Students are instructed to answer two questions in their journal, including QUESTION #3 which explicitly asks "Do you enjoy the winter? Why or why not?", prompting students to state an opinion and provide reasons. Students also discuss two questions aloud and compare similarities and differences of homes and chores (Activity 2 and Activity 3), which requires them to state judgments and support them with reasons or examples. Students record duties and make comparisons in charts, practicing organizing ideas and providing supporting information for their responses.

Students are asked to write three short paragraphs about Christmas with specified main ideas, topic sentences, supporting details, and a concluding sentence for each paragraph (Activity 3 and the "Christmas at My House" graphic organizer include explicit "Concluding Sentence" fields). The lesson directs students to compose two or more paragraphs with topic sentences, supporting details, and a logical sequence, and the graphic organizer repeats the prompt to add a concluding sentence for each paragraph.

Activity 2 directs students to "write a paragraph that describes whether she would have wanted to be a settler or a Native American," which requires students to state an opinion in writing. The Wrapping Up prompt asks students to say whether they think they will enjoy the story and explain why, giving students oral practice stating and supporting an opinion. Activity 3 Option 2 asks students to write a poem describing how they would use resources, which can involve expressing a perspective about choices on a homestead.

Students are asked to create a new swimming invention and then either write a descriptive paragraph advertisement or write a script for a commercial (Option 1 and Option 2), which requires them to present and promote a point of view about the product. Students answer journal questions that ask for an opinion and reasons (e.g., "Do you think the agreement was fair? Why or why not?"). The skills list includes "Write in different forms for different purposes and audiences," which supports practice in composing persuasive/advertising writing.

The sample outline requires a three-paragraph account with Paragraph 3 described as "Outcomes or consequences that occurred because of the event or accomplishment," which can serve as a concluding section. Students are instructed to include Amos's feelings and opinions in their account, and the rubric explicitly checks for inclusion of "ideas and feelings from Amos's point of view." Students must produce a multi-paragraph final copy and use transitional words to clarify sequence, supporting organization toward a concluding paragraph.

Students are asked to write journal answers to selected questions (the activity directs selecting three questions the child can answer in his journal). Question #5 explicitly asks for an opinion: "Which accomplishment do you think was his greatest? Why?" which requires students to state a viewpoint and provide reasons. The skills list includes "Share written and oral products," indicating students will produce written responses.

The lesson asks students to give opinions in Activity 4 (for example, Question #4 asks "What would you have done…?" and Question #6 asks "Should Lucy have gone with Mr. Tumnus? Why or why not?"), which requires students to state and support a point of view. Activity 1 asks students to describe a battle between good and evil and state which side ultimately won, prompting students to choose and explain an outcome. The Skills section includes "Compose a draft that conveys major ideas and focuses on a topic," which implies students will produce written responses on a chosen topic.

Students are asked to describe three ways that Aslan resembles a Christ-like figure, which requires them to state an opinion (Aslan is a Christ-like figure) and support it with reasons drawn from the provided traits list. Students are prompted to record an example of good vs. evil from the chapters, which asks them to select and justify a position about events or characters. Students are also asked to state what they think about Aslan's sacrifice and whether Aslan should have been a lion, prompting expressed judgments about the text.

The lesson asks students to write a movie review that highlights what they enjoyed and what could be improved, which asks for opinion and supporting reasons. The casting activity requires students to list characters and add a brief explanation for each casting choice, prompting students to state opinions and give reasons. The Wrapping Up prompts ask students to state which character was their favorite and why, allowing students to verbalize an overall judgment about the text.

Students are directly asked, "Do you think the giant is a powerful character? If yes, why? If no, why not?", which requires them to state an opinion and give reasons. Students answer text-based questions about what happened and how Sophie felt, which requires citing supporting details. Students write descriptions of a good home for giants, practicing organized written responses tied to the text.

The lesson asks students to answer opinion questions in their journals (e.g., Question #3: "Do you think it was right for the BFG to blow the Fleshlumpeater the nightmare? Why or why not?" and other prompts asking for reasons). Students are directed to select several questions to answer in writing and to discuss others verbally, providing opportunities to state a point of view and give supporting reasons. The wrap-up and comparison questions (e.g., which story do you like better and why; what could a person learn) also prompt students to form and explain opinions in writing or discussion.

The lesson asks students to answer question #5 ("Do you think the queen will listen to Sophie? Why or why not?") in their journal, which requires students to state an opinion and provide reasons. Option 2 of the Cause and Effect activity asks students to list three actions that had positive effects and two that had negative effects, which asks students to make evaluative judgments about events. The journal and activity prompts require students to write responses that include a stated viewpoint and supporting explanation.

Students are asked to answer chapter questions in a journal, including opinion prompts such as "Were you surprised by how the queen treated the giant? Why or why not?" and "Do you think the queen would have acted differently if she had not had the dream? Why or why not?" The Wrapping Up section asks students to state whether the queen's response was believable and to explain why, prompting students to give reasons for an opinion. In the Characterizing the Queen activity, students select adjectives and "support it with at least one example from the text," requiring students to defend claims with textual evidence.

Journal Question #3 asks students, "Do you think the giants should be killed? Why or why not?", requiring students to state an opinion and give reasons. The Skills section lists "Write to record ideas and reflections" and "Draw conclusions from information gathered," indicating students will write and support ideas. Wrapping Up and Life Application prompts ask students to explain why they would visit a country and discuss the role of the armed forces, offering additional opportunities to state opinions with reasons.

Activity 3 asks students to "write a paragraph that describes why he would want to study the animal," which requires students to state a preference and give reasons for that preference. The Editing activity has students correct and revise paragraphs, giving practice with paragraph-level writing. Wrapping Up asks students to summarize and predict, which requires forming a closing statement for a reading summary but not explicitly for an opinion.

Students are instructed to write a four-paragraph book report with Paragraph 4 specifically labeled "Your opinion of the book." The Book Report Rubric asks "Do you give your opinion of the book?" and "Does your fourth paragraph give your opinion of the story?" The instructions require discussing the main idea of each paragraph during organization and to revise and edit the draft before producing a final copy.

Students are prompted to give an opinion in Activity 3 (Option 1) where they answer the question, "Would you go to a camp in the desert? Why or why not?" which asks for a reasoned response. Students write paragraphs in Activity 3 (Option 2) describing a desert and they complete written tasks such as lists, Venn diagrams, and journal brainstorming in Activity 1, showing practice with organizing and expressing ideas in writing. The skills list indicates students will "use oral and written language to report information" and "compile notes into outlines, reports, summaries," which supports practice composing extended written responses.

Students are asked to read Chapters 1-4 and answer journal questions, including QUESTION #8 which asks, "Do you think that making a bad boy dig a hole every day in the desert will make him a good boy? Why or why not?", prompting students to state an opinion and give reasons. The wrapping-up prompts ask students to describe what they learned and what they think about the main character, providing additional opportunities for students to express and support viewpoints in writing.

The lesson asks students to write an opinion speech to town members explaining why racism is wrong and why they should not punish Kate and Sam (Activity 1, Option 1), and offers an alternative of writing a poem about equality (Activity 1, Option 2). The Skills section directs students to draw conclusions, make generalizations, gather support by referencing the text, and consider a character's point of view, which supports composing an opinion with reasons and information. Journal questions and discussion prompts also require students to state opinions (e.g., Do you feel sorry for Kate Barlow? Why or why not?).

Students are asked to select four questions to answer in their journal, including opinion questions such as Question #2 ("Do you think Stanley should have let Zero dig part of his hole? Why or why not?"), Question #5 ("Do you think Stanley should have gone out after Zero? Why or why not?"), and Question #7 ("Do you think Stanley should have tried to run? Why or why not?"). These prompts require students to state a point of view and provide reasons in written responses.

Students are asked to answer journal questions that require personal judgments, such as "What song would you have sung to Zero? Why?" and "Do you think it was wrong for Zero to take the shoes from the shelter? Why or why not?" Students are also prompted at the end to write about what they would have done if they were Stanley after learning Zero's truth, and they are told to select three or four questions to answer in their journal, indicating written responses are expected.

The lesson asks students to answer QUESTION #4: "Do you think Sadko made the right decision... Why or why not?" with "Answers will vary," which asks students to state an opinion and give reasons. Several activities require students to record responses (e.g., Fact and Fantasy and Story Elements), indicating students write or document their thinking about the story.

Students are prompted to state an opinion in QUESTION #8 ("Do you think Abel is a strong, brave mouse? Why or why not?") and to answer some assigned questions in their journal. The Skills section directs students to "show understanding and interpretation of text in discussion and writing" and to "support interpretations or conclusions with examples drawn from text," which asks students to provide reasons or evidence for their views. Journal and discussion tasks (including the Natural Resources chart and prediction/inference activities) require students to produce written responses related to characters and events.

Students are asked to write a three-paragraph reflective piece (Option 1 or 2) and are given a Reflective Writing Organizer that explicitly lists a "conclusion sentence" for each paragraph. The organizer's paragraph sections (Paragraph 1, Paragraph 2, Paragraph 3) each provide space labeled Topic sentence, Support, and Conclusion. The Reflective Writing Rubric asks students to check whether their paragraphs have a topic sentence, supporting details, and a concluding sentence.

Students are asked to select an important event and answer questions that elicit judgments and feelings (e.g., "Did the event change your life…?", "Did the event cause you to have strong feelings?"). Students complete a Pre‑Writing page that requires listing ten facts about the event and three feelings, and to think of quotes to include, which supports stating and supporting opinions. Students are told to write a journal entry using the organizer and to read their entry to determine if they communicated the importance of the event and their own feelings and observations.

The Plot Flowchart directions ask students to "Record the title and a brief retell of what you read each day. Give your opinion and recommendations for each selection," which requires students to write opinions for each chapter. The Wrapping Up section asks students whether they think they will enjoy the story and to explain why or why not, prompting students to state and justify an opinion orally or in writing.

Students are asked to answer two or three questions in their journal, including prompts that require their interpretations (e.g., "What do you think Mr. Frisby meant..." and "Why do you think the rats would need an electric cable?"). Students are asked in the Wrapping Up section to state whether they would rather be a mouse or a rat and explain why, which requires stating an opinion and giving reasons.

Students are asked to write responses in a journal to guided questions and to describe whether the scientists were doing a good or bad thing and why, which requires them to state an opinion and give reasons. The wrapping-up prompt explicitly asks the child to describe life at NIMH and to give a judgment about the scientists, prompting written expression of a point of view and supporting information.

Students are asked to respond to opinion-style prompts such as "Was Nicodemus better off in the Farmer's Market or now on the Boniface Estate? Why?" and Question #8 which invites answers that "will vary," implying justification. Students are directed to write examples in a journal explaining how the rats are becoming more like humans and to explain Nicodemus before and after NIMH, tasks that require stating a position and giving supporting details. The life application asks students to list needs beyond food, water, and shelter and to discuss how each need is met, which can involve presenting a viewpoint with reasons.

In Activity 4 students are asked to "write a paragraph that describes how her own opinion about rats has changed after reading about the rats of NIMH" and to "support her opinion with reasons." The activity instructs students to use linking words ("for example," "in addition," "most importantly," and "finally") to connect reasons to the opinion. The same activity explicitly tells students to "include a conclusion sentence that wraps up the paragraph."

Activity 3 asks students to read arguments, interview others, and then write a speech taking a position for or against animal research that includes three reasons. The instructions explicitly state, "His speech should also include a conclusion that refers back to your child's opinions and reasons." The activity also reminds students to use transitional phrases such as "for example," "one reason," and "in addition" to move smoothly between points.