Students are asked in Question #3 to explain how Cody feels about Sophie and explicitly told to 'Use examples from the book to support your answer,' which requires making a claim and citing evidence. The comparison prompt that asks which of two passages is 'better and why' asks students to give reasons for a judgment about writing voice. The read-aloud and parent discussion directions prompt students to explain how their writing choices affect the reader, encouraging justification of opinions with reasons.

Students are asked to provide evidence from the book to support identified themes (Option 2 and the third page of Option 1), which requires linking claims about themes to textual support. Students answer comprehension questions about Sophie telling Bompie's stories and Cody noticing her details were incorrect (Questions 2, 6, 7), which asks students to judge the accuracy of a speaker's recounting. Students are prompted to list ways characters changed and to give examples from the text that support those claims about character change.

Students are asked to compose three arguments for either side in a debate and to support each argument with evidence, which requires them to generate claims and provide reasons. Students read their arguments aloud and then identify which statements in their arguments are facts and which are opinions and discuss statements that appeal to the emotions of the audience. The Skills section also asks students to state a clear position, support it with organized and relevant evidence, and anticipate and address counterarguments.

The lesson asks students to evaluate characters' ideas and justify their answers (QUESTION #1: "Are Tick's ideas good ideas? Why or why not?" and QUESTION #4: "Do you think Lina should have hidden in the truck? Why or why not?"). Discussion prompts ask students to explain similarities/differences between Ember and Sparks and to explain opinions (e.g., "Do the people of Ember and Sparks have more in common than they realize? Explain."). The lesson also asks students to add to a learning log and to verbally provide sentences in review, which requires producing and explaining ideas aloud or in writing.

Students are asked to justify opinions in Question #3 (Do you think Casper should have shared food with the starving roamer? Why or why not?), which requires giving reasons. In Activity 1 students must write a paragraph selecting one media source and explain how it would benefit the people, describing how it could help with problems — an exercise in giving reasons and evidence. Discussion prompts (e.g., why Tick and Torren feel superior; discuss the role of media) ask students to explain causes and consequences, encouraging articulation of claims with supporting reasons.

Students are asked to form and defend judgments (e.g., "Who do you think is a more effective leader, Mary or Ben? Why?") and to defend reasoning about government systems ("decide which system you believe is more effective and why"). Discussion prompts ask students to explain and justify positions about leaders' decisions (e.g., whether it was wrong for town leaders to plan for the Emberites to leave in winter). The activities require students to explain why a chosen synonym fits based on context, which practices supporting a claim with textual evidence.

Students are asked to brainstorm solutions and then write a 6–8 sentence speech to explain their solution and why both groups should work together peacefully, which requires stating claims and giving reasons. In the Story Conflict activity and accompanying bubble map, students must identify the type of conflict and provide evidence from the text (events, characters' words and actions, or dialogue) that supports their claim about the conflict. The student activity sidebar also instructs students to use reasoning to determine which side they support, prompting them to justify a position with supporting details.

Students listen as a parent reads "A White Heron" aloud and then respond to oral discussion questions such as "Do you like the hunter in the story? Why or why not?" and "Do you think she made the right decision? Why or why not?" The Skills section explicitly asks students to "Make reasonable assertions about a text through accurate, supporting citations," and Activity 3 asks students to write a 6–8 sentence critique that includes specific references to the story and a stated opinion.

The Parent Plan lists skills including summarizing the author's purpose and stance, distinguishing between fact and opinion, and exploring bias, which students are prompted to practice. In Activity 4 students read two primary-source journals and are asked (in the Parent Plan guidance) to discuss the perspective of both authors and to identify facts and opinions in the letters. Several activities ask students to compare perspectives, summarize events, and note authors' stances when working with primary and secondary sources.

Students read a Civil War speech (Constitution Ratification) and record three factual statements and three opinion statements from the speech. Students are asked to identify at least two statements that could be propaganda intended to change listeners' attitudes. Students examine period posters and images and explain how each picture could have been used as propaganda to sway Northerners' attitudes.

The Parent Plan lists skills in which students are to "make informed judgments about propaganda," "explore bias, apparent or hidden messages," "identify and explore the underlying assumptions of the author/creator," and "draw conclusions based on evidence, reasons, or relevant information." Activity 2 asks students to design a Civil War propaganda poster and then (in the Parent Plan) to explain the message the poster conveys and how it would influence a reader's thinking. Discussion questions ask students to interpret a quoted claim (the doctor's statement, "Man is the deadliest of God's creatures") and to explain Gideon's reaction to soldiers' claims about why they fought, prompting analysis of claims and perspectives.

Students are asked to review characters and "the different perspectives each one has," and to answer comprehension questions such as "How is Shem Sugg's perspective on the war unique?" The discussion prompt about A.B. Tilbury asks students to evaluate his perception of southerners and to explain why or why not, prompting students to give reasons for their judgments. Reading questions require students to state what a character wanted or how a situation is unique, which asks students to identify specific claims or viewpoints in the text.

Students are asked to examine reasons for a character's actions and to "cite evidence from the book to support your ideas" when describing Toby's feelings before and after Bull Run. The skills list directs students to "recognize and develop the stance of a critic by considering alternative points of view or reasons." Activity 2 asks students to practice and present character accounts aloud to family, providing opportunities for oral presentation of claims about characters.

Students are asked to list pros and cons, choose two supporting arguments, and provide support for those arguments using information from texts and background knowledge. Students must state an opposing argument in paragraph 4 and explain why that argument does not hold merit (refutation). The rubric and parent plan require students to "support the position with organized and relevant evidence" and to "anticipate and address reader concerns and counterarguments."

Students watch videos about Einstein and are instructed to take notes on important ideas and information (Activity 4). The parent guidance tells students to listen for statements that are facts versus the narrator's opinions while viewing the videos. The parent plan lists a listening skill: listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose or perspective.

Students are asked to identify what the author believes drove Einstein his entire life and to explain how this is evidenced in his life (Question #3). Option 2 directs students to provide examples from the book that demonstrate how the author accomplished biography elements, including one idea of how the author feels about the person. The parent plan lists that students will "analyze, make inferences, and draw conclusions about expository text and provide evidence from text to support understanding."

Students are asked to analyze propaganda posters, paying attention to the techniques used and the message each poster is presenting, and to write a sentence summarizing each poster's message. Students are prompted to interpret multiple historical posters (including translations) and to explain the purpose of posters and the images/text choices. Students also design their own propaganda poster and decide the message, images, and text they will use to influence an audience.

Students research Denmark's role in World War II, gather facts and quotations from provided websites and the book's Afterword, and are instructed to put information in their own words and cite sources. Students use a "constructing an argument" template and are told to "use a relevant quote that supports your argument," add factoids, and include specific facts, details, and examples in an organized structure. Students complete a bubble map that identifies a central topic and three supporting subtopics with details, then write a draft that uses those supports and transitions to guide and inform the reader's understanding of key ideas and evidence.

Students are prompted to explain and justify opinions about characters (e.g., "Do the Tucks seem like the kidnapping type? Why or why not?") and to retell the Tucks' story, which requires stating claims and reasons. Parent discussion prompts ask students to "retell the story the Tucks told to Winnie" and to consider whether the Tucks should have kidnapped Winnie, encouraging oral explanation and interpretation of messages. The skills list explicitly includes "Listen to and interpret a speaker's messages," suggesting opportunities to attend to others' claims and explanations.

Students are asked to locate words and phrases from the text and put quotation marks around them (Option 2), which requires identifying textual evidence that supports descriptions. Students are asked to write short paragraphs describing each family and to decide which family they would rather be part of and why, prompting them to make a claim and support it with author quotations. Discussion prompts (e.g., "Do you think the man in the yellow suit will help Winnie? Why or why not?") ask students to state opinions and give reasons.

The Wrapping Up question asks students to judge Tuck's theory about immortality and to explain why or why not, prompting students to state a claim and give reasons. The Cycles and Change section presents Tuck's extended argument about natural cycles in quoted text and asks students to answer questions about observed cycles and consequences if a cycle is interrupted. The collection activity asks students to explain the significance of items and describe the cycle or change each item represents, requiring students to link claims about cycles to supporting examples.

The lesson asks students to create a print ad or a 30-second commercial to persuade an audience to purchase the spring's water, including writing a script, gathering props, rehearsing, and recording. The Parent Plan lists speaking skills and explicitly includes "Give an organized presentation with a specific point of view" and "Produce a multimedia presentation involving text and graphics." The commercial activity asks viewers to judge effectiveness with the prompt, "Would you buy the water after seeing the commercial?"

The Parent Plan lists skills asking students to "analyze, make inferences, and draw conclusions about the author's purpose... and provide evidence from the text to support understanding," and to "draw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved." Students are asked to read an author interview and either write interview questions or answer interview questions as if being interviewed. Students also compare the book and movie and record three ways they differ, which requires citing differences from two sources.

Students are asked to record three quotes or actions from the book that describe characters' views and to list three positive and three negative responses to living forever, which requires gathering textual evidence to support pros and cons. Students prepare two-minute opening arguments that explain their position and why their argument is valid, and they prepare answers to opponent questions, practicing the use of reasons to defend claims. The rubric-like skills and rules sections instruct students to evaluate arguments for sound judgment and to avoid presenting opinions as facts, encouraging attention to reason and evidence.

Students are asked 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, and to identify at least two problems. The Parent Plan and Activity 2 list specific injustices (e.g., worn-out textbooks, lack of buses, shorter school year) that students should include as reasons or examples. Discussion prompts (e.g., "Do you think the Logans were justified…? Why or why not?") ask students to state and defend positions orally or in discussion.

Students are asked to justify opinions in discussion questions such as "Do you think people will believe T.J. when he tells them... Why or why not?" and to explain how T.J. is being discriminated against, which requires stating claims and reasons. Students are asked to read their revised book report aloud and have a listener state whether they would want to read the book and why, prompting students to present claims and supporting reasons. The writing activities ask students to draft and revise a book report, which gives them practice composing claims and supplying supporting details in writing.

Students are asked to prepare and deliver a focused presentation that states a problem, gives examples of discrimination, proposes changes, and describes expected outcomes (Slide 1–4). The lesson's skills list explicitly tells students to "support opinions with detailed evidence" and to "deliver focused, coherent presentations," and the rubric evaluates whether the speech included a balance of important details and maintained a clear, coherent message. Students practice the speech, use note cards for details, and receive feedback from family using the rubric.

Students are prompted to explain orally whether Jonas' community is a utopia and to "explain why or why not," which requires stating claims and reasons. The skills list asks students to "provide evidence from the text to support understanding," and the journal activity asks students to list criteria for laws and "explain her reasoning," which requires supporting claims with reasons or evidence. Multiple parent-guided discussion prompts ask students to compare laws in the book with real laws and to discuss advantages of social rules, eliciting spoken claims and justification.

The Parent Plan lists the skill "Explain whether facts included in an argument are used for or against an issue," which asks students to consider how facts function in arguments. In Activity 1 students record a positive and negative effect for each rule, write reasoning, and select Rule/No Rule and write a sentence to explain their decision. The Parent Plan instructs parents to ask the child to defend his decisions and to discuss how rules reflect values, prompting oral justification of claims.

Students are asked to answer open-response questions that require justification (e.g., Question #2 asks which rule would be most challenging and why), and Activity 2 asks students to describe three historical events and explain how each memory could help Jonas's community, which requires providing reasons. Discussion prompts ask students to explain Jonas's selection and predict what the job will entail, inviting students to state claims and give supporting explanations.

Students are asked to write a short persuasive letter to Jonas' community explaining freedom and "why it is worth the pain," which requires making claims and providing supporting reasons. Students are prompted to discuss and compare Jonas' community with communities in the United States and to explore whether sacrifices for freedom would be worth it, tasks that invite students to state arguments and reasons orally. Students are also asked to share their letters or poems with family, which creates an opportunity for presenting claims and reasons aloud.

Students are asked to serve as a Wordsmith: they locate passages worth reading aloud, record them, read them to a parent, and discuss why those sections are important. Discussion prompts ask students to summarize main events and to answer ‘‘Why do you think this?'' for plot questions (for example, explaining what happened to Papa and why the uncles set the ranch on fire). The Skills list directs students to "analyze, make inferences, and draw conclusions... and provide evidence from the text to support understanding."

Students are asked to serve as a Discussion Director and write four open-ended discussion questions that target the book's big ideas, which requires identifying main points for group discussion. In Option 2, students complete Venn diagrams comparing social and political systems using two provided web sources, which requires evaluating information from texts to support comparisons. Parent guidance asks caregivers to discuss "events that are taking place, reasons for the events, and outcomes," and the "Questions to Discuss" prompt students to interpret quotes about class, inviting analysis of claims about society.

The Parent Plan lists skills that ask students to "listen to and interpret a speaker's message" and to "determine both main and supporting ideas in the speaker's message," which asks students to identify main ideas and supports. In Activity 2 students watch documentary clips and are instructed to "record interesting quotes about the Dust Bowl" in their journal, which has students collect spoken claims and supporting details. A discussion question asks "Why does Marta say the immigrant workers might strike?" prompting students to state Marta's claim and the reason she gives.

Students select two or three passages, read them aloud, and explain their reasons for picking them, which requires stating claims about the text and giving supporting reasons. In the problem-solution activity, students write a topic sentence that defines a problem, explain why the problem exists in the next sentences, and provide a solution with details—practicing giving reasons and evidence to support a claim. The Parent Plan also explicitly lists "Offer persuasive evidence to validate the definition of the problem and the proposed solutions," indicating practice with supporting claims.

Students are asked to listen to two interviews with Mexican migrant workers (one describing camp governance and one describing life in an FSA camp) and are directed to click and play those recordings. Students are instructed to examine listed reasons workers might strike and to record information from the book that could support those reasons, summarizing examples and providing page numbers on the "On Strike!" page. The student activity page and graphic organizer present specific strike claims (e.g., unfair labor, wage decreases, poor conditions) for students to match with supporting examples from the text.

Students are prompted to discuss how Miguel defends his position that the social system in America is superior, including the reason he gives (that in America he has a chance to become more, whereas in Mexico he would be a second-class citizen). Students are asked to share and analyze dialogue they recorded and to discuss what a reader can learn about character through dialogue, which can involve identifying characters' stated claims and motivations. Students answer guided discussion questions about discrimination and characters' perspectives that require citing characters' statements as reasons for their positions.

Students are asked in the Preserving Culture option to brainstorm cultural aspects they would want to preserve and to "Explain why each is important," which requires them to state claims and provide reasons. The poem option asks students to write about how the Spanish conquest affected the culture, prompting them to make claims about causes and effects. The Using Transitions activity asks students to write a two-paragraph book review that summarizes plot events and uses cause-effect and example transitions, which has students link claims to reasons or examples in writing.