Question #3 asks students: "Do you think Sophie's parents should have let her go sailing? Why or why not?" and directs students to answer in complete sentences, prompting them to state an opinion and provide reasons. The reading-and-questions format requires students to write responses to prompts, and the reflective journal asks students to explain what they learned, which can involve giving reasons for conclusions.

Students are asked to answer QUESTION #4, "Do you think Bompie should keep getting in the water? Why or why not?" in complete sentences, which prompts them to state an opinion and give supporting reasons. Discussion prompts ask students to explain why Bompie keeps getting in the water and what he might have to prove, requiring explanation and justification. A research task asks students to "Research some of the different types of whales and dolphins" and then select a project option, which could require students to choose and justify a focus.

Students are asked to identify themes (claims) and provide supporting evidence on multiple activity pages (Option 2: "Think of two themes in the story. Provide evidence from the book to support both themes."; Option 1 third sheet: two listed themes with three boxes each for evidence). Students complete organizers that prompt them to "List a way each character has changed" and to write evidence under each theme, which requires stating a claim about change and citing textual examples.

The test question #12 asks students to "Describe a theme of the book. Use examples from the story to support your theme," which requires stating a claim (the theme) and citing textual examples as evidence. The Character Quote and Character Artifact mini books require students to record a quote or select an object and then "explain why the quote is meaningful" or "explain why you selected the object and how it represents the character," prompting students to make a claim about meaning and provide supporting reasons. The Character Changes and Important Events mini books ask students to write sentences and illustrate events in chronological order, which asks students to select key evidence from the story to support descriptions of change.

Students are asked to write or perform a movie review in Activity 2 in which they describe characters, setting, plot, and their feelings about the movie. The activity directs students to "discuss how the setting of the movie plays an important role" and to read/watch movie reviews online to understand what to include. The parent plan lists the skill 'Use oral and written language to influence the thinking of others,' which aligns with composing opinion-based reviews.

Students are prompted to state and support opinions in writing, for example answering Question #1 (Do you think Lina should have thrown the egg at Torren? Why or why not?) and the wrap-up question (Do you think a disaster like this could happen today? Why or why not?). Students are instructed to "answer the following questions in complete sentences," which requires them to state a claim and give reasons. The reading questions ask for explanations of character actions and events, prompting students to provide reasons tied to the text.

The debate activity asks students to choose a position (a claim) and to record it in a Position box. Students are directed to compose three arguments and to support each argument with evidence using the 'Arguments and Support' spaces on the Student Activity Page. Students must read their arguments aloud and identify which statements are facts versus opinions and discuss emotional appeals, reinforcing organization of reasons and evidence.

Students are asked to answer opinion questions such as "Are Tick's ideas good ideas? Why or why not?" and "Do you think Lina should have hidden in the truck? Why or why not?" and to answer in complete sentences, which requires stating a claim and giving reasons. Activity 2 asks students to make a Venn diagram comparing Ember and Sparks, which has students collect and organize evidence and reasons about similarities and differences. The prompt to "Add to Doon and Lina's learning log" and the discussion questions ask students to explain roots of problems and whether Lina can help, prompting evidence-based responses.

Students are asked to write a paragraph selecting one media outlet and explain why it would greatly benefit the people of Sparks and Ember, including how it could help with problems and change the emotional climate. Question 3 asks students to take a position about whether Casper should have shared food and justify their answer. The Roamers activity requires students to explain on the back of the page why they chose each of five items, prompting students to give reasons for their selections.

Students are asked to decide which system of government (American city governments vs. Sparks) is more effective and to explain why, prompting them to state a position and give reasons. The prompt tells students to "consider different offices, government hierarchy, economics, decision making, elections, etc.", which asks them to use specific factors as supporting evidence. Parents are instructed to ask the child to "defend her reasoning," and students are asked to "describe the system" they would establish, both tasks requiring a claim with supporting reasons.

Activity 1 asks students to brainstorm solutions, select the best option, and "write a speech you could read at the town plaza to explain your solution and why both groups should work together peacefully," with a 6–8 sentence requirement. Activity 2 (bubble map) requires students to identify the type of conflict and "provide evidence from the text that reveals and supports the conflict," asking for events, characters' words and actions, or dialogue. Option 1 of Activity 3 asks students to describe five ways electricity will change lives, which involves listing and explaining reasons.

Students use a Research Organizer that prompts them to record "What were the causes?", "What were the effects?", and "How and why did it end?", which requires collecting and categorizing evidence. Students create a timeline and map and must integrate research into a newspaper report using the Daily News organizer and the Wars and Plagues rubric, which asks for information integration and writing quality. In the New Environment option students write a three-paragraph essay with specified main ideas for each paragraph, requiring them to organize information across paragraphs.

Students are asked to make a claim about Rip Van Winkle's character (Question #1) and to support that characterization with actions from the text (Question #2), which requires citing reasons and evidence from the story. Activity 4 asks students to state which version they enjoyed more and explain why, prompting them to offer a preference claim with supporting similarities and differences. The discussion prompts and parent guidance encourage students to stop and discuss details and check comprehension, which can elicit reasons and textual evidence during oral or written responses.

Students write a 6–8 sentence critique of a short story (Activity 3) in which they must state opinions, highlight what they enjoyed, discuss the author's intent, and include specific references—requiring them to support an evaluative claim with reasons and citations. Students complete a Venn diagram comparing two female characters (Activity 4), organizing similarities and differences as evidence for comparative conclusions. The skills list tells students to "Make reasonable assertions about a text through accurate, supporting citations," indicating expectation that students support assertions with textual evidence.

Students are asked to read a Civil War speech and in their journal record three factual statements and three opinion statements, and to identify at least two statements that could be propaganda. Students examine propaganda images and explain how each picture could have been used to sway attitudes. The skills section and parent notes instruct students to analyze bias, hidden messages, and to draw conclusions based on evidence, reasons, or relevant information.

Students are asked in Activity 2 to design a Civil War propaganda poster and to decide whether it supports the North or the South, choosing words and images to grab attention and influence readers. Students are prompted to think about characters from Bull Run and what messages would influence them, and parents are asked to encourage the child to explain the message the poster conveys and how it would influence the reader's thinking.

Students are asked in Activity 1 to "describe Toby's feelings... Use the page, 'Character, Conflict, & Change.' Cite evidence from the book to support your ideas," which requires locating and using textual evidence to back a claim about character change. The directions elsewhere require students to "answer the questions below in complete sentences," encouraging written responses that include reasons. The Parent Plan skill list includes "Recognize and develop the stance of a critic by considering alternative points of view or reasons," which prompts consideration of reasons and viewpoints.

Students are instructed in the Introduction paragraph to present both points of view and end with a sentence stating their position and reasons. The body-paragraph directions require students to state two reasons supporting their position with supporting details and to include a paragraph that states and then refutes an opposing argument. The materials provide an "Argumentative Outline" scaffold for each paragraph, a list of transitional words to organize ideas, and a rubric that evaluates a strong statement of position and use of organized, relevant evidence.

The discussion prompt "Do you think you would have been friends with Einstein as a child? Why or why not?" asks students to state a position and justify it. The Positive and Negative Traits activity asks students to record traits, label them positive or negative, and "explain a consequence" for each, which requires linking traits to outcomes as supporting reasons. The lesson directs students to "record your answers in complete sentences," encouraging students to express claims and explanations in writing.

Students are asked to read an encyclopedia entry and complete the "Forms of Media" activity that asks comparative questions such as "Which text is more enjoyable? What makes it more enjoyable?" and to explain how each source contributed to their understanding. Students are instructed to "explain to a parent how the three sources of information... contributed to your understanding of Albert Einstein" and to "Describe the benefits and limitations of each source," which requires stating positions and supporting reasons orally. The activity pages prompt students to offer reasons for preferences and to identify situations when each medium would be useful, requiring justification of their claims.

Students are asked to analyze historic propaganda posters and "summarize the message each poster is trying to convey," which requires identifying the persuasive message. Students are then asked to "design a propaganda poster" and to "decide the message you want to convey and the images and text you will use to communicate the message," explicitly asking them to influence attitudes. The Parent Plan lists writing skills such as "Use elements of the writing process to compose text" and "Revise drafts to clarify meaning," indicating students will compose and revise written or visual persuasive work.

Students are asked to choose two or three passages, read them aloud, and explain their reasons for picking them, which requires stating and supporting an evaluative claim about those passages. Students read Barbara Rodbell's story, retell it to a parent, and answer a journal prompt about how her message "rings true," which asks students to make an assertion and give reasons. Parent prompts ask the child to predict why characters are secretive and to justify those predictions, prompting students to state reasons based on text events.

Students are instructed in the Character Sketch activity to list two of Annemarie's traits and provide an example from the text for each trait, which requires citing textual evidence to support statements about the character. In the Little Red Riding Hood activity, students must read two versions, decide which version is most similar to Annemarie's story, and use a graphic organizer to show similarities and differences, which asks students to organize comparative evidence. The journal connector task asks students to record connections between the book and the real world, encouraging them to note supporting details from the text.

Students are instructed to write an introductory paragraph that "describe[s] the topic you are writing about and the main ideas in your essay," and to organize three body paragraphs using the Bubble Map that links a central topic to three subtopics with supporting details. The Expository Rubric explicitly assesses "Introduction of topic and main points," "Focus on a main idea in body paragraphs," and "Use of transitions," guiding students to organize reasons and evidence clearly. The activities prompt students to conduct research, summarize information in their own words, include quotations and factoids, and place quotes in a designated "QUOTE" area on the magazine template to support their points.

In Activity 2 (Option 1) students are instructed to make a two-column list labeled "Pros of Drinking the Water" and "Cons of Drinking the Water" and then decide whether to take a sip, which requires stating a position and listing reasons for and against it. In Activity 2 (Option 2) students are asked to write a paragraph imagining themselves ten years later after drinking the water and to address how life has changed and whether they are glad or regret drinking it, which asks for a stated judgment supported by explanatory details.

The Wrapping Up prompt asks students to imagine a life with no change and answer "Do you think you would enjoy a life with no change? Why or why not?", which asks for an opinion and supporting reasons. The Parent Plan discussion includes "What evidence from the book supports your theory?", prompting students to cite textual evidence to support a claim. Several comprehension questions (for example, asking why Mae does not look in a mirror) require students to give explanations grounded in the text.

Students are asked several opinion questions (e.g., "Do the Tucks seem like the kidnapping type? Why or why not?" and "Do you think the Tucks' secret is a 'big, dangerous secret,' as Mae says? Why or why not?") that require them to state a claim and provide reasons. Discussion prompts and parent-plan questions ask students to justify their views and consider alternative options (e.g., "Do you think the Tucks should have kidnapped Winnie? What other options did they have?"). The lesson includes a life application research prompt that could supply evidence students might use to support claims about groundwater sources.

Students are asked to take a position and explain it in Question #3: "Do you consider the Tucks' eternal life a blessing or a curse? Why?" In the Juxtaposition Option 1 students must write a short paragraph about each family, "use the author's descriptions," put quotations around any words or phrases taken directly from the text, and "decide which family you would rather be a part of and why." Option 2 directs students to "record a few words and phrases from the text" that describe each home, which asks students to gather textual evidence.

Students are asked to create a print ad or a 30-second commercial to persuade an audience to purchase the spring of eternal life (Activity 2), and Option 2 explicitly asks students to "write the script" for a persuasive commercial. The print ad option directs students to analyze magazine layouts and to choose images and text that will "grab the reader's attention and leave a lasting impression," requiring them to craft persuasive language and visuals. The commercial task also has students rehearse, perform, record, and evaluate whether the ad would convince viewers to buy the product.

Students are instructed to choose a cause with three effects or an effect with three causes and to record these on a graphic organizer, which they then use as an outline for a paragraph. The directions tell students to write a topic sentence that describes the cause or effect, body sentences that present the supporting causes/effects, and a concluding sentence that restates the relationship. The student activity includes a sample paragraph that models organizing ideas from the organizer into an introductory sentence, supporting sentences, and a conclusion.

Students are asked to record three quotes or actions from the book and list three positive and three negative responses in a Pros/Cons organizer, which requires gathering textual evidence tied to positions. Students must decide a side (pro or con) and prepare a two-minute opening argument that states the importance of the issue, the position they take, and why their argument is valid, which prompts them to introduce a claim and present supporting reasons. The facilitator duties and timed sequence require students to present an opening claim, answer three questions with prepared responses, and deliver a closing statement that restates the position.

Students are asked an opinion question (Question #3: "Do you think Cassie should have refused the book, too? Why or why not?") that requires them to state a claim and give reasons. The "Recognizing Discrimination" graphic organizers ask students to record "Who was involved?/What happened?" and "How was this an example of discrimination?", prompting students to collect and connect evidence to interpretations. The journal response after the Civil Rights Movement video asks students to explain what they learned, which encourages them to summarize observations and support reactions with details from the video.

Activity 2 asks students to write a 6–10 sentence formal letter to the head of the school board explaining what the county is doing wrong, why it is wrong, and what should be done to correct it, and to identify at least two problems. The Parent Plan lists skills including "Write persuasive letters" and "Write formal and informal letters that convey ideas, include important information," and provides example injustices students can cite. The letter assignment also supplies a formal letter template and requires students to use specified sentence structures in the body of the letter.

The lesson asks an open-response opinion question: "Do you think Stacey should have gone to the Wallace store to get T. J.? Why or why not?" which requires students to state a claim and provide reasons. Discussion prompts such as "What do you think about T.J.?" and "Why do you think Mr. Morrison said...?" ask students to form evaluations and give supporting reasons. The Parent Plan skill to "critique the credibility of characterization" encourages students to make evaluative claims about characters.

Students are asked in Activity 2 to "Make a poster to promote positive race relations" that includes a powerful slogan and images meant to sway opinion, which requires a persuasive claim and supporting appeals. Several comprehension questions (e.g., why Uncle Hammer bought a car; what Mama means by her statement) prompt students to discuss reasons for characters' actions and to cite explanations from the text. The Parent Plan lists "Write responses to literary or expository texts," implying students will produce written answers that engage with text-based ideas.

Students are asked opinion questions that require a claim and reasons (e.g., "Do you think Lillian Jean was worth Cassie's taking a stand for? Why or why not?" and "Do you think Ms. Landon should have given T.J. a break...? Why or why not?"). In Activity 2 students must select and underline three suggestions from the "Integrated Bus Suggestions" page and "Explain to your parent why you selected them," which requires stating a position and giving supporting reasons. The wrap-up and parent discussion prompts ask students to "Explain to your parent what you learned" and to discuss whether Cassie made the right decision, prompting justification of a stance.

Students are directed to use an "Organizing Ideas" planner that specifies the focus of each of five paragraphs (setting, characters, major problem, suspenseful events, and a final paragraph to "convince the reader" of the book's importance). Students are required to write paragraphs with a topic sentence, body sentences, and a concluding sentence (Activity 3). The parent/skills notes state students should "develop drafts by using an appropriate organizational strategy" and plan a first draft by selecting a genre appropriate for the audience.

Students are asked to finish the rough draft of a report and to plan and develop drafts using an appropriate organizational strategy, as noted in the Parent Plan skills. Students are directed to revise and edit their drafts by combining sentences, adding details, fixing fragments and run-ons, and using proofreading symbols. Discussion prompts and the wrapping-up activity ask students to give opinions (e.g., whether Stacey should have tried to rescue T.J. and why, and whether a listener would want to read the book and why), which require students to state a position and support it verbally.

Students are asked to create four slides/posters with explicit roles: Slide 1 presents the problem (introducing a claim), Slide 2 provides examples of discrimination (evidence), Slide 3 offers suggestions for change (reasons), and Slide 4 describes resulting community changes (organized conclusions). Students are directed to use a PowerPoint Organizer and to put only main points, bullet items, charts/diagrams, and graphics on slides, which scaffolds organizing reasons and evidence clearly. Students practice delivering the presentation and are evaluated with a rubric that assesses clarity, coherent message, and whether visuals support the ideas, reinforcing clear organization of claim, reasons, and evidence.

Students are asked in Activity 2 Option 2 to write 3–4 sentences describing why a particular Assignment would be the best fit for them, which requires stating a position and giving supporting reasons. In Activity 2 Option 1 students list three things they can do to prepare for an Assignment and describe how each item prepares them, which requires giving reasons that support their chosen Assignment. The Skills section also asks students to "draw inferences, conclusions, or generalizations about text and support them with textual evidence," indicating expectation that students cite evidence in support of claims.

Students are asked to make a journal list of three criteria to consider before establishing a law in a society and three criteria for a household rule, which requires them to generate and organize reasons. Students are prompted to choose and describe a Utopia (via a poem or collage) and to discuss the meaning and techniques used to appeal to readers or viewers, which asks them to explain and justify creative choices. Students answer comprehension questions in complete sentences and discuss reasoning with a parent, giving opportunities to state and support ideas orally and in writing.

The Community Rules & Laws activity asks students to record a positive and negative effect for each rule, write reasoning, and mark Rule/No Rule, requiring students to produce reasons and supporting details for a decision. The Parent Plan directs parents to ask the child to defend his decisions, prompting students to explain and justify their positions orally. The Skills section explicitly includes: "Explain whether facts included in an argument are used for or against an issue," which asks students to analyze evidence in relation to a claim.

The Activity 2 prompt asks students to decide whether a world without memory or with memories is better and to ‘‘think of three events from history that could help the people in Jonas' community,'' describing each event in three to four sentences and then explaining how the memory could help the community. Question #2 asks students to pick which of Jonas's eight rules would be most challenging to follow and to explain why, prompting students to state a position and give rationale. The History student page explicitly requires students to connect each historical event to an explanation of how that memory could benefit Jonas's community.

Students are asked to answer opinion questions such as Question #2 ("Do you agree with him? Why or why not?") and Question #4, requiring them to state a position and give reasons. The lesson asks students to discuss their answers to Questions 2–4 with a parent and to answer questions in complete sentences, which prompts verbal justification. A parent prompt asks the child whether they would recommend the book and why or why not, which asks students to state a claim and give supporting reasons.

The lesson requires students to write persuasive letters (listed in Skills) and Option 1 asks students to "write a short letter to Jonas' community that explains freedom," including "the benefits of freedom and why it is worth the pain," which asks for claims and supporting reasons. The activities also prompt students to create before-and-after comparisons and bio-poems that require describing changes and consequences, which could be used as supporting evidence for a claim about freedom.

Students are prompted to discuss and answer opinion questions such as "Do you agree? Why or why not?" in the Questions to Discuss, and parents are asked to prompt children to explain why it would be hard to fit in and how change feels. The student directions require answering reading questions in complete sentences, and discussion prompts ask students to explain Rosemary's release and Jonas's feelings, which requires giving reasons or explanations.

Students are asked to select five pieces of music and "explain why it would be a song you would share," requiring them to state reasons for their choices on the Musical Selection student page. Students must "share and explain" a collage or musical selections aloud, prompting them to give justification for their decisions. Discussion prompts (e.g., "Do you think Jonas and The Giver can change the life the people live in the community? Why or why not?") require students to provide reasons in support of a position.

The Parent Plan lists a skill to "analyze, make inferences, and draw conclusions... and provide evidence from the text to support understanding," which asks students to use textual evidence. The Wordsmith activity has students locate and record passages they think are important and then read and discuss them, prompting students to gather evidence. Option 1 asks students to describe how the phoenix might serve as a symbol for Esperanza, which requires students to state an interpretive claim about character/symbol relationships.

The lesson gives an explicit structure for a problem-solution paragraph: a topic sentence that states a problem, two to three sentences explaining why the problem exists (reasons), two to three sentences providing a solution with details (support/evidence), and a concluding sentence that restates the problem and benefit. An example paragraph is provided and is broken down into labeled parts (topic sentence, explanation of why, solution, concluding sentence). Students are directed to use a graphic organizer and to write their own problem-solution paragraph applying this structure.

The parent prompt asks the child to state an opinion about whether caring for the children might be good for Esperanza and to explain why or why not, which asks students to make a claim and give reasons. The Reading role of Connector directs students to record connections between the book, their life, and the outside world in a journal, which requires students to note supporting details. The "Things to Review" section asks students to share examples of transition words and use them correctly in sentences, offering practice in organizing ideas clearly.

Students are asked to rewrite topic sentences to include transitional elements in the "Transitioning Between Paragraphs" activity, practicing how paragraph openings show relationships between ideas. The Skills bullets state students will "use a variety of sentence structures and transitions to link paragraphs" and "provide details and transitional expressions that link one paragraph to another in a clear line of thought." The example about topic sentences for body paragraphs (blueberry, apple, pomegranate) models organizing paragraph-level ideas in a logical sequence.

Students examine listed reasons workers might strike and are asked to "record information from the book that could support the reasons," matching text examples to those reasons. Students use the provided "On Strike!" graphic organizer to place examples into reason categories and "summarize the examples found in the text and provide page numbers." The parent/discussion prompts ask students to answer opinion questions such as whether Esperanza and her family should strike and to explain why or why not.

Students are asked to create a movie poster that must include a title and an image "that you think will encourage people to see the movie," which asks them to persuade an audience. Students must write a script for a movie trailer that "should... make the movie sound exciting" and ensure "the audience should want to see the movie," requiring selection of main events, characters, and obstacles to promote the film. The parent prompts (e.g., asking whether the child would recommend the book) invite evaluative responses that could function as brief persuasive statements.

Students are asked to state a preference and explain it (QUESTION #1: Which poem was your favorite? Why?), which requires making a claim and giving reasons. A discussion prompt asks students whether prehistoric animals make good subjects for poetry and to explain why, prompting opinion with reasons. The obituary activity asks students to research a prehistoric animal's habitat and life and then write an obituary, encouraging use of researched details as supporting information.

Students are asked to state which poem was their favorite and explain why, which requires them to make a claim and give a reason. The Skills section asks students to "respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes," which implies practice in giving evaluative statements with supporting details. Question prompts ask students to record examples and lines from the poems, requiring them to cite textual details.

Students are asked to take a position when prompted to explain the advantages and disadvantages of living a secluded life in the mountains, which requires stating an opinion and giving reasons. Questions #3 and #5 ask students to answer "Do you think... Why or why not?", prompting students to justify a claim with reasons. The Skills and Activities emphasize providing details and using transitional words and phrases to link paragraphs and show sequence, which supports organizing ideas and reasons within writing.

The "Using Transitions" activity asks students to write a short book review with at least two paragraphs, a brief plot summary, and at least one example while using transition words to link paragraphs and show sequence and cause-effect relationships. The Parent Plan and Skills section emphasize using transitional words and phrases to demonstrate understanding of organization and to provide details that link one paragraph to another. Option 1 asks students to brainstorm cultural aspects to preserve and to "Explain why each is important," which requires students to state reasons supporting their choices.

Students are prompted to write a clear thesis statement (examples given) and to craft a hook for the introductory paragraph. Students use the "Organizing Your Writing" graphic organizer to place three key events in chronological order and to ensure those events relate to a central idea or message. The rubric's "Ideas" category asks students to include geographic impact examples and cultural identity discussion, and the conclusion prompt asks students to describe what the narrator learned and how it changed him.