") and to predict outcomes and then check their predictions after reading. Students record and compare character descriptions across chapters (Phillip and Timothy activity pages), which requires them to refer back to ideas from the text and from conversation. The wrapping-up section asks students to reflect that they learned about discrimination, providing a synthesis point after reading and discussion.
Lesson 4
Land
The Parent Plan lists a skill to "Draw inferences, such as conclusions or generalizations, and support them with text, evidence, and experience," and students answer inferential questions (e.g., why Timothy says "His [Timothy's] eyes were becoming mine"). The lesson includes explicit "Questions to Discuss" that ask students to evaluate Timothy's beliefs and actions and to justify their responses. The wrapping-up prompts ask students to "Ask your child what she learned" and to "Discuss the diversity of life," which encourages verbal exchange of ideas after reading and activities.
Lesson 5
Stranded
Students are prompted to discuss interpretive questions (e.g., "Do you think Timothy has been honest with Phillip? Why or why not?"; "How are Timothy and Phillip's differences becoming less important as they struggle to survive?") which require them to state ideas and justify conclusions. Students fill in information from Chapters 7 and 8 on the "Phillip and Timothy" pages, which asks them to review chapter details about both characters. Several short-answer questions (Questions #1–#5) ask students to explain motives and reasons, requiring them to draw conclusions from the text and from discussion.
Lesson 6
Work
Students are prompted to discuss Chapters 9–10 with a parent using specific questions (e.g., Why do you think Timothy struck Phillip? How did Phillip change?), and to write a sentence or two describing the characters' attitudes and actions. Students read discrimination scenarios and are asked to record how they would respond, which requires them to reflect on ideas about prejudice and behavior. Students also complete comprehension questions about characters' actions and motivations that require using knowledge from the text to explain causes.
Lesson 7
Different Cultures
Students are prompted to discuss the coral reef and the interdependent relationships among organisms with a parent, and to discuss cultural differences between Phillip and Timothy, sharing examples of how they learn from and help one another. Students are asked to make journal lists of ways Timothy has helped Phillip and ways Phillip has helped Timothy, and to answer discussion questions such as how Phillip is learning to function as a blind person and how the relationship is changing. The reading comprehension questions require students to reflect on character needs and actions, which can be discussed aloud.
Lesson 8
Fishing
The lesson includes explicit discussion prompts (Questions to Discuss) that ask students to describe differences between hurricane and tornado and to consider Phillip and Timothy's feelings toward each other. Students are asked to write and read Phillip's journal entries aloud and to 'read over the list of items' and discuss the importance of each item in the Hurricane Survival Kit activity. The reading-and-response task asks students to write sentences describing the characters' feelings and actions, which requires students to identify key ideas from the text.
Lesson 9
The Storm
The lesson asks students to discuss questions such as "Do you think this novel could have helped further Dr. Martin Luther King's dream?" and includes Parent Plan discussion prompts about whether the book improved relationships and whether racial issues still exist. The student activity pages require students to organize main ideas, supporting details, and concluding sentences about discrimination and the Phillip–Timothy relationship. The Wrap Up and parent-guided sections prompt students to explain steps of the writing process and to discuss their ideas and drafts with an adult.
Lesson 10
Survival
The lesson asks a parent to "Read aloud the questions your child developed and ask her to answer them orally," which prompts oral exchange about chapter events. The Wrapping Up and Things to Review sections ask the student to explain the theme, support it with evidence, answer questions about enjoyment/recommendation, and predict what will happen to Phillip, encouraging students to state conclusions based on text discussion. Parent Plan notes also instruct the parent to "discuss any grammar/spelling errors" and to let the child "share the items she selected," creating opportunities for one-on-one discussion and reflection.
Final Project
For Timothy
Students are prompted to discuss Martin Luther King Jr.'s "I Have a Dream" speech using specific questions (e.g., whether King's dream was accomplished and what he meant by the "cup of bitterness and hatred"). Parents are instructed to ask the child what he learned from The Cay and to discuss what message the author hoped to communicate. Students must write and rehearse a eulogy that explicitly asks them to describe MLK's dream and explain how their experience helped accomplish his dream, and the rubric asks that eulogies show lessons and personal changes.
Unit 2: A House of Tailors
Lesson 1
German Immigrants
Students are instructed to share what they learned about Germany and their ancestry with a parent or sibling (Wrapping Up) and to discuss guided questions such as 'What did you learn about Germany?' and 'How is Germany different from America?' (Parent Plan Section). Students are guided to interview family members about ancestry (Activity 3) and to write a journal entry listing five things German immigrants should know about America based on what they learned (Activity 2).
Lesson 2
Dina in Germany
Students are prompted to discuss immigration topics with an adult or partner (Parent Plan: "Tell your child...Discuss why the immigrants arriving from 1820-1920 are such an important part of American history"). The Skills list explicitly asks students to "Discuss the waves of immigrants" and to "Hypothesize how differences and similarities among people have produced diverse American cultures," which requires students to exchange ideas and build on them. Parent guidance asks students to explain their picture maps and answers to discussion questions, which asks students to articulate and respond to ideas raised in conversation.
Lesson 3
Journey to New York
The lesson includes explicit discussion prompts under "Questions to Discuss" that ask students to explain and justify opinions (e.g., "Do you think she should have? Why or why not?"). Activities require students to "explain to your family what you packed and the significance of each item," which prompts verbal sharing and reasoning. The City and People graphic organizer and parent directions ask students to record and add sentences about information they learn, supporting talk about chapter ideas.
Lesson 4
Welcome to New York
The lesson includes explicit discussion prompts (under "Questions to Discuss") that ask students to explain reasons (e.g., "Why do you think Barbara seemed so worried...?") and to give opinions (e.g., "Would you have sewed for Uncle...?"). It directs a child to read a paragraph aloud and to "point out the words she used" and to "discuss words that effectively create an image," which asks students to reflect on and talk through key textual details. The wrapping up and review sections tell students to "Review items listed in the 'Things to Know'" and to decide whether their paragraph creates a vivid image, prompting reflective conversation about ideas expressed.
Lesson 5
Dina's Job
Students are prompted to share drawings and discuss family differences and similarities ("Ask your child to share his drawing with you. Discuss what it might be like..."). Students are asked to "Review your child's bubble map and discuss" and to "Analyze your portraits or bubble maps and decide which family member you are most similar to and why," which requires drawing a conclusion about character traits. The lesson repeatedly directs students to share their hat design and discuss character identification with family members, indicating opportunities for one-on-one spoken exchange and reflection.
Lesson 6
A New Hat
Students are given explicit discussion prompts in the "Questions to Discuss" section (e.g., describing Barbara; why Dina mixed German and English) and a parent/sibling vocabulary game that requires verbal responses. Students complete Activity 1 (Expectations vs. Reality of Immigration), cutting, sorting, adding ideas, and illustrating, which requires them to compare and categorize information from the chapters. Students are directed to fill in the pages "The City and the People of New York in 1870" with information learned from the chapters, which asks them to synthesize chapter details.
Lesson 7
Sickness
Students are prompted to discuss text-based questions aloud (e.g., "Why do you think Uncle said, 'I know you will do well facing trouble'?" and "Why do you think the men didn't take Maria?"), which asks them to reason from information in the chapters. Students are asked to report what they learned about smallpox after research and to discuss words they chose in descriptive writing, activities that require them to review and talk through their findings and choices.
Lesson 8
Christmas
Students make lists of reasons for Dina to stay or go and decide what they believe is the best decision (Activity 3), which requires weighing information and reaching a conclusion. Students are asked to share their talent project results and the response they received and to explain their decision to a parent, prompting oral explanation and discussion. The lesson includes guided discussion prompts (e.g., "Do you think Dina still wants to go home? Why or why not?") that ask students to reflect on ideas and support answers with reasons.
Lesson 10
Fire!
Students are prompted to discuss personal experiences (Introduce the Lesson asks students to talk about family tragedies) and to answer guided discussion questions (Wrapping Up and Questions to Discuss include prompts such as "Do you think Dina should have gone back to the apartment? Why or why not?" and comparisons of immigrant hardships). Activity 3 asks students to choose five items they would save and "explain to your family why you selected each item," requiring students to state reasons and draw personal conclusions. The parent plan repeatedly directs students to share and discuss their answers with others, indicating opportunities for oral exchange and explanation.
Lesson 11
Living the American Dream
The lesson prompts a parent-led discussion ("Discuss the fire... Ask him to predict whether Dina will decide to stay in America or return to Germany") and includes "Questions to Discuss" that ask students to talk about Dina's pride in sewing and America as a land of opportunity. Activity 3 Option 2 asks students to complete "if...then" statements about Dina's life and their own, prompting students to consider how events might affect future outcomes. The lesson also asks students to share products (book jacket, poem/song) with a parent and to "review his ideas for the jacket."
Final Project
Today and Yesterday or Story Quilt
The lesson directs students to discuss project choices with a parent: "Explain to your child that she will select one of two options... Review each option together and discuss which one she feels..." Students are asked to share poems with an audience and receive feedback through a poetry reading and possible recording. The wrapping-up section prompts students to evaluate their project and answer discussion questions such as "What was most challenging?" and "What would you do differently next time?" The rubrics include a presentation criterion that involves engaging an audience, which implies oral exchange and response.
Unit 3: My Side of the Mountain
Lesson 1
Preparing for the Adventure
The lesson includes multiple parent prompts and discussion questions that require oral sharing and reflection (e.g., "Ask him if he can think of any survival stories," "Let your child share the information he learns about the author"). Activities ask students to describe and explain choices based on gathered information (e.g., selecting a season they would enjoy and explaining why, describing features of survival stories, and reviewing plots of various survival stories). The "Questions to Discuss" section explicitly prompts students to discuss the author's interest and features of survival stories, which requires synthesizing ideas from conversation.
Lesson 2
Learning to Survive
The lesson includes explicit prompts for oral discussion: a Skills item lists "Use oral and written language to discuss ideas," and a "Questions to Discuss" section asks students to talk about living in the woods, Smokey the Bear, and why fire safety is important. Parents are instructed to "Read over the information on your child's fire safety poster. Ask her how she selected the information she chose to include," which requires the child to explain and reflect on choices made. The lesson also expects students to play Vocabulary Memory with a parent or sibling, creating structured opportunities for turn-taking and verbal exchange.
Lesson 3
Making a Home
The Parent Plan asks students to summarize prior pages and to answer 'Questions to Discuss' (e.g., Do you think a boy could really survive in the woods all by himself? Why or why not?), which requires one-on-one discussion and sharing ideas. The Wilderness Survival and Forced Analogy activities require students to explain how items help Sam, rank items from most to least important, and make comparisons, prompting students to use information from the text and their thinking to justify choices.
Lesson 4
A Baby Falcon
Students are given multiple open-ended 'Questions to Discuss' (e.g., Why do you think Sam wants to make friends with the animals? Do you think people can be friends with wild animals?) that prompt oral explanation and reasoning. Parents are instructed to ask the child to explain how she made her choice for the 'A Special Friend' activity, encouraging verbal justification of choices. The bird-feeder activity asks students to 'spend time to closely observe the birds that come to feed,' which can provide information to share during conversations.
Lesson 5
A Stranger
The lesson asks the parent to "ask your child to summarize" prior reading and to "ask your child to summarize the book he read about Thoreau's life," which prompts students to review main ideas. The lesson provides multiple discussion prompts (e.g., "Why do you think Bando stayed with Sam for so long?", "How are Sam and Henry David Thoreau similar?") that require students to reflect on information and form judgments. The Parent Plan repeatedly instructs adults to "discuss Thoreau's life with your child," indicating spoken exchange about key ideas.
Lesson 6
Autumn
Students are asked to prepare and present a RAFT presentation about falcons to their family, which requires them to research relationships among organisms and share their discoveries aloud. The lesson includes prompts to "find time for your child to share her discoveries" and provides "Questions to Discuss" that prompt oral discussion about the text and its ideas. Students are also guided to generate different types of comprehension questions (In the Text, Think and Search, Reader and Author, On My Own), which supports talking through ideas with others.
Final Project
Think-Tac-Toe
Students are prompted to discuss the book with a parent ("Discuss with your child... Ask her to predict how the story will end") and to answer reflective discussion questions (e.g., "Do you think Sam would have stayed in the woods...?"). The Think-Tac-Toe activities include discussion tasks such as "A Special Friendship: Discuss Sam's friendships... Describe its significance" and the wrap-up directs students to "Share your products with your family and explain what Sam's story meant to you."
3: Discovery and Survival
Unit 1: The Witch of Blackbird Pond
Lesson 1
Barbados to Connecticut
Students are prompted to discuss interpretive questions with a parent such as "Do you think Kit would have jumped in the water if she had known how the other people on the boat would respond? Why or why not?" and "How would you describe John Holbrook?", which require explaining reasoning and making inferences. Students read Chapters 1–2 and answer comprehension questions (e.g., why everyone was shocked when Kit jumped) that require them to use textual information to support conclusions. Parent Plan directions ask students to discuss what they learned about Barbados and to review vocabulary, prompting oral articulation and revisiting of ideas.
Lesson 2
The Woods
Students are prompted to discuss guided questions (Parent Plan 'Questions to Discuss') such as whether Kit will fit in and how her life will change. The Wrapping Up section instructs students to 'look at your chart and review some of the differences between Connecticut and Barbados' and to 'think about how these differences will make it challenging for Kit.' Activities ask students to take notes in a journal while reading about the Connecticut Colony, providing material for discussion.
Lesson 3
Meeting House
Students are prompted to discuss Kit's feelings with a partner when caregivers are asked to "Ask your child why Kit might feel this way." The "Questions to Discuss" section directs students to explain why Puritans were not accepting of Kit and to "Describe the political argument between Matthew Wood and Reverend Bulkeley," which requires restating key ideas. The parent prompts to "Ask your child to describe how the map of Colonial Connecticut is different from the state of Connecticut" and to "explain his three ideas" ask students to compare information and explain its effects on colonists' lives.
Lesson 4
William
Students are asked to summarize the chapters and describe differences between characters, which requires them to review key ideas they read. In Activity 2 students list three reasons for being a Royalist and three reasons for supporting a free government, then are prompted to review those reasons. The Wrapping Up and Questions to Discuss sections ask students to review their listed reasons and to state whether they would have been a Royalist or a colonist and explain why, which prompts drawing a conclusion based on the information considered during discussion.
Lesson 5
The Meadow
Students are prompted to discuss open-ended questions with others (e.g., "Why do you think the Bible was the only book readily available to the Puritans?" and "Do you think Reverend Woodbridge and Mr. Kimberly should have been so upset with Kit and Mercy? Why or why not?"). Parents are instructed to read and discuss the sentences the child rewrote and to review writing strategies, which asks students to compare ideas and effectiveness in conversation. The activity options require students to plan and discuss how to act out a story or teach a lesson with family members, involving exchange of ideas and decision-making.
Lesson 6
The Widow
The lesson includes explicit discussion prompts for one-on-one talk (Ask your child if she believes Kit should continue to see Hannah Tupper and why or why not) that ask students to explain reasoning. It directs students to review their recorded discoveries (Review the discoveries your child listed on the chart; Ask her which discoveries she believes are most important and why) which asks them to evaluate and prioritize ideas from reading. The Wrapping Up and Questions to Discuss sections ask students to look over the Venn diagram and reflect on how experiences changed characters, prompting students to draw conclusions about characters and groups.
Lesson 7
A Bird
The lesson includes prompts for oral discussion such as "Ask your child to describe what Kit learned" and a "Questions to Discuss" list that asks students to evaluate loyalty and whether Kit wants to marry William, which require students to state and justify conclusions. Activity 2 asks students to compare Kit to a Jamaican bird and to list three parallels, prompting students to synthesize text details and draw conclusions about character and setting. The wrapping up prompt to "Think about how Nat and Kit's relationship is changing" asks students to reflect on ideas that could be reviewed after discussion.
Lesson 8
New England in the Fall
The lesson includes explicit discussion prompts such as "Ask your child what she knows about New England in the fall. Discuss how this environment might affect Kit," and end-of-lesson Questions to Discuss (e.g., "Do you think the colonists had a right to be upset with the governor? Why or why not?"). The Wrapping Up section directs students to "Review the reasons the men of Connecticut were so upset with the English government" and to reflect on their narrative writing, prompting students to think about what they showed rather than told.
Lesson 9
Halloween in the Colonies
Students are prompted to discuss the book with an adult (e.g., "Ask your child if he is enjoying the book and which character is his favorite and why" and "Ask him if he thinks the title is a good title for the book and why or why not"). The lesson includes a "Questions to Discuss" list that asks students to evaluate events and motivations (e.g., whether Nat's punishment was too severe and why, and how Kit feels when she sees Nat in the stocks). The wrapping up directions ask students to "Review the story you wrote today" and "Identify words and phrases that make the story interesting and creative," which requires students to reflect on ideas expressed in writing and conversation.
Lesson 10
A Witch Hunt
Students are asked to brainstorm colonists' reasons for accusing others of witchcraft and to record their ideas in a journal before checking them against a provided list of explanations. Students must select three reasons they believe are most likely and explain their selections on the activity sheet, which requires comparing initial ideas to the given explanations. The lesson includes explicit "Questions to Discuss" prompts and a Life Application prompt that ask students to discuss causes and consequences and to form opinions about whether a witch hunt could happen today.
Lesson 11
The Trial
Students are asked to predict what will happen to Kit and then discuss whether their prediction was accurate, which requires revisiting initial ideas in light of the story. Students are prompted to defend Kit by making three arguments and providing support, which requires using information from the text to justify conclusions. Wrapping-up prompts ask students to identify lessons the author wants readers to gain and to consider whether they will live differently after reading, which asks students to draw conclusions from their reading and discussion.
Final Project
Narrative Essay
Students read Kit's essay aloud and discuss the organization of the piece, providing an opportunity to talk through main points and structure. Students meet with a parent to conference about their rough draft, discussing their writing and receiving feedback. Students read their final essay aloud to family members and solicit responses about what the audience enjoyed, and they use a rubric to edit and revise their work based on criteria.
Unit 2: The Invention of Hugo Cabret
Lesson 1
Train Station in Paris
The lesson includes explicit discussion prompts under "Questions to Discuss" (e.g., whether the old man should return Hugo's notebook, whether Hugo is a thief, and how Hugo survives) that students can respond to orally. The Parent Plan directs adults to ask the child what he knows about Paris, encouraging conversational exchange about background knowledge. The Wrapping Up section instructs students to review vocabulary and prefixes/suffixes, which provides informational resources students can use during discussions.
Lesson 2
Magic Tricks
Students are prompted to discuss specific evaluative questions in the "Questions to Discuss" section (e.g., "Was the automaton really magic?", "Do you think Hugo should have stolen the parts...?"). Students are asked to "Discuss whether" their written text matches the author's tone and to "Review how the author is able to tell his story through words and pictures" and "Review ways that Hugo's life and personality have changed." The wrapping-up prompts ask students to "Predict how the discovery of the automaton will change Hugo's life" and to reflect on decisions made under desperation, which require drawing conclusions from the reading and discussion.
Lesson 3
Memories
The lesson asks the child to summarize what has happened in the story, prompting students to review key ideas (Introducing the Lesson). The Wrapping Up section asks students to compare Hans Christian Andersen and Hugo and to answer "Do you think Hugo can do the same? Why or why not?", prompting students to draw conclusions from discussion. The Things to Review/Questions to Discuss sections instruct students to review details of Andersen's life and discuss parallels, which requires students to reflect on information gathered during discussion.
Lesson 4
The Key
Students write three predictions about how the mysterious drawing will change Hugo's life (Activity 2) and are asked, via the Parent Plan, to discuss how close those predictions were to the actual outcome after finishing the book. The lesson includes explicit discussion prompts under "Questions to Discuss" (e.g., meanings of the drawing, how Hugo and Isabelle are alike) and a "Things to Review" prompt that tells students to review important events from Part 1. "Wrapping Up" asks students to reflect aloud on how their storytelling affected an audience and what went well, encouraging spoken review of ideas and reactions.
Lesson 5
A Box
Students are prompted to share their research note cards with a parent and "Discuss the life of Georges Méliès and his influence on the film industry," which requires oral exchange of information. The Wrapping Up section asks students to compare "how the information in the story [is] similar to and different from the information you found about Georges Méliès?", prompting students to use gathered information to make comparisons. The Parent Plan includes specific "Questions to Discuss" (e.g., Méliès' contributions and why his life was tragic) that require students to talk through ideas and information.
Lesson 6
Prometheus
Students are prompted to discuss and retell the myth of Prometheus (Activity 4) and to answer analytic questions that require inference, such as why Hugo would appreciate Prometheus and in what ways Hugo was punished (Activity 6: Two Thieves?). Students are asked to discuss themes and purposes for characters and family members (Activity 3: Purpose) and to respond to guided discussion prompts (Questions to Discuss and multiple Parent Plan notes) that ask them to explain feelings, relationships, and lessons learned. Several questions (e.g., Do you think Isabelle and Hugo should have told Mama Jeanne and Papa Georges?; Why did Papa Georges keep the mouse?) require students to form reasons and justify conclusions in writing or discussion.
Lesson 7
Six Months Later
Students are prompted to discuss their preferences and recommendations (parent prompts: ask which character he liked best and why; ask if he would recommend the book). Students compare their movie poster and synopsis to the actual trailer, which asks them to evaluate and revise their ideas in light of new information. Activity 3 and the 'Discoveries' organizer require students to describe each character's discovery and explain how the discovery changed the character's life, and the 'Questions to Discuss' and 'Wrapping Up' sections ask students to reflect on what they learned.
Final Project
Hugo Mini-Projects
The parent plan repeatedly instructs the adult to "read through the different choices with your child and discuss what will be required for each option" and to "discuss ideas and any questions she may have," which creates opportunities for spoken exchange. The wrap-up includes explicit discussion prompts: "Which mini-project was your favorite? Which project was the most challenging?" and "What did you learn from doing your projects?" The plan also suggests displaying mini-projects for the family, which encourages students to share work and talk about it with others.
Unit 3: The Ballad of Lucy Whipple
Lesson 1
From Massachusetts to California
Students are prompted to discuss the book as historical fiction with an adult and to read the Author's Note aloud, providing opportunities to talk about key ideas. The plan directs parents to "Review the information your child recorded about the California Gold Rush" and to "Discuss this important event in American history," and includes a "Questions to Discuss" section prompting oral discussion and justification. Students share their journal entries with a parent and are asked to discuss how the entry reflects the region and pioneers' feelings, engaging in back-and-forth conversation about the text and context.
Lesson 2
Change
The Parent Plan and activity prompts ask students to discuss and share ideas (e.g., "Ask your child to share her ideas for what Lucy and her family might have seen on their journey," and "Questions to Discuss" such as whether Lucy's mother should have asked her to hunt). Activity 2 directs students to record ideas on the map and "put a star next to any geographical features or wildlife that could have posed a threat to the pioneers," which requires students to use information to identify threats. Activity 3 asks students to "record five changes" in Lucy's life and in their own, and the Parent Plan prompts a discussion about being apprehensive or excited by change.
Lesson 4
A Ballad
Students are prompted to discuss and answer reflective questions in the "Wrapping Up" and "Questions to Discuss" sections (e.g., comparing themselves to Lucy, why Lucy does not want her mother to marry the Gent, and why Lucy is absent-minded). Students answer direct comprehension questions about Chapters 7 and 8, which require using text information to explain character actions (e.g., why Lucy had to pay $16.00, what was suspicious about Mr. Coogan). The lesson also instructs a parent-led discussion about pioneer responsibilities, which asks students to consider consequences if people did not contribute.
Lesson 5
A New Friend
Students are prompted to discuss what prejudice means when Lucy meets an African American in Chapter 10, and they are given several 'Questions to Discuss' (e.g., Why does Butte think he doesn't need education? What do you think about Joe's life story?) that require talking about key ideas from the text. The Parent Plan asks caregivers to discuss which sentence-beginning tips the child followed, and the Wrapping Up section tells students to review ways to make sentence beginnings more interesting. These items require students to speak about ideas and answer or reflect on discussion prompts.
Lesson 6
Clyde Claymore
Students share and explain the five items they packed for a chosen character and justify which item represents survival and which represents change, requiring them to use text-based information to support their choices. Students answer open-ended 'Reader and Author' and 'On My Own' questions and develop four types of comprehension questions, then review those question types. Students play the Vocabulary Cubes game with a partner and must give definitions or use words in sentences aloud, prompting explanation and clarification with a peer or parent.
Lesson 7
Loss
Students are asked to summarize the chapters they read, which requires them to review key ideas ("Ask your child to summarize what happened in the chapters he read"). The 'Questions to Discuss' and reading questions prompt students to explain reasons and meanings (e.g., "Why was it hard for Lucy to let Cora go?" and "What does Lucy mean when she says she didn't know it, but she loved Butte?"), which asks them to draw conclusions from textual information. Students are also asked to share and explain creative work (poem, song, painting) and to 'explain why it honors Butte,' which requires reflecting on and synthesizing information gained through discussion and reading.
Lesson 8
Fire!
The Parent Plan prompts caregivers to ask the child which character is her favorite and why and to encourage her to talk about likes and dislikes, creating opportunities for spoken exchange. The lesson includes "Questions to Discuss" prompts (e.g., whether Lucy's personality fits today, inventions that reduce pioneer threats, what one would miss after a fire) that require students to explain reasoning aloud. Several activities (Venn diagram, Picture Me, and parent review) require students to compare ideas and discuss their responses with an adult.
Lesson 9
The Sandwich Islands
Students are prompted to discuss recorded ideas with a parent (e.g., "Discuss the dangers your child recorded on the wheel and how life in California would be different today"), which requires them to review what they wrote for each season. Students are asked to answer and discuss evaluative questions (e.g., "Do you think Lucy should go with her family? Why or why not?" and "Do you think Lucy will miss California? How do you know?") that ask them to consider information and give reasons. Students role-play an interview by pretending to be Lucy and respond to questions they composed, which asks them to reflect on earlier information and articulate conclusions about the character.
Lesson 10
A Library
Students are prompted to discuss the novel one-on-one with an adult (e.g., "Ask your child what she has enjoyed…" and the parent questions). The lesson includes explicit discussion prompts such as "What does Lucy discover about herself by the end of the book?" and "Would you have made the same decision Lucy did…? Why or why not?" Students also complete reflection activities (Lucy Changes, Cause and Effect Flaps, and the Library) that require explaining choices and reasons aloud or in writing.
4: Systems
Unit 1: A Wrinkle in Time
Lesson 1
A Unique Family
Students are prompted to share and explain their examples of story beginnings in the Parent Plan section, where the child is asked to describe what makes each hook an excellent example. Students are asked to record elements of science fiction from a book or movie and to fill an elements chart for A Wrinkle in Time, then the parent is instructed to ask the child to describe the elements recorded. The lesson ends with explicit "Questions to Discuss" that ask students to compare Meg's family to a traditional family and to their own family, which requires talking through ideas.
Lesson 2
Calvin
Students are prompted to explain the traits they assigned to Meg and the evidence they found (Parent Plan: "Ask your child to explain the traits she gave to Meg and the evidence she found in the book"). The Parent Plan also directs students to share and explain their best creative idea after brainstorming (Activity 3) and to discuss specific comprehension questions ("Questions to Discuss" such as "What does Meg mean when she says..." and "What do you think Meg could do to improve her attitude and school performance?"). The Wrapping Up section asks students to think about how Meg's father's absence affects the family, which directs students to draw conclusions about family functioning based on the story information.
Lesson 3
Mrs. Whatsit, Mrs. Who, and Mrs. Which
Students are prompted to discuss and predict (e.g., being asked to predict who Mrs. Whatsit is and why she has come to the family, and parent prompts to ask if the child is enjoying the book). Students are asked to share explanations and discuss wording (Activity 1 asks students to record two things beyond human comprehension, illustrate them, and 'Share your descriptions and illustrations with someone else and see if your explanation increases his or her understanding'; Parent Plan asks to discuss the words and phrases used). Several comprehension questions (Q1, Q2, Q4) ask students to reflect on ideas from the text and relate them to personal experience or to identify functions of family members, requiring synthesis of information discussed.
Lesson 4
Tesser
Students are prompted to discuss the novel one-on-one with a parent by answering "what she thinks about the novel and which character is her favorite and why." Students are asked to "identify and discuss the protagonist(s)" and to choose and record a protagonist on a Story Map, which involves talking through character roles. The Wrap Up and Parent Plan include prompts to "review the categories of transitional words and phrases" and to discuss questions such as "What elements of science fiction were revealed…?" and "Why do you think Mrs. Whatsit…chose to disguise themselves…?", which require students to explain reasoning.
Lesson 5
The Thing
Students are prompted to discuss story elements using the "Questions to Discuss" parent prompts (e.g., What is the Dark Thing? How are Mrs. Whatsit, Mrs. Who, and Mrs. Which different?). Activity 2 asks students to "explain the five dimensions in your own words to a sibling or parent," which requires them to restate key ideas aloud. Activity 3 and its parent directions ask students to add names and then "discuss with your child why he added each name," requiring students to justify their choices verbally.
Lesson 6
Camazotz
Students are prompted to discuss character growth when asked, "Ask your child how the characters are growing and changing as they continue on their adventure." The lesson includes guided discussion prompts under "Questions to Discuss" (e.g., What might be some examples of the Dark Thing on Earth?), and it asks a direct inference question for students to answer: "Why do you think the children are on Camazotz?" The elaboration activity asks students to read aloud original and revised sentences and "Discuss what makes the second sentence more effective," which requires reviewing and talking about ideas.
Lesson 7
Man with the Red Eyes
Students are prompted to summarize Chapter 7 (Skills section) and to circle transitional words in a provided summary, which requires identifying main ideas and significant details. Multiple prompts ask students to discuss the trial the children faced, why the man used kind words to sway them, and to compare this tactic to other books or movies (Life Application; Things to Review; Questions to Discuss). Parent-plan instructions explicitly direct one-on-one discussion about the brainstorming fluency activity and about the chapter, asking the child to explain choices and reflect on flexible thinking.
Lesson 8
Father
Students are prompted to discuss events from the previous chapter and to explain the surprising discovery, and the Wrapping Up question asks students to explain why Meg's father is in a transparent column. The Parent Plan includes explicit discussion questions that require students to interpret and conclude (e.g., why the author chose a brain to represent evil, how Camazotz treats the ill, and what Meg's statement might mean). Reading and Questions ask students to describe IT's system on Camazotz and to add to an "Elements of Science Fiction" page, which requires synthesizing information from the text.
Lesson 9
The Beasts
Students are given guided discussion prompts under "Questions to Discuss" (e.g., whether Mr. Murry should have tessered, why Meg was upset, and how communication with the beasts differed), which requires them to talk through ideas with a partner or adult. A parent prompt asks students to explain how the theme of good versus evil is revealed and how they will provide evidence, and students complete a theme graphic organizer that asks them to record characters' actions, author's descriptions, and story events as evidence. The activity that has the child read nonvisual descriptions aloud for a partner to guess also asks students to speak, listen, and respond to others' ideas.
Lesson 10
Love
Students are prompted to discuss their favorite part of the story and which character they identify with and why (Introducing the Lesson). The lesson includes directed discussion questions—"Why do you think Mrs. Whatsit compared the humans' lives to a sonnet?" and "Explain how Meg was able to rescue Charles Wallace"—which require students to review ideas from the text and explain conclusions. Students also answer inferential comprehension questions (e.g., why Meg had to go; what Meg had that IT did not have) that ask them to draw conclusions from the reading.
Final Project
Science Fiction Short Story
Students participate in one-on-one conferences with a parent to discuss their rough draft and any questions they have (Activity 5). Students and parents use the rubric to guide discussion and parents provide feedback on areas to revisit (Activity 5 and Day 3). Students are directed to share their short story with family and to answer reflective discussion prompts about strengths, challenges, and what they would do differently (Wrapping Up and Parent Plan questions).
Unit 2: Lincoln
Lesson 1
Who Was He?
Students are prompted to discuss what they already know and what they want to learn using a KWL chart, and to record new information in the L column after reading. Parent prompts and "Questions to Discuss" (e.g., "Can you describe Lincoln in your own words?" and "Why do you think the author chose the portrait...") ask students to speak about the text and ideas. The parent plan instructs asking the child to read and share questions and to use vocabulary words orally, which creates opportunities for one-on-one discussion and reflection.
Lesson 2
Childhood
The lesson includes guided discussion prompts (Questions to Discuss) that ask the student to explain Lincoln's trials, why he avoided talking about his early life, and similarities to the student's own childhood, which require oral response. The student is asked to "share" examples of expository writing with a parent and "explain" how each is expository, and to "share her examples of how the author followed the elements of a biography," creating opportunities for one-on-one discussion and explanation. The Wrapping Up section explicitly tells the student to review the definition of a participle phrase and the elements of a biography, supporting reflection after discussion.
Lesson 3
A Lawyer and Politician
Students are prompted to discuss how state government systems are similar to and different from the federal government and to answer guided questions such as why a lawyer might be a good profession for a congressman. Students create and complete a Venn diagram comparing state and federal government roles and are instructed at the end to review the information recorded on the Venn diagram. Parent-plan discussion prompts (e.g., How were Lincoln and Mary different?) ask students to explain and reflect on information they have learned.
Lesson 5
Emancipation
Students are asked to read the Emancipation Proclamation and "discuss some of the complex language in the document" with a parent, which prompts verbal review of text ideas. Students are prompted to "share his hat and explain the words and phrases he used to describe Lincoln and the evidence from the book he used to support each description," requiring them to explain and justify ideas aloud. The plan includes a set of "Questions to Discuss" (e.g., why the Confederate Army continued to win battles; how Lincoln and Douglass were similar) that students must answer and discuss with a partner.
Lesson 6
Civil War
Students conduct interviews with a Civil War expert (Activity 6) and then are asked to "rewrite each question with a summary of the answer provided" (Activity 7), which requires reviewing the key ideas expressed during the discussion. In Activity 1, students list reasons for and against fighting the Civil War and answer reflective questions such as "Do you think the Civil War should have been fought? Why or why not?" that require drawing a conclusion. The parent/teacher prompts ask students to discuss the reasons they recorded and to review the interview questions and answers, reinforcing use of discussion information to form judgments.
Lesson 7
Assassination
The lesson includes explicit discussion prompts in the Wrapping Up parent plan (e.g., "What dream did Lincoln tell his friends about?" and "How did Lincoln feel toward the South after the war?") that students are to discuss. The Newspaper Report activity asks students to complete a 5 W's chart including "Why did it happen?", which requires students to consider causes and infer reasons. The parent guidance asks adults to read the student's report and "discuss the effectiveness" of organization and language, prompting reflective conversation about the student's ideas.
Lesson 8
Words and Memories
Students are asked to read a Lincoln quote aloud and 'Discuss the meaning of the quote and why it was significant,' and to answer reflective questions about the quote (e.g., why it is effective, what insights it gives about Lincoln). The parent plan includes explicit discussion prompts (e.g., 'What do you think was the most significant event in Lincoln's life? Why?' and 'How did his experiences shape him as a leader?') that require reviewing events and ideas. The wrapping-up step directs students to 'Review the events you recorded on your train timeline,' reinforcing review of key ideas after discussion.
Unit 3: Independent Study
Lesson 1
What Is Independent Study?
Students are prompted to discuss their answers on the Interest Survey with a parent and to explain any ideas that sparked potential topics. Students are asked to list five discoveries in their journal and describe how they made each discovery, with a parent prompt to have the student explain these discoveries. Students are told to review the "Steps to Independent Study" checklist and the Independent Study Rubric with a parent and to ask questions about the criteria.
Lesson 2
Select a Topic
Students share their brainstormed list of five topic ideas with an adult and are encouraged to explain why each topic would be a good independent study and whether they can locate sources. Students pick their top three options and answer guided questions (e.g., which topic would I most enjoy, which would be easiest to find information on) and then decide "which topic do you think would be best" based on those answers. Students complete a KWL chart to record what they know, what they want to learn, and later what they learned, and are asked to review the information recorded on the "My Topic" page and the KWL chart.
Lesson 3
Developing Questions
Students are asked to evaluate sample questions by marking checks or Xs, which requires them to judge and justify which questions are broad and thought-provoking. Students are prompted to explain what makes a good question to a parent and to discuss their "3 Big Questions and Details" page with a parent, engaging in guided one-on-one discussion. The "Questions to Discuss" and parent-check prompts ask students to review what makes a good research question and whether they can locate information about their big questions.
Lesson 5
Writing Your Report
Students are prompted to explain the steps of the writing process to a parent and to discuss their outline and thesis with an adult ("Ask him to explain the steps of the writing process"; "Before your child begins his outline, review the sample outline..."). Students participate in a conference where they use the rubric to discuss and improve their rough draft ("Conference with your child once he has made his own revisions and changes. Use the rubric to discuss his rough draft"). Students are asked discussion questions about their experience ("What was the most challenging part..."), and they are instructed to fill in the L column of a KWL chart to record new information they learned.
Lesson 6
Developing a Product
Students present their products to an audience and are instructed to "read the product to your audience or explain it and discuss why the information is important" (Activity 5). Parents are prompted to discuss with students how the product will communicate their topic and to give feedback on delivery and content during preparation (Activity 1 and Parent Plan). The wrapping-up questions ask students to reflect on challenges and what they learned during the independent study process, which elicits summary and evaluation of their work.