How to Use My Workbook
This book holds my reading, thinking, writing, and reflection for this module.
My Name and My Goal for This Module
Pocket Practice: keep your game cards in a folder or envelope while you work on this module.
This book holds my reading, thinking, writing, and reflection for this module.
Many students miss a question because they read it wrong before they ever begin writing. When I find the noun, verb, and clue word, I know exactly what the prompt wants. WHAT, WHY, and HOW help me understand questions in every subject.
How can a writer tell exactly what a short constructed response prompt is asking before writing a single sentence?
| What I learn | What I read | What I make |
|---|---|---|
| The three shapes and WHAT, WHY, or HOW. | Two passages: Pilgrims and the Nile. | Marked prompts and a three-sentence SCR. |
I will mark three prompts on my own and teach a partner the three shapes.
I will show what I know with marked prompts, the exit ticket, and a three-sentence SCR.
| Stage | Day | What I do |
|---|---|---|
| Gather | Day 1 | I become a question detective and DOT unfamiliar words. |
| Reveal | Day 1 | I learn the three shapes and WHAT, WHY, and HOW. |
| Attempt | Day 2 | I play Shape Detectives and mark the Nile prompt with a partner. |
| Discuss | Day 3 | I explain why the Nile prompt is a HOW question. |
| Use Again | Day 3 | I mark three prompts on my own. |
| Award | Day 4 | I show one thing I did well. |
| Target | Day 4 | I name my next step and a curiosity question. |
| Explain/Educate | Day 5 | I teach the three shapes to a partner. |
These are the exact TEKS this module teaches. Read the code, then say the job in your own words.
Read this together as a class before we start.
I can read a short informational passage. I know a prompt is a question or task to answer. I can find a noun and an action verb.
After I decide WHAT, WHY, or HOW, I write exactly three sentences on the SCR ladder: thesis (central idea), one piece of text evidence, and an explanation.
This shows my teacher what I already know. It is not for a grade. Work on your own. You may reread the passages in Read and Interact as often as you want.
Read the prompt. Circle the main noun in red. Box the verb in yellow. Triangle the clue word in green.
Is this a WHAT, WHY, or HOW question? Write the type and the clue word that tells you.
Three of these sentences make a strong SCR. Number them 1 for the thesis (central idea), 2 for evidence, 3 for the explanation. Cross out the one that does not answer WHY.
| Number | Sentence |
|---|---|
| ____ | The passage says winter was coming and they needed to begin building shelters. |
| ____ | The Pilgrims needed to build shelters quickly because winter was coming. |
| ____ | Without shelter, the Pilgrims could not survive the cold, so building quickly kept them safe. |
| ____ | They built houses. |
Write one complete sentence that answers the prompt.
Reason: The Pilgrims chose Plymouth because it had what they needed. Copy one sentence from the passage that proves this reason. Then explain in one sentence why it proves the reason.
Write exactly three sentences: a thesis (central idea), one piece of text evidence, and an explanation.
Preview words you will see in the lesson and passages. Say each word. Then finish the sentence.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| build | BILD | to make something by putting parts together | The Pilgrims had to _____ homes before winter. |
| water | WAW-ter | the clear liquid people, plants, and animals need to live | The river gave the people fresh _____ to drink. |
| river | RIV-er | a long body of moving water that flows across the land | The Nile is a long _____ that flows through Egypt. |
| trees | TREEZ | tall plants with a trunk that give wood and shade | The Pilgrims used tall _____ to build their homes. |
| homes | HOHMZ | the places where people live | The settlers built small _____ near the harbor. |
| land | LAND | the solid ground that is not covered by water | The Pilgrims looked for _____ where crops could grow. |
| people | PEE-pul | people of all ages | Boats carried _____ and goods up and down the Nile. |
| winter | WIN-ter | the coldest season of the year | _____ was coming, so the Pilgrims worked quickly. |
| crops | KROPS | plants that farmers grow for food | Farmers planted _____ such as wheat and barley. |
| fish | FISH | animals that live in water and can be caught for food | The river gave the people _____ to eat. |
| towns | TOWNZ | places where people live, work, and shop | Over time, _____ grew along the riverbanks. |
| help | HELP | to make something easier for someone | The Nile River would _____ farmers grow crops. |
| choose | CHOOZ | to pick one thing out of many | The Pilgrims had to _____ a place to settle. |
| grow | GROH | to get bigger or to raise plants | Rich soil helped the plants _____. |
Use these academic thinking words to understand questions and explain your answers. Say each word, then use it with a partner.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| noun | NOWN | a person, place, or thing | The _____ I circle is what the question is about. |
| verb | VURB | an action word that tells what to do | I box the _____ in yellow. |
| clue | KLOO | a hint that helps someone figure something out | I triangle the _____ word in green. |
| prompt | PROMPT | the question or task to answer | I read the whole _____ before I answer. |
| question type | KWES-chun tipe | whether a question asks WHAT, WHY, or HOW | The clue word shows the _____. |
| identify | eye-DEN-tuh-fye | to name or point out something | A WHAT question asks me to _____ information. |
| explain | ik-SPLAYN | to tell why or how in your own words | A WHY question asks me to _____ a reason. |
| describe | dih-SKRIBE | to tell what something is like | A WHAT question may ask me to _____ something. |
| process | PROS-es | the steps that make something happen | A HOW question asks about a _____. |
| cause | KAWZ | the reason something happens | A WHY question asks about a _____. |
| evidence | EV-uh-dens | a fact from the passage that supports an answer | My _____ comes from the passage. |
| response | ri-SPONS | the written answer | My _____ is the answer that matches the prompt. |
| analyze | AN-uh-lyze | to look closely at the parts of something | I _____ the prompt by marking its three parts. |
| determine | dih-TUR-min | to decide or figure out | I _____ whether the prompt asks WHAT, WHY, or HOW. |
You will meet these words in the historical passages. Knowing their meanings will help you understand what you read.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| Pilgrims | PIL-grims | a group of travelers who sailed to America in 1620 | The _____ sailed across the Atlantic Ocean. |
| Plymouth | PLIM-uth | the place where the Pilgrims settled | The Pilgrims found an area called _____. |
| Atlantic Ocean | at-LAN-tik OH-shun | the large ocean the Pilgrims crossed | The Pilgrims crossed the _____ to reach America. |
| harbor | HAR-ber | a safe place near land where ships can anchor | The _____ made it possible for their ship to anchor safely. |
| colony | KOL-uh-nee | a new community of people who settle in a faraway place | Plymouth became their new _____. |
| shelter | SHEL-ter | something built to protect people from weather | The Pilgrims needed to begin building _____ quickly. |
| settlers | SET-lerz | people who move to a new place to live | The _____ moved to a new place to live. |
| ancient Egypt | AYN-shunt EE-jipt | a land long ago along the Nile River | _____ was mostly covered by hot, dry desert. |
| Nile River | NYL RIV-er | a long river that flows from south to north through Egypt | The _____ flows through Egypt. |
| desert | DEZ-ert | dry land with little water or rain | The Nile ran through the _____. |
| floodwaters | FLUHD-waw-terz | water that spills over a river's banks when it rises | Farmers planted crops in the soil left by the _____. |
| soil | SOYL | the top layer of earth where plants grow | The flood left dark, rich _____. |
| wheat | HWEET | a grain farmers grow to make bread | Farmers planted _____ and barley. |
| barley | BAR-lee | a grain farmers grow for food | Farmers planted wheat and _____. |
| riverbanks | RIV-er-banks | the land along the sides of a river | Towns grew along the _____. |
Before I write, I shape the prompt. Then I climb the SCR ladder: exactly three sentences.
| Mark | What it means |
|---|---|
| Step 1: Thesis (central idea) | One sentence that answers the exact prompt. |
| Step 2: Evidence | One sentence giving text evidence that supports the answer. |
| Step 3: Explanation | One sentence explaining how the evidence answers the prompt. |
An SCR is exactly three sentences. No introduction or conclusion is added.
| Thinking Type | Clue Words | What I Explain |
|---|---|---|
| WHAT | What; identify; describe information | Identify or describe information from the passage. |
| WHY | Why; reason; cause | Explain a reason or cause, often using because. |
| HOW | How; process; method | Explain a process, method, or way something happened. |
Use the progression to describe the level of thinking a prompt and response require. Color labels and symbols preserve access in black and white.
| Level | Symbol | Color Label | Thinking Stage | Description |
|---|---|---|---|---|
| Level 1 | Red | Foundational | Student follows directions or repeats information exactly as taught with little independent thinking. | |
| Level 2 | Orange | Emergent | Student begins trying ideas independently but may be uncertain or inconsistent. | |
| Level 3 | Yellow | Visible | Student connects ideas directly to textual evidence or proof from the passage. | |
| Level 4 | Green | Independent | Student combines evidence with personal inference, applying understanding to self or deeper meaning. | |
| Level 5 | Blue | Reflective | Student connects evidence to the world, morals, lessons, themes, or broader life understanding. |
Each level has a color label: Red, Orange, Yellow, Green, Blue.
Read from Level 1 to Level 5. Notice how the thinking grows.
| Level | Symbol | Hidden Question | Student Thinking | Thinking Focus |
|---|---|---|---|---|
| Foundational (Red) | Why did it happen? | The student explains the cause. | Cause and Effect | |
| Emergent (Orange) | Why was it done? | The student explains the purpose. | Purpose and Motivation | |
| Visible (Yellow) | Why is it important in the passage? | The student explains why it matters in the text. | Importance and Contribution | |
| Independent (Green) | Why is it important to the reader? | The student explains a personal application. | Personal Meaning and Application | |
| Reflective (Blue) | Why is it important to everyone? | The student explains a broader lesson. | Universal Meaning and Life Lessons |
| Prompt type | What it asks me to do | Example |
|---|---|---|
| WHY | Explain a reason, a purpose, or why something matters. | Why did the Pilgrims choose Plymouth as their settlement? |
| HOW | Analyze how parts work together or how something happens. | How did the Nile River help farmers grow crops? |
WHY explains a reason or cause. HOW explains a process, method, or way something happened.
DOT: Place a small dot above any unfamiliar word. DISCOVER: Find the pronunciation or the meaning. DROP: Erase the dot once the word is understood.
| Letter | Category | Definition and Examples | Required Pastel Color |
|---|---|---|---|
| T | Time | Age, era, dates, cultural details, or historical details. Often adjectives. | Pastel Green |
| R | Reactions | Reactions, solutions, resolutions, or effects. Often verbs/adverbs. | Pastel Purple |
| A | Actions | Actions, problems, conflicts, or causes. Often verbs/adverbs. | Pastel Yellow |
| C | Character, Concept, Creature | Names of characters/people/animals, or major concepts as the central idea. Often nouns/proper nouns. | Pastel Yellow |
| K | Key Knowledge | All other important info needed for the passage's meaning not in another TRACKS category (background knowledge). | Pastel Orange |
| S | Scenery / Setting | Setting characteristics acknowledged/measured through the five senses. | Pastel Green |
TRACKS marks evidence in the passage. Highlight the smallest meaningful phrase. The shapes Circle, Box, and Triangle are used only to analyze the prompt.
As you read, notice how people used water, land, and shelter. How do you use these resources in your own community?
The Pilgrims sailed to America in 1620 and settled at Plymouth, near forests, fresh water, land for crops, and a safe harbor. In ancient Egypt, the Nile River flooded each year and left rich soil for farming.
T Time: In 1620; Winter was coming. A Actions: sailed across the Atlantic Ocean. S Scenery: forests filled with tall trees.
| TRACKS mark | Color label | What I found (paragraph number and words) |
|---|---|---|
| T: Time | Pastel Green | |
| R: Reactions | Pastel Purple | |
| A: Actions | Pastel Yellow | |
| C: Character, Concept, Creature | Pastel Yellow | |
| K: Key Knowledge | Pastel Orange | |
| S: Scenery / Setting | Pastel Green |
Highlight the smallest meaningful phrase. If I cannot say why I highlighted it, I should not highlight it.
T Time: Ancient Egypt; Each year. A Actions: rise and spill over its banks. S Scenery: hot, dry desert; dark, rich soil.
| TRACKS mark | Color label | What I found (paragraph number and words) |
|---|---|---|
| T: Time | Pastel Green | |
| R: Reactions | Pastel Purple | |
| A: Actions | Pastel Yellow | |
| C: Character, Concept, Creature | Pastel Yellow | |
| K: Key Knowledge | Pastel Orange | |
| S: Scenery / Setting | Pastel Green |
Which detail from the passage would help you answer a WHY question?
Every prompt has three parts. Use these shapes to see each part.
| Shape | Word | Question I ask myself |
|---|---|---|
| Red circle | Noun (topic) | Who or what is the question about? |
| Yellow box | Verb (action) | What action does the question ask about? |
| Green triangle | Clue word | Does it ask WHAT, WHY, or HOW? |
How can I tell what a question is asking before I answer it?
Would you rather eat an apple or broccoli? Would you rather answer a why or a how question? Tell your partner and explain your choice.
Read "The Pilgrims Chose Plymouth." Place a small dot above any word you are unsure about. Write two of your dotted words below.
Why should a writer study the question before answering it?
| Shape | Marks the | Tells me |
|---|---|---|
| Red circle | Main noun | The topic |
| Yellow box | Verb | The action |
| Green triangle | Clue word | WHAT, WHY, or HOW |
Mark the model prompt the way your teacher does: circle Pilgrims, box choose, triangle Why.
| Part | The model shows |
|---|---|
| Red circle, noun | Pilgrims |
| Yellow box, verb | choose |
| Green triangle, clue word | Why |
| Question type | WHY: explain a reason |
After I shape the prompt, I write exactly three sentences.
| Step | SCR Part | What It Means |
|---|---|---|
| 1 | Thesis (central idea) | A complete sentence that answers the prompt. |
| 2 | Evidence | One text detail. |
| 3 | Explanation | How that detail answers the question. |
Listen to each prompt. Write the noun, verb, and clue word you hear.
| Prompt | Noun | Verb | Clue word |
|---|---|---|---|
| Why did the Nile flood every year? | |||
| What did the Pilgrims eat during the first winter? | |||
| How did the Nile help farmers? | |||
| Why did the Pilgrims travel to a new land? |
What is the difference between a WHY question and a HOW question?
Cut on the dashed lines. Stack the 16 word cards face down. Mark each card with a red circle, yellow box, or green triangle shape token. Store all cards in your Pocket Practice.
This page prints on the back of the card page. Each answer sits behind its own card, so flip a card over to check yourself. Keep the cards in Pocket Practice when you finish.
Cut on the dashed lines. Stack the 16 word cards face down. Mark each card with a red circle, yellow box, or green triangle shape token. Store all cards in your Pocket Practice.
This page prints on the back of the card page. Each answer sits behind its own card, so flip a card over to check yourself. Keep the cards in Pocket Practice when you finish.
Our Question for Today: Can I match each word to the right shape?
Flood can be a noun on a card, but in "Why did the Nile flood?" it is a verb. Tell how you decided.
Circle Nile River, box help, and triangle How. Explain how you know it is a HOW question.
Your teacher will call a word from the word cards. Say its shape fast, then show it with your tokens.
How did the Nile River help farmers grow crops?
Explain your reasoning, not just your answer.
| Question | My thinking |
|---|---|
| What noun did you circle? | |
| What verb did you box? | |
| What clue word did you triangle? | |
| What does HOW tell you to explain? | |
| What details from the passage might help you answer? |
Put the Nile steps in order: the river flooded, the flood left rich soil, farmers planted crops in the soil.
| Step | What happened |
|---|---|
| First | |
| Next | |
| Then |
How do you use water or shelter in your own life?
Compare the resources near Plymouth with the resources along the Nile.
Mark each prompt with a red circle, yellow box, and green triangle. Then label it WHAT, WHY, or HOW and name the clue.
Did I mark each prompt correctly?
Use a new vocabulary word to explain one prompt type.
What did I do well when I marked my prompts?
Look at your Day 3 prompts. Point to a noun, verb, or clue word you marked correctly. Explain one strength.
Which question type felt easiest? Which felt most challenging?
Talk with your class: Why do test writers ask WHAT, WHY, and HOW questions? How could knowing the question type strengthen a response?
How would I teach someone to read a prompt with the three shapes?
Teach a partner what you learned. Use your notebook to demonstrate. Use the frames below.
How do water and shelter support the daily life of a community?
Complete each part on your own.
Compare your Monday thinking with your Friday thinking about the essential question.
Write a short response to this prompt:
Thesis (central idea) and reasons, Green. Evidence, Yellow. Explanation, Red or Pink. Reflective thinking, Blue.
Use my shaped prompt and my plan. Write a clear response.
Choose one: read to a partner, share in author's chair, join a gallery walk, or add your prompt to a class booklet.
Read each line. Check it when I can show it in my work.
| Part | I can show... | Check |
|---|---|---|
| Prompt shapes and thinking type | I marked the noun, verb, and Why, and I explained WHY asks for a reason. | |
| Thesis (central idea) | My first sentence answers why the Pilgrims needed shelters quickly. | |
| Evidence | One detail from the passage supports my thesis (central idea). | |
| Explanation | I explain how the evidence answers the prompt. | |
| Sentences and conventions | I wrote exactly three clear sentences. |
Read the three responses to this prompt. Notice what improves from Low to Medium to High.
| I can... | Not yet | Growing | Got it |
|---|---|---|---|
| Circle the main noun in red. | ☐ | ☐ | ☐ |
| Box the important verb in yellow. | ☐ | ☐ | ☐ |
| Triangle the clue word in green. | ☐ | ☐ | ☐ |
| Identify WHAT as a request to name or describe. | ☐ | ☐ | ☐ |
| Identify WHY as a request for a reason. | ☐ | ☐ | ☐ |
| Identify HOW as a request for a process or steps. | ☐ | ☐ | ☐ |
| Restate the prompt without changing its demand. | ☐ | ☐ | ☐ |
| Write the answer in a complete sentence. | ☐ | ☐ | ☐ |
| Explain the three-shape routine to a partner. | ☐ | ☐ | ☐ |
How can a writer tell exactly what a short constructed response prompt is asking before writing a single sentence?
Use a new prompt. Circle the noun, box the verb, triangle the clue word, and name WHAT, WHY, or HOW.
Rebuild, diagnose, and transform one prompt: Explain the reason the Pilgrims chose Plymouth.
Write an original SCR prompt about either passage. Mark it with the three shapes and label its type. Trade with a partner.
Choose one card to talk about with someone at home. End with a conversation, not a worksheet.
What did I teach? What did my family member remember?
Every time I get a score or a grade on my work in this module, I write it here. This can be an exit ticket, a short answer, or a rubric score from my teacher.
| Date | What I did (for example exit ticket, short answer, rubric) | My score | My next goal |
|---|---|---|---|
This chart shows how my scores change over the whole module, not just on one day.
Add a new row every time I get feedback, a score, or a grade on my work.
I can keep this page with my other work. It shows how my thinking grew.
I read a question like a detective. I know what it asks before I write.
This book holds my reading, thinking, writing, and reflection for this module.
A strong response begins with a thesis (central idea) that directly answers the prompt. I will learn to pull the TOPIC and CHARGE from the prompt, supply an ANSWER from my reading, and match my sentence structure to the prompt type.
How can a writer build a thesis (central idea) statement that answers a WHAT, WHY, or Relational HOW short constructed response prompt?
| What I learn | What I read | What I make |
|---|---|---|
| How to build a thesis (central idea) using three pieces: TOPIC, CHARGE, and ANSWER. | Two nonfiction passages about the Pilgrims at Plymouth and life along the Nile River. | Labeled prompts, matching theses, game work, a writing response, and a next step. |
I will move from seeing the three pieces to building a thesis (central idea) that matches the prompt type. I will finish by teaching someone else how the three structures work.
I will show what I know with labeled prompt pieces, matching theses from the game, four independent responses, a Relational HOW exit ticket, and a partner explanation.
| Stage | Day | What I do |
|---|---|---|
| Gather | Day 1 | I sort prompts by type and preview the passages. |
| Reveal | Day 1 | I learn the three pieces and the three sentence structures. |
| Attempt | Day 2 | I practice with Spin, Build, and Move! |
| Discuss | Day 3 | I explain where each piece comes from. |
| Use Again | Day 3 | I build four theses on my own. |
| Award | Day 4 | I name evidence of my growth. |
| Target | Day 4 | I choose my next step. |
| Explain/Educate | Day 5 | I teach the three structures to a partner. |
These are the exact TEKS this module teaches. Read the code, then say the job in your own words.
Read this together as a class before we start.
I already know how to circle the important noun, box the important verb, and triangle the clue word. I can decide whether a prompt asks WHAT, WHY, or HOW.
The thesis (central idea) is the first rung of the SCR ladder. Evidence and explanation come later.
This shows my teacher what I already know. It is not for a grade. Work on your own. You may reread the passages in Read and Interact as often as you want.
Read the prompt. Circle the topic in red. Draw a yellow box around the charge. Draw a green triangle around the clue word.
Write one sentence that answers the prompt above. Use the topic, use the charge, and add your own answer.
Number these four sentences 1, 2, 3, 4 to show the order they belong in an informative response.
| Number | Sentence |
|---|---|
| ____ | The Pilgrims chose Plymouth because it had fresh water. |
| ____ | Plymouth had forests, land for crops, and a safe harbor. |
| ____ | The Pilgrims chose Plymouth. |
| ____ | Fresh water, land, trees, and a harbor made Plymouth a good place to settle. |
Write the first sentence of a response to the prompt. Remember that the first sentence tells the reader what you will prove.
Reason: The Pilgrims needed resources to survive. Copy one sentence from the passage that proves this reason. Then explain in one sentence why it proves the reason.
Write three or four sentences that answer the prompt from Part 1. Use your thesis (central idea), one reason, and one piece of evidence.
Say each word. Then use one word in a sentence about our passages.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| water | WAH-ter | The clear liquid people, plants, and animals need to live. | The river gave people ______ to drink. |
| river | RIV-er | A long body of moving water that flows across the land. | The Nile is a long ______. |
| land | LAND | The solid ground that is not covered by water. | The Pilgrims found ______ for crops. |
| harbor | HAR-bur | A safe place near land where ships can anchor. | A ______ kept the ship safe. |
| soil | SOYL | The top layer of earth where plants grow. | Rich ______ helped crops grow. |
| farming | FAR-ming | Growing plants for food. | The river supported ______. |
| settlement | SET-ul-munt | A place where people begin living in a new area. | Plymouth became a ______. |
| transportation | trans-por-TAY-shun | A way to travel or move goods. | Boats gave people ______. |
| build | BILD | To make something by putting parts together. | The Pilgrims had to ______ homes before winter. |
| trees | TREEZ | Tall plants with a trunk that give wood and shade. | The Pilgrims used tall ______ to build their homes. |
| water / river: review | Water is the resource; a river carries moving water. | Water is the resource; a river carries ______ water. | |
| soil / farming: review | Soil supports plants; farming grows plants for food. | Soil supports plants; farming grows ______ for food. |
These thinking words help me understand prompts and explain answers. Say each word, then use it with a partner.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| thesis (central idea) | THEE-sis | The sentence that directly answers the prompt. | My thesis (central idea) answers the ______. |
| prompt | PROMPT | The question or task that tells you what to write about. | The ______ tells me what to prove. |
| response | rih-SPONS | The written answer to a prompt. | My ______ matches the prompt. |
| topic | TOP-ik | The noun of importance from the prompt. | The ______ is ______. |
| charge | CHARJ | The verb of importance from the prompt. | The ______ tells me to ______. |
| answer | AN-sur | The writer's response to the charge, drawn from reading. | My ______ comes from the passage. |
| preposition | prep-oh-ZIH-shun | A word that shows a relationship, such as through. | Relational HOW uses a ______ to show connections. |
| evidence | EV-uh-dens | A fact from the passage that supports an answer. | My ______ comes from paragraph ______. |
| structure | STRUK-cher | The way a sentence is built. | Good ______ helps my reader. |
| short constructed response | short kun-STRUK-ted rih-SPONS | A brief written answer to a prompt. | The thesis (central idea) is the first rung of a ______. |
| simple sentence | SIM-pul SEN-tens | A complete sentence with one main idea. | A WHAT thesis (central idea) uses a ______ with facts or details. |
| complex sentence / subordinating clause | KOM-pleks SEN-tens | Complex sentence: a sentence with a main part and a dependent part; subordinating clause: a dependent part, often starting with because. | A WHY thesis (central idea) uses a ______ with because and reasons. |
| relational / connection | rih-LAY-shun-ul | Relational: showing how ideas, people, or things are connected; connection: a way ideas, people, or things are linked. | A ______ HOW thesis (central idea) uses a preposition to show connections. |
| detail / reason | DEE-tayl / REE-zun | Detail: a small fact giving more information. Reason: why something happened. | A WHAT prompt needs a ______, and a WHY prompt needs a ______. |
These words come from our passages about The Pilgrims Chose Plymouth and Life Along the Nile River.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| Mayflower | MAY-flow-er | The ship that carried the Pilgrims across the ocean. | The Pilgrims traveled on the ______. |
| Native Americans | NAY-tiv uh-MAIR-ih-kunz | The first peoples who lived in North America. | ______ helped the Pilgrims learn to grow crops. |
| New England | noo ING-glund | A region in the northeastern United States where Plymouth is located. | Plymouth became an important colony in ______. |
| corn | KORN | A crop the Pilgrims learned to grow in their new home. | The settlers learned to grow ______. |
| fishermen | FISH-er-men | People whose job is catching fish. | Many families depended on ______ to help feed the community. |
| merchants | MUR-chunts | People who buy, sell, or trade goods. | ______ used boats to move goods between cities. |
| trade | TRAYD | The exchange of goods between people or places. | The river helped ______ grow in ancient Egypt. |
| civilizations | siv-uh-luh-ZAY-shunz | Large groups of people with shared ways of living and organized communities. | The Nile River helped one of the world's earliest ______. |
| transportation | trans-por-TAY-shun | The way people or goods move from place to place. | The Nile gave people ______ by boat. |
| crops | KRAHPS | Plants grown by farmers for food or other useful products. | Farmers planted ______ in the rich soil. |
My ideas grow from the passage and prompt. The tree shows how a strong response grows.
| Mark | What it means |
|---|---|
| Red circle | TOPIC, the noun of importance. |
| Yellow box | CHARGE, the verb of importance. |
| Green triangle | CLUE WORD, tells me WHY or HOW. |
SCR is usually a question. ECR is usually a statement.
| WHY | HOW |
|---|---|
| asks for a reason; uses a subordinator such as because, since, when; builds a complex sentence. | asks for a way or a method; uses a preposition such as through, by, with; builds a simpler sentence. |
Read from the bottom up. A clue word can help me choose the kind of WHY thinking I need.
| Level | Symbol | Hidden Question | Student Thinking | Thinking Focus |
|---|---|---|---|---|
| Level 1 | Red | Foundational | Student follows directions or repeats information exactly as taught with little independent thinking. | |
| Level 2 | Orange | Emergent | Student begins trying ideas independently but may be uncertain or inconsistent. | |
| Level 3 | Yellow | Visible | Student connects ideas directly to textual evidence or proof from the passage. | |
| Level 4 | Green | Independent | Student combines evidence with personal inference, applying understanding to self or deeper meaning. | |
| Level 5 | Blue | Reflective | Student connects evidence to the world, morals, lessons, themes, or broader life understanding. |
Each level has a color label: Red, Orange, Yellow, Green, Blue.
Read from the bottom up. A clue word can help me choose the kind of thinking I need.
| Level | Symbol | Hidden Question | Student Thinking | Thinking Focus |
|---|---|---|---|---|
| Foundational (Red) | Why did it happen? | Student explains the cause. | Cause and Effect | |
| Emergent (Orange) | Why was it done? | Student explains the purpose. | Purpose and Motivation | |
| Visible (Yellow) | Why is it important in the passage? | Student explains why the idea matters in the passage. | Importance and Contribution | |
| Independent (Green) | Why is it important to me? | Student identifies an idea to value or apply personally. | Personal Meaning and Application | |
| Reflective (Blue) | Why is it important to everyone? | Student explains a broader lesson or significance. | Universal Meaning and Life Lessons |
| Prompt type | What it asks me to do | Example |
|---|---|---|
| WHY | Explain a reason, a purpose, or why something matters. | What resources made Plymouth a good place to settle? |
| HOW | Analyze how parts work together or how something happens. | Why did ancient Egyptians depend on the Nile River? |
A A WHY thesis (central idea) uses because and reasons. Relational HOW uses a preposition to show connections.
DOT: Place a small dot above any unfamiliar word. DISCOVER: Find the pronunciation or the meaning. DROP: Erase the dot once the word is understood.
| Letter | Category | Definition and Examples | Required Pastel Color |
|---|---|---|---|
| T | Time | Age, era, dates, cultural details, or historical details. Often adjectives. | Pastel Green |
| R | Reactions | Reactions, solutions, resolutions, or effects. Often verbs/adverbs. | Pastel Purple |
| A | Actions | Actions, problems, conflicts, or causes. Often verbs/adverbs. | Pastel Yellow |
| C | Character, Concept, Creature | Names of characters/people/animals, or major concepts as the central idea. Often nouns/proper nouns. | Pastel Yellow |
| K | Key Knowledge | All other important info needed for the passage's meaning not in another TRACKS category (background knowledge). | Pastel Orange |
| S | Scenery / Setting | Setting characteristics acknowledged/measured through the five senses. | Pastel Green |
TRACKS marks evidence in the passage. Highlight the smallest meaningful phrase. The shapes Circle, Box, and Triangle are used only to analyze the prompt.
The Pilgrims at Plymouth and ancient Egyptians along the Nile both depended on water and natural resources to build their communities.
The Pilgrims settled at Plymouth in 1620, where fresh water, forests, and a harbor supported their colony. Ancient Egyptians lived near the Nile because it gave them water, food, rich soil, and transportation.
People, places, resources, and actions that explain why the Pilgrims chose Plymouth and how they survived.
| TRACKS mark | Color label | What I found (paragraph number and words) |
|---|---|---|
| T: Time | Pastel Green | |
| R: Reactions | Pastel Purple | |
| A: Actions | Pastel Yellow | |
| C: Character, Concept, Creature | Pastel Yellow | |
| K: Key Knowledge | Pastel Orange | |
| S: Scenery / Setting | Pastel Green |
Highlight the smallest meaningful phrase. If I cannot say why I highlighted it, I should not highlight it.
People, resources, places, and effects that show how the Nile River supported life in ancient Egypt.
| TRACKS mark | Color label | What I found (paragraph number and words) |
|---|---|---|
| T: Time | Pastel Green | |
| R: Reactions | Pastel Purple | |
| A: Actions | Pastel Yellow | |
| C: Character, Concept, Creature | Pastel Yellow | |
| K: Key Knowledge | Pastel Orange | |
| S: Scenery / Setting | Pastel Green |
Which detail helps a reader understand why these everyday moments matter?
The prompt gives me a topic, a charge, and a clue word. I can use the shapes to slow down and see the job.
| Shape | Word | Question I ask myself |
|---|---|---|
| Red circle | Topic | What is this prompt about? |
| Yellow box | Charge | What does the topic do? |
| Green triangle | Clue word | Does the prompt ask WHY or HOW? |
What three pieces does a writer need to build a thesis (central idea)?
Listen to each prompt. Decide which door it belongs behind: WHAT, WHY, or RELATIONAL HOW.
A thesis (central idea) has three pieces. TOPIC and CHARGE come from the prompt. ANSWER comes from your reading.
The prompt type tells me the sentence type I need. I match my sentence to the job of the prompt.
| Prompt Type | Sentence Type | What It Needs |
|---|---|---|
| WHAT | Simple sentence | Facts or details |
| WHY | Complex sentence with because | Reasons |
| Relational HOW | Simple sentence with a preposition | Ways or connections |
Which piece comes from the writer, not from the prompt?
| Mark | The model shows |
|---|---|
| Red circle, topic | people near the Nile River |
| Yellow box, charge | lived |
| Green triangle, clue word | why |
| Prompt type | WHY, the answer must give a reason |
WHAT model: Plymouth had fresh water, land for crops, tall trees, and a safe harbor.
WHY model: People lived near the Nile River because it provided water, food, rich soil, and transportation.
HOW model: Water connected life in both passages through survival, farming, and settlement.
| Listen for | Circle one |
|---|---|
| The noun of importance | Topic, Charge, Answer |
| The verb of importance | Topic, Charge, Answer |
| The word that signals WHY or HOW | Topic, Charge, Clue word |
| The piece from reading, not the prompt | Topic, Charge, Answer |
Cut on the dashed lines. Read the prompt card. Name TOPIC, CHARGE, and ANSWER. Build a thesis (central idea) in the correct sentence type.
Check: Does my thesis (central idea) have all three pieces? Does my sentence type match the prompt?
Cut on the dashed lines. Read the prompt card. Name TOPIC, CHARGE, and ANSWER. Build a thesis (central idea) in the correct sentence type.
Check: Does my thesis (central idea) have all three pieces? Does my sentence type match the prompt?
Spin with a pencil and a paper clip. Take the prompt card that matches the type you spin. Name TOPIC, CHARGE, and ANSWER, then build the correct kind of thesis (central idea). When it is correct, move your Pencil Guy forward one space.
Our Question for Today: Can I build a thesis (central idea) that matches the prompt type?
| Round | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| My partner | |||||
| My point |
Why does knowing the parts of a prompt make a writer's answer stronger?
| Question | My thinking |
|---|---|
| What three pieces build a thesis (central idea)? | |
| Which two come from the prompt, and which comes from reading? | |
| What does a WHAT thesis (central idea) need? | |
| What does a WHY thesis (central idea) need? | |
| What does a Relational HOW thesis (central idea) need? |
Work alone. For each prompt, label the TOPIC and CHARGE. Choose an ANSWER from the passages. Write a thesis (central idea) in the correct sentence type.
Connect a memory or experience to one of the passages. Tell which detail made you think of it.
Retell how The Pilgrims Chose Plymouth and Life Along the Nile River show people depending on natural resources.
Tell one way these two communities are alike.
What did my brain learn to do this week that it could not do before?
Name one thesis (central idea) you built well. Point to it in your work.
Use the target stems to name what to keep and what to change. Revise a thesis (central idea) if it shows a sentence-type mismatch.
Talk with a partner about one of these questions.
Look at your four Label It, Build It, Write It responses from Day 3. Find the one where you named all three pieces most clearly.
How did water support community life at Plymouth and along the Nile?
How would I teach someone else to build a thesis (central idea)?
Teach a partner the three pieces and the three sentence structures. Use an example from the passages.
Exit Ticket. Identify the TOPIC, CHARGE, and ANSWER. Then write one complete Relational HOW thesis (central idea).
TOPIC = ______________ CHARGE = ______________
Revise my structure so my sentence type matches the prompt. Then edit for complete sentences, agreement, and spelling.
Underline the preposition in my thesis (central idea).
Write a short response to this prompt:
Red Circle is the TOPIC. Yellow Box is the CHARGE. Green Triangle is the clue word: WHAT, WHY, or HOW.
Use my shaped prompt and my plan. Write one complete Relational HOW thesis (central idea).
Choose one: read to a partner, share in author's chair, join a gallery walk, or add your prompt to a class booklet.
Read each line. Check it when I can show it in my work.
| Part | I can show... | Check |
|---|---|---|
| Prompt parts | I marked the topic, charge, and clue word. | |
| Prompt type | I named WHY or HOW and used the clue word. | |
| Writing | My answer matches the job in the prompt. | |
| Conventions | I used complete sentences and capital letters. |
Read the three responses to this prompt. Notice what improves from Low to Medium to High.
| I can... | Not yet | Growing | Got it |
|---|---|---|---|
| Finds the TOPIC in a prompt. | ☐ | ☐ | ☐ |
| Finds the CHARGE in a prompt. | ☐ | ☐ | ☐ |
| Supplies an ANSWER from the passages. | ☐ | ☐ | ☐ |
| Writes a WHAT thesis (central idea) with facts or details. | ☐ | ☐ | ☐ |
| Writes a WHY thesis (central idea) with because and reasons. | ☐ | ☐ | ☐ |
| Writes a Relational HOW thesis (central idea) with a preposition and connections. | ☐ | ☐ | ☐ |
| Explains why the thesis (central idea) fits the prompt. | ☐ | ☐ | ☐ |
| Identifies which pieces come from the prompt and which comes from reading. | ☐ | ☐ | ☐ |
| Revises the thesis (central idea) for the matching structure and a complete answer. | ☐ | ☐ | ☐ |
How can a writer build a thesis (central idea) statement that answers a WHAT, WHY, or Relational HOW short constructed response prompt?
Use a question from your day. Say the topic, charge, and clue word. Tell whether it asks WHY or HOW. Then explain the job.
Design your own prompts and prove your understanding: Use both passages to create three prompts and matching theses.
Write your three prompts, three theses, and three explanations in the box below.
Choose one card to talk about with someone at home. End with a conversation, not a worksheet. You may use any language you speak at home.
What did I teach? What did my family member remember? Write what happened.
Every time I get a score or a grade on my work in this module, I write it here. This can be an exit ticket, a short answer, or a rubric score from my teacher.
| Date | What I did (for example exit ticket, short answer, rubric) | My score | My next goal |
|---|---|---|---|
This chart shows how my scores change over the whole module, not just on one day.
Add a new row every time I get feedback, a score, or a grade on my work.
I can keep this page with my other work. It shows how my thinking grew.
I am ready to grow the next part of my writing tree.
This book holds my reading, thinking, writing, and reflection for this module.
A thesis (central idea) needs proof. I will learn to choose evidence that connects to my prompt and supports my thesis (central idea), and I will introduce it with a signal marker and correct punctuation.
How can a writer choose and cite the strongest evidence from a passage to support a thesis (central idea)?
| What I learn | What I read | What I make |
|---|---|---|
| How to select strong evidence using CSI and introduce it correctly. | Two nonfiction passages about the Pilgrims at Plymouth and life along the Nile River (high stamina). | Evidence classifications, a quoted-evidence sentence, a CSI explanation, and a next step. |
I will move from hearing evidence to choosing and writing it with purpose. I will finish by teaching a partner how CSI helps pick the strongest proof.
I will show what I know with evidence classifications, a quoted-evidence sentence, a CSI check, and a Day 5 exit ticket.
| Stage | Day | What I do |
|---|---|---|
| Gather | Day 1 | I listen for evidence and freeze when I hear proof. |
| Reveal | Day 1 | I learn CSI, signal markers, and the quotation pattern. |
| Attempt | Day 2 | I practice with CSI Evidence Quest. |
| Discuss | Day 3 | I explain why evidence is strong or weak. |
| Use Again | Day 3 | I write a quoted-evidence sentence on my own. |
| Award | Day 4 | I name evidence of my growth. |
| Target | Day 4 | I choose my next step. |
| Explain/Educate | Day 5 | I teach a partner about CSI and signal markers. |
These are the exact TEKS this module teaches. Read the code, then say the job in your own words.
Read this together as a class before we start.
I can shape a prompt with circle, box, and triangle. I can build a thesis (central idea) with TOPIC, CHARGE, and ANSWER. I know the SCR ladder: thesis (central idea), evidence, explanation.
The SCR ladder has three rungs: thesis (central idea), evidence, explanation. This module builds the second rung.
This shows my teacher what I already know. It is not for a grade. Work on your own. You may reread the passages in Read and Interact as often as you want.
Read the prompt. Circle the topic in red. Draw a yellow box around the charge. Draw a green triangle around the clue word.
Write one sentence that answers the prompt above. Use the topic, use the charge, and add your own answer.
Number these four sentences 1, 2, 3, 4 to show the order they belong in an informative response.
| Number | Sentence |
|---|---|
| ____ | I think Plymouth was a good place. |
| ____ | The text states, "The land also had rich soil where crops could be planted." |
| ____ | Ancient Egypt was mostly covered by hot, dry desert. |
| ____ | The harbor at Plymouth made it possible for ships to anchor safely. |
Write the first sentence of a response to the prompt. Remember that the first sentence tells the reader what you will prove.
Reason: The Pilgrims needed natural resources. Copy one sentence from the passage that proves this. Then explain in one sentence why it supports the thesis (central idea).
Write three or four sentences that answer the prompt from Part 1. Use your thesis (central idea), one reason, and one piece of evidence.
Say each word. Then use one word in a sentence about evidence.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| proof | PROOF | Something that shows an idea is true. | The quote is ______ for my answer. |
| words | WURDZ | Letters put together to make meaning. | I use the exact ______ from the passage. |
| sentence | SEN-tens | A group of words that shares a complete thought. | My evidence is a ______ from the passage. |
| detail | DEE-tayl | A small fact that gives more information. | This ______ supports my thesis (central idea). |
| quote | KWOHT | Exact words taken from a text. | I put quotation marks around a ______. |
| match | MATCH | To fit or go together. | My evidence must ______ my thesis (central idea). |
| strong | STRONG | Helpful and clear. | I choose ______ evidence. |
| weak | WEEK | Not helpful enough for the job. | This is ______ evidence for my thesis (central idea). |
| build | BILD | To make something by putting parts together. | The Pilgrims had to ______ homes before winter. |
| water | WAW-ter | the clear liquid people, plants, and animals need to live | The river gave the people fresh ______ to drink. |
| proof (review) | PROOF | something that shows an idea is true | The quote about crops gives ______ for the thesis (central idea). |
| match (review) | MATCH | to fit or go together | Check the evidence and thesis (central idea) ______. |
These thinking words help me understand prompts and explain answers. Say each word, then use it with a partner.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| evidence | EV-uh-dens | Proof from the passage that helps support an answer. | My ______ comes from the text. |
| thesis (central idea) | THEE-sis | A sentence that directly answers the prompt. | My evidence supports my ______. |
| prompt | PROMPT | The question or task the writer is asked to answer. | My evidence connects to the ______. |
| quoted evidence | KWOHT-ed EV-uh-dens | Exact words from the text used as proof. | I use ______ to support my answer. |
| signal marker | SIG-nul MAR-ker | Words that introduce quoted evidence. | The text states, is a ______. |
| punctuation | punk-choo-AY-shun | marks that help readers understand writing | I use correct ______ around a quote. |
| support | suh-PORT | To give proof that helps an idea. | My quote will ______ my thesis (central idea). |
| inference | IN-fur-ens | An idea figured out from clues in the text. | The evidence helps me make an ______. |
| connect | kuh-NEKT | To fit with or relate to. | Strong evidence must ______ to the prompt. |
| quote | KWOHT | to use the exact words from a text | I can ______ a sentence correctly. |
| relevant | REL-uh-vunt | Closely connected to the topic or prompt. | I choose ______ evidence. |
| strong evidence | STRONG EV-uh-dens | text proof that connects, supports, and helps infer | I use CSI to choose ______. |
These words come from our passages about The Pilgrims Chose Plymouth and Life Along the Nile River.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| voyage | VOY-ij | A long trip by ship or boat. | The Pilgrims' ______ lasted many weeks. |
| passengers | PASS-en-jerz | People traveling in a vehicle or ship who are not the crew. | The Mayflower carried more than one hundred ______. |
| seasick | SEE-sik | Feeling sick because a boat is moving on the water. | Many passengers became ______ on the rough water. |
| survival skills | ser-VY-vul SKILZ | Abilities that help people stay alive in a difficult place. | Native Americans taught the Pilgrims important ______. |
| squash | skwahsh | a plant with a vegetable that the Pilgrims grew for food | The Pilgrims planted crops such as corn, beans, and ______. |
| fertile | FUR-tl | Able to grow many healthy plants well. | The ______ soil helped crops grow. |
| natural resources | NATCH-er-ul ree-SOR-siz | Useful things found in nature, such as forests or water. | Plymouth had many ______. |
| harvest season | HAR-vist SEE-zun | The time of year when farmers gather ripe crops. | Farmers gathered food during ______. |
| sailors | SAY-lerz | people who work or travel on boats and ships | Some people worked as fishermen, merchants, builders, or ______. |
| historians | his-TOR-ee-unz | People who study and write about the past. | ______ study how rivers shaped civilizations. |
| fertile (review) | FUR-tl | Apply the word when discussing soil near Plymouth and the Nile. | The ______ soil helped crops grow. |
| natural resources (review) | NATCH-er-ul ree-SOR-siz | Connect water, forests, and soil to settlement. | Plymouth had many ______. |
While I read, I place a small dot above any word I am unsure about. Then I use CSI to check the evidence I choose: does it connect to the prompt, support my thesis (central idea), and help me infer more?
| Mark | What it means |
|---|---|
| 1 Thesis (central idea) | The answer to the prompt. |
| 2 Evidence | Passage proof for the thesis (central idea). 3.7C |
| 3 Explanation | How the evidence proves the thesis (central idea). 3.7G |
| CSI: Connects / Supports / Infers | Check the prompt connection, thesis (central idea) support, and additional inference. |
| Quote: Signal marker and punctuation | Signal marker, “quoted evidence.” |
| Evidence IS | Evidence IS NOT |
|---|---|
| Passage words or ideas; proof; a relevant detail. Proof that supports the thesis (central idea) and matches the prompt. | Opinion alone; a random detail; a purposeless copied sentence. Evidence needs a purposeful match, not merely a true sentence. |
Evidence must match the prompt and support the thesis (central idea). Signal markers: The text states, The author says, The passage explains, The text shows, The author describes.
Use these thinking levels to describe the independence and depth shown in evidence selection.
| Level | Symbol | Color Label | Thinking Stage | Description |
|---|---|---|---|---|
| Level 1 | Red | Foundational | Student follows directions or repeats information exactly as taught with little independent thinking. | |
| Level 2 | Orange | Emergent | Student begins trying ideas independently but may be uncertain or inconsistent. | |
| Level 3 | Yellow | Visible | Student connects ideas directly to textual evidence or proof from the passage. | |
| Level 4 | Green | Independent | Student combines evidence with personal inference, applying understanding to self or deeper meaning. | |
| Level 5 | Blue | Reflective | Student connects evidence to the world, morals, lessons, themes, or broader life understanding. |
| Prompt type | What it asks me to do | Example |
|---|---|---|
| WHY | Explain a reason, a purpose, or why something matters. | Why did the Pilgrims choose Plymouth? |
| HOW | Analyze how parts work together or how something happens. | How did the Nile River support daily life in ancient Egypt? |
| WHAT | Name or describe something from the passage. | What resources helped the Pilgrims survive at Plymouth? |
Use these thinking levels to describe the independence and depth shown in evidence selection.
| Level | Hidden Question | Student Thinking | Thinking Focus |
|---|---|---|---|
| Foundational (Red) | Why did it happen? | Student can explain the cause. | Cause and Effect |
| Emergent (Orange) | Why was it done? | Student can explain the purpose. | Purpose and Motivation |
| Visible (Yellow) | Why is it important in the passage? | Student can explain why it matters in the text. | Importance and Contribution |
| Independent (Green) | Why is it important to me? | Student can explain what I can learn, value, or apply to my own life. | Personal Meaning and Application |
| Reflective (Blue) | Why is it important to everyone? | Student can explain the universal lesson or significance. | Universal Meaning and Life Lessons |
Primary focus: Visible and Independent, Levels 3-4. Students connect passage proof to a thesis (central idea) and infer why the selected detail matters.
DOT: Place a small dot above any unfamiliar word. DISCOVER: Find the pronunciation or the meaning. DROP: Erase the dot once the word is understood.
| Letter | Category | Definition and Examples | Required Pastel Color |
|---|---|---|---|
| T | Time | Age, era, dates, cultural details, or historical details. Often adjectives. | Pastel Green |
| R | Reactions | Reactions, solutions, resolutions, or effects. Often verbs/adverbs. | Pastel Purple |
| A | Actions | Actions, problems, conflicts, or causes. Often verbs/adverbs. | Pastel Yellow |
| C | Character, Concept, Creature | Names of characters/people/animals, or major concepts as the central idea. Often nouns/proper nouns. | Pastel Yellow |
| K | Key Knowledge | All other important info needed for the passage's meaning not in another TRACKS category (background knowledge). | Pastel Orange |
| S | Scenery / Setting | Setting characteristics acknowledged/measured through the five senses. | Pastel Green |
TRACKS marks evidence in the passage. Highlight the smallest meaningful phrase. The shapes Circle, Box, and Triangle are used only to analyze the prompt.
The Pilgrims at Plymouth and ancient Egyptians near the Nile both depended on natural resources. When you choose evidence, you prove that connection with exact passage words.
Module 2 built theses about Plymouth's resources and the Nile's support. Module 3 adds the proof: passage evidence introduced with a signal marker and checked with CSI.
People, resources, actions, and settings that explain why Plymouth was chosen and how the Pilgrims survived.
| TRACKS mark | Color label | What I found (paragraph number and words) |
|---|---|---|
| T: Time | Pastel Green | |
| R: Reactions | Pastel Purple | |
| A: Actions | Pastel Yellow | |
| C: Character, Concept, Creature | Pastel Yellow | |
| K: Key Knowledge | Pastel Orange | |
| S: Scenery / Setting | Pastel Green |
Highlight the smallest meaningful phrase. If I cannot say why I highlighted it, I should not highlight it.
People, resources, actions, and effects that show how the Nile River supported daily life and civilization.
| TRACKS mark | Color label | What I found (paragraph number and words) |
|---|---|---|
| T: Time | Pastel Green | |
| R: Reactions | Pastel Purple | |
| A: Actions | Pastel Yellow | |
| C: Character, Concept, Creature | Pastel Yellow | |
| K: Key Knowledge | Pastel Orange | |
| S: Scenery / Setting | Pastel Green |
Which detail helps a reader understand why these everyday moments matter?
The prompt gives me a topic, a charge, and a clue word. I can use the shapes to slow down and see the job.
| Shape | Word | Question I ask myself |
|---|---|---|
| Red circle | Topic | What is this prompt about? |
| Yellow box | Charge | What does the topic do? |
| Green triangle | Clue word | Does the prompt ask WHY or HOW? |
What is evidence, and how is it different from an opinion?
If you hear real passage proof, freeze and make quote fingers. If you hear an opinion, cross your arms.
| Evidence IS | Evidence IS NOT |
|---|---|
| Passage words or ideas | Opinion alone |
| Proof for the thesis (central idea) | A random detail |
| A prompt-matching detail | A purposeless copied sentence |
What is the difference between a fact from the passage and an opinion?
Thesis (central idea): The Pilgrims chose Plymouth because it had fresh water, land for crops, trees for building, and a safe harbor.
Strong evidence: The text states, "The land also had rich soil where crops could be planted."
| Part | Example |
|---|---|
| Signal marker | The text states, |
| Comma | after the signal marker |
| Quotation marks | around the exact passage words |
| Exact words | The land also had rich soil where crops could be planted. |
Read each statement. Write E for evidence or O for opinion. Then rewrite one evidence sentence using a signal marker.
| Statement | E or O? |
|---|---|
| The land also had rich soil where crops could be planted. | |
| I think the Pilgrims were brave. | |
| The Nile provided water for drinking, cooking, and farming. | |
| Plymouth was probably the best place ever. | |
| The harbor at Plymouth made it possible for ships to anchor safely. |
How did I know which statements were opinions?
Display the four spinner choices: Evidence / Not Evidence / Strong / Weak. Show the thesis (central idea) beside each quote.
Pairs or small groups use an Evidence / Not Evidence / Strong / Weak spinner, cards, a gameboard, and a chosen Pencil Guy marker. A correct classification with a CSI explanation earns one space. Alternate readers and explainers.
Cut on the dashed lines. Spin, draw, classify, match a thesis (central idea) when needed, explain with CSI, then switch roles. Store the cards in your Practice Pocket.
Does my evidence Connect to the prompt? Support the thesis (central idea)? Help me Infer?
Cut on the dashed lines. Add these cards to your Practice Pocket.
Keep the cards in your Practice Pocket. Reuse the game to remember what you learned.
This page prints on the back of the card page. Flip a card over to check yourself.
Keep the cards in your Practice Pocket when you finish.
Prepare the four-category spinner, evidence and thesis (central idea) cards, CSI checklist, gameboard, Pencil Guy marker, and Practice Pocket.
Our Question for Today: Can I classify evidence and match it to a thesis (central idea)?
| Round | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| My partner | |||||
| My point |
Choose one card you classified as strong evidence. Write the CSI check below.
Why does knowing CSI help me choose the strongest evidence?
| Question | My thinking |
|---|---|
| What makes evidence different from an opinion? | |
| Can the same quote be strong for one thesis (central idea) and weak for another? | |
| What does the C in CSI mean? | |
| What does the S in CSI mean? | |
| What does the I in CSI mean? |
Write one strong quoted-evidence sentence for the Pilgrims thesis (central idea). Use a signal marker, comma, and quotation marks.
Thesis (central idea): The Pilgrims chose Plymouth because it had fresh water, land for crops, trees for building, and a safe harbor.
Is this strong or weak for the Nile thesis (central idea)? "Ancient Egypt was mostly covered by hot, dry desert."
What did my brain learn to do this week that it could not do before?
Name one strong evidence choice you made. Point to it in your work and explain why it works.
Use the Target stems to name what to keep and what to change. A strong target names an observable improvement.
Possible improvement: replace an unrelated quote with “The land also had rich soil where crops could be planted.” and introduce it with “The text states,”.
How would I teach someone else to choose and write strong evidence?
Teach a partner what evidence is, what it is not, how you use CSI, and how you introduce a quote.
Complete each part on your own.
Thesis (central idea): The Pilgrims chose Plymouth because it had fresh water, land for crops, trees for building, and a safe harbor.
Classify: "I think Plymouth was a good place."
Write a short response to this prompt:
Thesis (central idea) and reasons, Green. Evidence, Yellow. Explanation, Red or Pink. Reflective thinking, Blue.
Use my shaped prompt and my plan. Write a clear response.
Choose one: read to a partner, share in author's chair, join a gallery walk, or add your prompt to a class booklet.
Read each line. Check it when I can show it in my work.
| Part | I can show... | Check |
|---|---|---|
| Prompt parts | I marked the topic, charge, and clue word. | |
| Prompt type | I named WHY or HOW and used the clue word. | |
| Writing | My answer matches the job in the prompt. | |
| Conventions | I used complete sentences and capital letters. |
Read the three responses to this prompt. Notice what improves from Low to Medium to High.
| I can... | Not yet | Growing | Got it |
|---|---|---|---|
| Tell what evidence is. | ☐ | ☐ | ☐ |
| Tell what evidence is not. | ☐ | ☐ | ☐ |
| Choose evidence that connects to the prompt. | ☐ | ☐ | ☐ |
| Choose evidence that supports the thesis (central idea). | ☐ | ☐ | ☐ |
| Use CSI to tell whether evidence is strong. | ☐ | ☐ | ☐ |
| Use a signal marker before a quote. | ☐ | ☐ | ☐ |
| Use a comma and quotation marks correctly. | ☐ | ☐ | ☐ |
| Use exact words from the passage. | ☐ | ☐ | ☐ |
| Improve an evidence sentence after checking its match. | ☐ | ☐ | ☐ |
How can a writer choose and cite the strongest evidence from a passage to support a thesis (central idea)?
Use a question from your day. Say the topic, charge, and clue word. Tell whether it asks WHY or HOW. Then explain the job.
Extend mastery by comparing two pieces of evidence for a thesis (central idea) and explaining which is stronger. Choose two quotes for the Pilgrims thesis (central idea). Explain which is strongest and state one inference.
Write my thesis (central idea) at the top. Write my first quote and my second quote on the rungs. Mark the stronger quote.
Choose one card to talk about with someone at home. End with a conversation, not a worksheet.
What did I teach? What did my family member remember? Write what happened.
Every time I get a score or a grade on my work in this module, I write it here. This can be an exit ticket, a short answer, or a rubric score from my teacher.
| Date | What I did (for example exit ticket, short answer, rubric) | My score | My next goal |
|---|---|---|---|
This chart shows how my scores change over the whole module, not just on one day.
Add a new row every time I get feedback, a score, or a grade on my work.
I can keep this page with my other work. It shows how my thinking grew.
I am ready to grow the next part of my writing tree.
This book holds my reading, thinking, writing, and reflection for this module.
A thesis (central idea) and evidence are not enough. I need to explain what my evidence means and how it proves my answer. This week I will build the full SCR ladder.
How can a writer explain how their evidence proves the thesis (central idea) in a short constructed response?
| What I learn | What I read | What I make |
|---|---|---|
| How to explain evidence using Definition and Story/Anecdote signal markers. | Two nonfiction passages about the Pilgrims at Plymouth and life along the Nile River (very high stamina). | Evidence/explanation sorts, explanation bookends, a full SCR, and a next step. |
I will move from naming evidence to explaining what it means. I will finish by building a full SCR ladder and teaching a partner how explanation works.
I will show what I know with evidence/explanation sorts, explanation bookends, a full SCR exit ticket, and a partner explanation.
| Stage | Day | What I do |
|---|---|---|
| Gather | Day 1 | I explain a mystery object without naming it. |
| Reveal | Day 1 | I learn Definition and Story/Anecdote and the SCR ladder. |
| Attempt | Day 2 | I practice with Evidence or Explanation Relay Race. |
| Discuss | Day 3 | I explain why the two bookends help differently. |
| Use Again | Day 3 | I write Bookends of Explanation on my own. |
| Award | Day 4 | I name evidence of my growth. |
| Target | Day 4 | I choose my next step. |
| Explain/Educate | Day 5 | I build a full SCR and teach a partner. |
These are the exact TEKS this module teaches. Read the code, then say the job in your own words.
Read this together as a class before we start.
I can shape a prompt with circle, box, and triangle. I can build a thesis (central idea) with TOPIC, CHARGE, and ANSWER. I can select strong evidence and introduce it with a signal marker.
The SCR ladder has three rungs: thesis (central idea), evidence, explanation. This module builds the third and final rung.
This shows my teacher what I already know. It is not for a grade. Work on your own. You may reread the passages in Read and Interact as often as you want.
Read the prompt. Circle the topic in red. Draw a yellow box around the charge. Draw a green triangle around the clue word.
Write one sentence that answers the prompt above. Use the topic, use the charge, and add your own answer.
Number these four sentences 1, 2, 3, 4 to show the order they belong in an informative response.
| Number | Sentence |
|---|---|
| ____ | People settled in places with helpful natural resources because those places provided what they needed to survive. |
| ____ | The text states, "There was also fresh water and land where crops could be planted." |
| ____ | This means people chose places where they could find water and grow food. |
| ____ | There was fresh water and land. |
Write the first sentence of a response to the prompt. Remember that the first sentence tells the reader what you will prove.
Reason: People needed natural resources to survive. Copy one sentence from the passage that proves this. Then explain in one sentence what the evidence means.
Write three or four sentences that answer the prompt from Part 1. Use your thesis (central idea), one reason, and one piece of evidence.
Say each word. Then use one word in a sentence about explaining evidence.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| tell | TEL | to say or explain something | I can ______ what the evidence means. |
| means | MEENZ | shows the idea something has | This ______ the Pilgrims had resources. |
| matters | MAT-erz | is important | The evidence ______ because it supports the thesis (central idea). |
| quote | KWOHT | the exact words from a text | The evidence sentence can use a ______. |
| copy | KOP-ee | to write the same words again | I do not ______ the evidence for my explanation. |
| thought | THAWT | an idea in the mind | My explanation is not a random ______. |
| story | STOR-ee | an account of something that happened | A ______ explanation helps connect an idea to life. |
| explain | ik-SPLAYN | to tell what something means or why it matters | I can ______ my evidence. |
| build | BILD | to make something by putting parts together | The Pilgrims had to ______ homes before winter. |
| water | WAW-ter | the clear liquid people, plants, and animals need to live | The river gave people fresh ______ to drink. |
| tell / means | TEL / MEENZ | Rehearse the difference between stating a detail and explaining it. | This means ______. |
| quote / copy | KWOHT / KOP-ee | Contrast quoting evidence with copying it as explanation. | The quote means ______. |
These thinking words help me understand prompts and explain answers. Say each word, then use it with a partner.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| explanation | ek-spluh-NAY-shun | A sentence that tells what evidence means or why it matters. | My ______ comes after my evidence. |
| evidence | EV-uh-dens | A quote or detail supporting the thesis (central idea). | My ______ gives proof from the passage. |
| thesis (central idea) | THEE-sis | The central idea that answers the prompt. | My ______ is supported by evidence. |
| signal marker | SIG-nul MAR-ker | Words showing the kind of explanation. | "This means" is a ______. |
| definition | def-uh-NISH-un | An explanation telling what evidence means. | A ______ explanation can start with "This shows." |
| anecdote / story | AN-ek-doht / STOR-ee | anecdote: a short story or connection; story: a connection explaining an idea | An ______ helps a reader understand more. A ______ explanation can start with "This reminds me of." |
| demonstrative pronoun | deh-MON-struh-tiv | A word pointing to something already named and close by. | The word ______ points back to the evidence. |
| metacognition | met-uh-kog-NIH-shun | Thinking about one's own thinking. | Using the same passages helps with ______. |
| clarify / elaborate | KLAIR-uh-fy / ee-LAB-uh-rayt | clarify: make an idea easier to understand; elaborate: add more information | An explanation can ______ evidence. Writers ______ by telling what it means. |
| support | suh-PORT | To give proof for an idea. | Evidence and explanation ______ the thesis (central idea). |
| response | rih-SPONS | the answer a writer gives | My ______ has a thesis (central idea), evidence, and explanation. |
| punctuation / capitalize | punk-choo-AY-shun / KAP-ih-tuh-lyz | punctuation: marks showing where a sentence ends; capitalize: use a capital letter at the beginning | Check the last ______. ______ the first word. |
These words come from our passages about The Pilgrims Chose Plymouth and Life Along the Nile River.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| Mediterranean Sea | med-ih-tuh-RAY-nee-un SEE | The sea where the Nile River empties. | The Nile flows north into the ______. |
| flood cycle | FLUHD SY-kul | The regular pattern of a river rising and then going back down. | Farmers planned around the ______. |
| flax | FLAKS | A plant used in ancient Egypt to make cloth and clothing. | Egyptians grew ______ near the Nile. |
| nets | nets | woven ropes used by fishermen to catch fish | Fishermen used ______ to catch fish in the Nile. |
| pyramids | PIR-uh-midz | Huge stone buildings made in ancient Egypt. | Builders created ______ from stone. |
| mud bricks | MUHD BRIKS | Blocks made from mud used to build homes. | Families lived in homes made from ______. |
| river valley civilizations | RIV-er VAL-ee | Early large communities that grew beside rivers. | Ancient Egypt was one of the world's earliest ______. |
| geography | jee-OG-ruh-fee | The study of Earth's land, water, and places. | ______ influenced where people settled. |
| construction projects | kun-STRUHK-shun PROJ-ekts | Planned jobs for building something large. | Boats helped transport materials for ______. |
| temples | TEM-pulz | Buildings used for worship in ancient Egypt. | Builders created ______ from stone. |
| flood cycle / flax | fluhd SY-kul / flaks | Review how the flood cycle supported farming and how flax supplied clothing. | The ______ helped farmers plan. |
| geography / river valley civilizations | jee-OG-ruh-fee / RIV-er VAL-ee siv-uh-luh-ZAY-shunz | Review how land and water influenced where communities grew. | ______ influenced where people settled. |
While I read the passages, I place a small dot above any word I am unsure about. I circle the noun, box the verb, and triangle the clue word in the prompt. Then I decide whether it asks WHAT, WHY, or HOW.
| Mark | What it means |
|---|---|
| 1 Thesis (central idea) | Answers the prompt. |
| 2 Evidence | Provides proof from the passage. 3.7C |
| 3 Explanation | Explains what the proof means and how it supports the thesis (central idea). 3.7G |
| Check: THIS | Points back to the preceding evidence sentence. |
| Check: Own words | Explanation is not another quote, copied evidence, or a random thought. |
| Definition | Story/Anecdote |
|---|---|
| Signal markers: This means; This shows | Signal markers: This reminds me of; This makes me think of |
| Tells what evidence means or why it matters. | Connects evidence to an idea that helps the reader understand more. |
Read from Level 1 to Level 5. Notice how the thinking grows.
| Level | Symbol | Hidden Question | Student Thinking | Thinking Focus |
|---|---|---|---|---|
| Level 1 | Red | Foundational | Student follows directions or repeats information exactly as taught with little independent thinking. | |
| Level 2 | Orange | Emergent | Student begins trying ideas independently but may be uncertain or inconsistent. | |
| Level 3 | Yellow | Visible | Student connects ideas directly to textual evidence or proof from the passage. | |
| Level 4 | Green | Independent | Student combines evidence with personal inference, applying understanding to self or deeper meaning. | |
| Level 5 | Blue | Reflective | Student connects evidence to the world, morals, lessons, themes, or broader life understanding. |
Each level has a color label: Red, Orange, Yellow, Green, Blue. This module works mostly at Visible and Independent, Levels 3-4.
Use the same five levels when I explain what my evidence means.
| Level | Symbol | Hidden Question | Student Thinking | Thinking Focus |
|---|---|---|---|---|
| Foundational (Red) | Why did it happen? | The student can explain the cause. | Cause and Effect | |
| Emergent (Orange) | Why was it done? | The student can explain the purpose. | Purpose and Motivation | |
| Visible (Yellow) | Why is it important in the passage? | The student can explain why it matters in the text. | Importance and Contribution | |
| Independent (Green) | Why is it important to me? | The student can explain what the student can learn, value, or apply to the student's own life. | Personal Meaning and Application | |
| Reflective (Blue) | Why is it important to everyone? | The student can explain the universal lesson or significance. | Universal Meaning and Life Lessons |
| Prompt type | What it asks me to do | Example |
|---|---|---|
| WHY | Explain a reason, a purpose, or why something matters. | Why did people settle in places with helpful natural resources? |
| HOW | Analyze how parts work together or how something happens. | How did natural resources support daily life in both passages? |
An explanation tells what evidence means, why it matters, or what the reader can understand from it. Use Definition or Story/Anecdote signal markers to keep the explanation connected.
DOT: Place a small dot above any unfamiliar word. DISCOVER: Find the pronunciation or the meaning. DROP: Erase the dot once the word is understood.
| Letter | Category | Definition and Examples | Required Pastel Color |
|---|---|---|---|
| T | Time | Age, era, dates, cultural details, or historical details. Often adjectives. | Pastel Green |
| R | Reactions | Reactions, solutions, resolutions, or effects. Often verbs/adverbs. | Pastel Purple |
| A | Actions | Actions, problems, conflicts, or causes. Often verbs/adverbs. | Pastel Yellow |
| C | Character, Concept, Creature | Names of characters/people/animals, or major concepts as the central idea. Often nouns/proper nouns. | Pastel Yellow |
| K | Key Knowledge | All other important info needed for the passage's meaning not in another TRACKS category (background knowledge). | Pastel Orange |
| S | Scenery / Setting | Setting characteristics acknowledged/measured through the five senses. | Pastel Green |
TRACKS marks evidence in the passage. Highlight the smallest meaningful phrase. The shapes Circle, Box, and Triangle are used only to analyze the prompt.
The Pilgrims at Plymouth and ancient Egyptians near the Nile both depended on natural resources. When you explain your evidence, you help readers understand why those resources mattered.
Module 2 built theses. Module 3 added evidence. Module 4 adds the explanation: telling what the evidence means in your own words and how it proves the thesis (central idea).
People, resources, actions, and settings that explain how natural resources helped the Pilgrims build a colony.
| TRACKS mark | Color label | What I found (paragraph number and words) |
|---|---|---|
| T: Time | Pastel Green | |
| R: Reactions | Pastel Purple | |
| A: Actions | Pastel Yellow | |
| C: Character, Concept, Creature | Pastel Yellow | |
| K: Key Knowledge | Pastel Orange | |
| S: Scenery / Setting | Pastel Green |
Highlight the smallest meaningful phrase. If I cannot say why I highlighted it, I should not highlight it.
People, resources, actions, and effects that show how the Nile River supported civilization and daily life.
| TRACKS mark | Color label | What I found (paragraph number and words) |
|---|---|---|
| T: Time | Pastel Green | |
| R: Reactions | Pastel Purple | |
| A: Actions | Pastel Yellow | |
| C: Character, Concept, Creature | Pastel Yellow | |
| K: Key Knowledge | Pastel Orange | |
| S: Scenery / Setting | Pastel Green |
Which detail helps a reader understand why these everyday moments matter?
The prompt gives me a topic, a charge, and a clue word. I can use the shapes to slow down and see the job.
| Shape | Word | Question I ask myself |
|---|---|---|
| Red circle | Topic | What is this prompt about? |
| Yellow box | Charge | What does the topic do? |
| Green triangle | Clue word | Does the prompt ask WHY or HOW? |
What does it mean to explain evidence? How is explaining different from quoting?
Explain an object without naming it. Tell what it does or why it matters.
| Explaining IS | Explaining IS NOT |
|---|---|
| Telling what evidence means | Copying the quote |
| Showing why it matters | Giving another quote |
| Helping the reader understand more | A random thought |
| Bookend | Signal Markers | What It Does |
|---|---|---|
| Definition | This means, This shows | Tells what the evidence means or why it matters |
| Story/Anecdote | This reminds me of, This makes me think of | Connects the evidence to a relevant life idea |
What does the word this point back to in an explanation?
Thesis (central idea): People settled in places with helpful natural resources because those places provided what they needed to survive.
Evidence: The text states, "There was also fresh water and land where crops could be planted."
Definition: This means Plymouth had resources the Pilgrims needed to live and grow food.
Story/Anecdote: This reminds me of how people need stores, water, and roads near their homes so daily life is easier.
| Flap | What I Write Under It |
|---|---|
| What explaining does | |
| What explaining is not | |
| Definition starters | |
| Story starters |
Cut on the dashed lines. Read a card and decide whether it is evidence or explanation. Set aside a random opinion. Store the cards in your Practice Pocket.
Evidence = passage proof. Explanation = what the proof means in my own words. Neither = opinion.
Cut on the dashed lines. Add these cards to your Practice Pocket.
Keep the cards in your Practice Pocket. Reuse the game to remember what you learned.
This page prints on the back of the card page. Flip a card over to check yourself.
Keep the cards in your Practice Pocket when you finish.
Our Question for Today: Can I tell evidence and explanation apart and add my own explanation?
| Round | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| My partner | |||||
| My point |
Thesis (central idea): The Pilgrims chose Plymouth because it had fresh water, land for crops, trees for building, and a safe harbor.
Evidence: The author says, "The harbor made it possible for their ship to anchor safely."
How do the two bookends help differently? Why does an explanation follow evidence?
| Question | My thinking |
|---|---|
| What is an explanation's job? | |
| How does it differ from evidence? | |
| What does This means tell the reader? | |
| What does This reminds me of tell the reader? | |
| What does this point back to? |
For each item, keep the thesis (central idea) and evidence. Write one Definition and one Story/Anecdote explanation.
Item 1: Thesis (central idea): The Pilgrims chose Plymouth because it had fresh water, land for crops, trees for building, and a safe harbor. Evidence: The text states, "There was also fresh water and land where crops could be planted."
Item 2: Thesis (central idea): Ancient Egyptians depended on the Nile River because it provided water, food, rich soil, and transportation. Evidence: The passage explains, "The river also provided fish to eat and water for drinking and farming."
When have you needed to explain why something matters, not just name it?
Item 3: Thesis (central idea): Water connected life in both passages through survival, farming, and settlement. Evidence: The author describes, "Boats traveled up and down the Nile carrying people and goods."
Compare your Definition and Story/Anecdote explanations. Which helps the reader understand more? Why?
Point to one explanation you wrote well and tell what makes it work.
Revise one explanation you wrote. Check: my revision says what the evidence means and connects to the thesis (central idea). A new quote or an unrelated story does not meet the target.
How would I teach someone else to explain evidence and build a full SCR?
Teach a partner what an explanation does, how it differs from evidence, and what the two bookends sound like.
Complete each part on your own.
Write a short response to this prompt:
Thesis (central idea) and reasons, Green. Evidence, Yellow. Explanation, Red or Pink. Reflective thinking, Blue.
Use my shaped prompt and my plan. Write a clear response.
Choose one: read to a partner, share in author's chair, join a gallery walk, or add your prompt to a class booklet.
Read each line. Check it when I can show it in my work.
| Part | I can show... | Check |
|---|---|---|
| Prompt parts | I marked the topic, charge, and clue word. | |
| Prompt type | I named WHY or HOW and used the clue word. | |
| Writing | My answer matches the job in the prompt. | |
| Conventions | I used complete sentences and capital letters. |
Read the three responses to this prompt. Notice what improves from Low to Medium to High.
| I can... | Not yet | Growing | Got it |
|---|---|---|---|
| Tell what evidence is. | ☐ | ☐ | ☐ |
| Tell what an explanation does. | ☐ | ☐ | ☐ |
| Distinguish evidence from explanation. | ☐ | ☐ | ☐ |
| Use This means or This shows. | ☐ | ☐ | ☐ |
| Use This reminds me of or This makes me think of. | ☐ | ☐ | ☐ |
| Identify what this points back to. | ☐ | ☐ | ☐ |
| Build a full SCR with thesis (central idea), evidence, and explanation. | ☐ | ☐ | ☐ |
| Keep an explanation in original words and connected to proof. | ☐ | ☐ | ☐ |
| Revise and edit the completed response. | ☐ | ☐ | ☐ |
How can a writer explain how their evidence proves the thesis (central idea) in a short constructed response?
Use a question from your day. Say the topic, charge, and clue word. Tell whether it asks WHY or HOW. Then explain the job.
Extend mastery by writing and comparing both explanation types. Why did people settle in places with helpful natural resources?
Build an SCR ladder using everything I have practiced. Which bookend helps my reader most, and why?
Choose one card to talk about with someone at home. End with a conversation, not a worksheet.
What did I teach? What did my family member remember? Write what happened.
Every time I get a score or a grade on my work in this module, I write it here. This can be an exit ticket, a short answer, or a rubric score from my teacher.
| Date | What I did (for example exit ticket, short answer, rubric) | My score | My next goal |
|---|---|---|---|
This chart shows how my scores change over the whole module, not just on one day.
Add a new row every time I get feedback, a score, or a grade on my work.
I can keep this page with my other work. It shows how my thinking grew.
I am ready to grow the next part of my writing tree.