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Grade 3 • Cluster 2 • Module 1 • Getting Started
TEKS 3.12B • S2
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.
Grade 3 • Cluster 2 • Module 1 • Meet My Week
TEKS 3.12B • S2-S3
STUDENT WORKBOOK
Meet My Week
TREES and Shaping the Prompt
Why This Matters to Me
Nothing else in this cluster works until I can tell what a prompt is asking. I will learn to find the topic, charge, and clue word. Then I can choose WHY or HOW thinking before I write.
Essential Question
How can a writer tell exactly what an extended constructed response prompt is asking before writing a single sentence?
My Week Tracker
Check off each day after you finish that day's work.
My First Thinking
Grade 3 • Cluster 2 • Module 1 • Meet My Week
TEKS 3.12B • S27
I Can
I can find the topic, charge, and clue word in an extended constructed response prompt.
I can tell whether a prompt asks WHY or HOW.
I can explain what job the prompt gives me.
I Will
I will read the whole prompt before I mark it.
I will use the clue word to choose the kind of answer I need.
The I Can I want to reach first, and why
Grade 3 • Cluster 2 • Module 1 • Meet My Week
TEKS 3.12B • S10-S14
My Week at a Glance
What I learn
What I read
What I make
How prompts give a writer a topic, a charge, and a clue word.
Two nonfiction passages about Laura Ingalls Wilder and Carmen Lomas Garza.
Marked prompts, a prompt practice page, a short response, and a next step.
Where We Are Going
I will move from noticing the parts of a prompt to marking four prompts on my own. I will finish by teaching someone else how to shape a prompt.
I'll Know I've Got It When...
Check Myself
How I Will Show What I Know
I will show what I know with four shaped prompts, a short writing response, a partner explanation, and the Day 5 exit ticket.
My GRADUATE Learning Path
Stage
Day
What I do
Gather
Day 1
I connect to what I already know.
Reveal
Day 1
I learn how the tree and prompt fit together.
Attempt
Day 2
I practice with BOOM BOOM GRAB.
Discuss
Day 3
I explain why my choices work.
Use Again
Day 3
I shape four prompts 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 prompt shaping to a partner.
Grade 3 • Cluster 2 • Module 1 • Meet My Week
TEKS 3.12B • S2-S3
Say It Together!
These are the exact TEKS this module teaches. Read the code, then say the job in your own words.
3.11B(i):
TEKS says: 3.11B develop drafts into a focused, structured, and coherent piece of writing by: (i) organizing with purposeful structure, including an introduction and a conclusion; and (ii) developing an engaging idea with relevant details.
How I say it: I first identify the prompt's topic, charge, and clue word to organize a focused informational response. WHY is a reason and HOW is a way.
3.12B:
TEKS says: 3.12B compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft.
How I say it: I apply the narrower sentence, noun, capitalization, and spelling focus during additional writing. The official TEKS wording stays the same.
Call and Response
Read this together as a class before we start.
Teacher asks: "Read with prosody, leave some tracks. Shape the prompt and answer back. Write the thesis (central idea), then convince."
Class answers: "Show them proof called evidence. Bring together, signals find, from the text and from my mind! Relate it to all who read. Let my writing meet a need!"
One TEKS I want to practice today
Grade 3 • Cluster 2 • Module 1 • Get Ready
TEKS 3.12B • S28-S29
STUDENT WORKBOOK
Get Ready
Before I begin
Before We Begin: What Do I Already Know?
I already know that a question or prompt gives me a job. I can find details in a passage and tell the difference between proof and what proof shows.
A connection I can make
Remember It!
One idea I remember
Grade 3 • Cluster 2 • Module 1 • Get Ready
TEKS 3.12B • S32-S34
Ready Check
Watch Out! Common Mix-Up Watch out! Explain is the direction given to the writer. The charge is what the topic does. In the model prompt, the stories help.
Where This Fits in My Writing
Shaping the prompt is the first step before I write a thesis (central idea), reasons, evidence, and explanation.
This shows my teacher what I already know. It is not for a grade. Work on your own. You may reread the Laura Ingalls Wilder passage in Read and Interact as often as you want.
Part 1: Prompt Analysis
Read the prompt. Circle the topic in red. Draw a yellow box around the charge. Draw a green triangle around the clue word.
Explain why Laura Ingalls Wilder's stories help readers understand history.
Part 2: Thesis (Central Idea)
Write one sentence that answers the prompt above. Use the topic, use the charge, and add your own answer.
Reason: Laura Ingalls Wilder wrote about hard work on the frontier. Copy one sentence from the passage that proves this reason. Then explain in one sentence why it proves the reason.
The sentence I copied from the passage
Why it proves the reason
Part 6: Passage-Based Paragraph
Write three or four sentences that answer the prompt from Part 1. Use your thesis (central idea), one reason, and one piece of evidence.
My paragraph
Grade 3 • Cluster 2 • Module 1 • Words I Need
TEKS 3.12B • S36
STUDENT WORKBOOK
Words I Need
Tier 1, everyday words
Say each word. Then use one word in a sentence about our tree.
Word
Say it
What it means
Sentence frame
tree
TREE
A tall plant with a trunk and branches.
A tree grows from the ______.
branch
BRANCH
A part that grows out from the trunk of a tree.
A branch grows out of the ______.
grow
GROH
To get bigger or develop over time.
My thinking can ______ like a tree.
reason
REE-zun
Why something happened or why something is true.
One ______ is ______.
proof
PROOF
Something that shows an idea is true.
My ______ comes from the passage.
explain
ik-SPLAYN
To tell about something so others understand it.
I can ______ what the evidence shows.
answer
AN-sur
What you say or write to respond to a question.
My ______ must match the prompt.
word
WURD
A group of letters that means something.
The clue ______ tells me why or how.
shape
SHAYP
To give something a clear form.
First I ______ the prompt.
mark
MARK
To make a sign on something so you can find it again.
I ______ the topic with a red circle.
story
STOR-ee
A telling of what happened.
Laura wrote a ______ about the prairie.
family
FAM-uh-lee
The people you live with and belong to.
Garza painted her ______.
Use one Tier 1 word in a sentence
Grade 3 • Cluster 2 • Module 1 • Words I Need
TEKS 3.12B • S37
Words I Need: Tier 2, academic words
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
prompt
PROMPT
The writing task that tells you what to write about.
The ______ tells me what to prove.
analyze
AN-uh-lyze
To look closely at the parts of something.
I ______ the prompt before I write.
topic
TOP-ik
The noun of importance, what the prompt is about.
The ______ is ______.
charge
CHARJ
The verb of importance, the job the prompt gives you.
The ______ tells me to ______.
clue word
KLOO wurd
The word that shows whether the prompt wants why or how.
The clue word is ______, so this is a ______ prompt.
thesis (central idea)
THEE-sis
The sentence that gives your answer to the prompt.
My thesis (central idea) answers the ______.
evidence
EV-uh-dens
Proof taken straight from the passage.
My ______ comes from paragraph ______.
explanation
ek-spluh-NAY-shun
Telling what the evidence shows.
This ______ means ______.
significance
sig-NIF-uh-kuns
Why something matters.
The ______ of this idea is ______.
structure
STRUK-cher
The way the parts of writing are put together.
Good ______ helps my reader.
statement
STAYT-munt
A sentence that tells rather than asks.
An ECR prompt is usually a ______.
informative
in-FOR-muh-tiv
Writing that gives true information about a topic.
This is an ______ response.
Use one Tier 2 word in a sentence
Grade 3 • Cluster 2 • Module 1 • Words I Need
TEKS 3.12B • S38
Words I Need: Tier 3, passage words
These words come from our passages about Laura Ingalls Wilder and Carmen Lomas Garza.
Word
Say it
What it means
Sentence frame
prairie
PRAIR-ee
A wide, flat area of land covered with grass.
Laura's family lived in small houses on the ______.
frontier
frun-TEER
Land at the edge of a settled area.
Laura shared stories about her childhood on the American ______.
wagon
WAG-un
A vehicle with wheels pulled by animals.
The family traveled by ______.
storytelling
STOR-ee-tel-ing
Sharing events as a story so others can picture them.
Laura's ______ made readers feel part of the story.
traditions
truh-DISH-uns
Ways of doing things passed down in a family or group.
Garza's paintings show family ______.
tamales
tuh-MAH-lays
A Mexican food made of dough steamed in a corn husk.
Families made ______ during the holidays.
culture
KUL-cher
The customs, beliefs, and ways of life of a group.
Garza's art shares Mexican-American ______.
artwork
ART-wurk
Something made by an artist, such as a painting.
Garza's ______ tells stories about family life.
celebration
sel-uh-BRAY-shun
A special event held to honor something.
A holiday can be a family ______.
adventures
ad-VEN-churs
Exciting or unusual experiences.
Laura remembered many interesting ______.
neighbors
NAY-burs
People who live near you.
Laura's stories described helping ______.
Mexican-American
MEK-si-kun uh-MER-i-kun
Describing people of Mexican heritage who live in the United States.
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.
The clue word decides the shape of my answer.
How I Say the Standard!
3.11B(i):
TEKS says: 3.11B develop drafts into a focused, structured, and coherent piece of writing by: (i) organizing with purposeful structure, including an introduction and a conclusion; and (ii) developing an engaging idea with relevant details.
How I say it: I first identify the prompt's topic, charge, and clue word to organize a focused informational response. WHY is a reason and HOW is a way.
3.12B:
TEKS says: 3.12B compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft.
How I say it: I apply the narrower sentence, noun, capitalization, and spelling focus during additional writing. The official TEKS wording stays the same.
Use the same five thinking levels when a prompt asks HOW. HOW asks about methods or relationships.
Level
Symbol
Hidden Question
Student Thinking
Thinking Focus
Level 5 Reflective
Why is it important to everyone?
Student explains a universal lesson.
Stories can keep the past alive for everyone.
Level 4 Independent
Why is it important to the reader?
Student explains personal meaning or application.
Laura's books show that ordinary days are worth remembering.
Level 3 Visible
Why is it important in the passage?
Student explains significance within the text.
Laura's descriptions let readers picture the prairie.
Level 2 Emergent
Why was it done?
Student explains purpose.
Garza wanted family traditions remembered.
Level 1 Foundational
Why did it happen?
Student explains cause.
Laura's family moved to find land to farm.
The Difference Between WHY and HOW
Prompt type
What it asks me to do
Example
WHY
Explain a reason, a purpose, or why something matters.
Explain why Laura Ingalls Wilder's stories help readers understand history.
HOW
Analyze how parts work together or how something happens.
Explain how Carmen Lomas Garza's artwork tells stories about family life.
Naming a detail is not the same as explaining why it matters. Cluster 2 prompts are WHY or HOW.
A thinking level I want to try
Grade 3 • Cluster 2 • Module 1 • Read & Interact
TEKS 3.12B • S39,S44,S48-S49
STUDENT WORKBOOK
Read & Interact
Read with a purpose
Dot, Discover, Drop
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.
TRACKS Legend
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.
Connect It to Our World
Laura Ingalls Wilder's stories and Carmen Lomas Garza's pictures help communities remember ordinary experiences and family traditions.
Background I Need
Laura wrote about childhood on the American frontier. Carmen creates art about Mexican-American family life and traditions.
Words I dotted while reading
Grade 3 • Cluster 2 • Module 1 • Read & Interact
TEKS 3.12B • S47-S49
Laura Ingalls Wilder
Nonfiction passage. Low Stamina. Read every paragraph. Use Dot, Discover, Drop.
1Laura Ingalls Wilder was a writer who shared stories about her childhood on the American frontier. She was born in 1867 in Wisconsin. When Laura was a little girl, her family moved many times as they looked for places to live and farm. They traveled by wagon and lived in small houses on the prairie. Life was often difficult, but Laura remembered many interesting adventures.
2As Laura grew older, she began to write about the experiences she had as a child. She wanted people to understand what life was like for families living long ago. Her stories described building homes, growing food, going to school, and helping neighbors. She also wrote about the challenges families faced, such as cold winters, long journeys, and hard work.
3Laura Ingalls Wilder became famous for writing the Little House books. These books told stories about her life and her family. Many readers enjoyed learning about Laura, her sisters, and her parents. The books helped people imagine what it was like to live on the prairie many years ago.
4Laura's storytelling was special because she wrote in a way that made readers feel as if they were part of the story. People could picture the wide fields, the small homes, and the busy days on the farm. Her books helped children and adults learn about history through stories.
5Today, Laura Ingalls Wilder is remembered as an important author. Her books continue to inspire readers and show how storytelling can keep history alive.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 2 • Module 1 • Read & Interact
TEKS 3.12B • S47-S49
Carmen Lomas Garza
Nonfiction passage. Low Stamina. Read every paragraph. Use Dot, Discover, Drop.
1Carmen Lomas Garza is a Mexican-American artist who is well known for creating paintings that show everyday life in Mexican-American families. She was born in 1948 in Kingsville, Texas. As a child, Carmen enjoyed drawing and paying attention to the special moments she shared with her family and community. Many of those memories later became the inspiration for her artwork.
2Garza's paintings often show scenes from family life, such as cooking together, celebrating holidays, visiting neighbors, or spending time outside. One common scene she paints is families making tamales during the holidays. These simple moments may seem ordinary, but Garza believed they were important parts of culture and should be remembered and celebrated.
3Her artwork uses bright colors and clear details to tell stories. When people look at her paintings, they can often imagine what the people in the picture are doing and how they feel. In this way, Garza's art works almost like storytelling through pictures.
4Carmen Lomas Garza has also written and illustrated children's books. Many of her books are written in both English and Spanish so that more readers can enjoy them. Her books and paintings help people learn about Mexican-American traditions, family life, and community celebrations.
5Today, Garza's artwork is shown in museums and schools across the United States. Through her paintings and books, she has helped preserve important cultural stories and share them with new generations.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 2 • Module 1 • Read & Interact
TEKS 3.12B • S48-S49
Annotate: Laura Ingalls Wilder
People, places, times, and actions that make Laura Ingalls Wilder's life a story worth telling.
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.
My best TRACKS phrase and why I chose it
Grade 3 • Cluster 2 • Module 1 • Read & Interact
TEKS 3.12B • S44,S48-S49
Annotate: Carmen Lomas Garza
People, traditions, places, and effects that make Carmen Lomas Garza's art meaningful.
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
STOP & THINK
Which detail helps a reader understand why these everyday moments matter?
My thinking
Grade 3 • Cluster 2 • Module 1 • Read & Interact
TEKS 3.12B • S48-S49
My Prompt Marking Notes
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?
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Explain why Laura Ingalls Wilder's stories help readers understand history.
Hold up one finger for seed and two fingers for sunlight. Think about this: sunlight is wonderful, but it cannot grow anything by itself. Today I will grow ideas.
Why cannot sunlight grow anything by itself?
2. Reveal: The Growing Tree
The passage and prompt are the dirt. The thesis (central idea) is the trunk. Reasons, evidence, and explanations are branches.
3. Reveal: Shape the Prompt
SCR is usually a question. ECR is usually a statement. ECR prompts usually contain the word why or the word how.
Compare your choices with a partner. Then say what a charge word tells you about the task.
7. Fill In What You Hear
Sentence
My word
An SCR is usually a ______.
An ECR is usually a ______.
The topic is the ______ of importance.
The charge is the ______ of importance.
The clue word tells me ______ or ______ thinking.
STOP & THINK
Which mark goes on the verb of importance?
My answer
Grade 3 • Cluster 2 • Module 1 • Day 2 • ATTEMPT
TEKS 3.12B • S50
STUDENT WORKBOOK
Day 2: Attempt
BOOM BOOM GRAB
✂ Cut out these cards
Cut on the dashed lines. Keep the 3 tree cards in the middle of the table and the 5 sentence cards in a stack. Store all cards in your Pocket Practice.
THESIS (CENTRAL IDEA)
EVIDENCE
EXPLANATION
Laura Ingalls Wilder wrote stories about her early life on the American frontier.
This shows that Laura wanted people to understand what life was like long ago.
Laura Ingalls Wilder helped readers learn about history through storytelling.
Garza's paintings show families cooking together and celebrating holidays.
This helps people understand Mexican-American traditions.
Grade 3 • Cluster 2 • Module 1 • Day 2 • ATTEMPT
TEKS 3.12B • S50
Self-Check (back of cards)
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.
EVIDENCE a branch. It comes straight from the passage.
THESIS (CENTRAL IDEA) the trunk. It answers the prompt.
Evidence
EXPLANATION a branch. It tells what the evidence shows.
Thesis (central idea)
Explanation
Explanation
Evidence
Grade 3 • Cluster 2 • Module 1 • Day 2 • ATTEMPT
TEKS 3.12B • S50
Day 2: Attempt, continued
Our Question for Today: How can a reader tell the difference between a thesis (central idea), evidence, and an explanation?
1. Play It
Sit facing your partner. Place the three tree cards face up between you. Stack the sentence cards face down.
One partner reads a sentence card aloud. Listen to the whole sentence. Do not touch a tree card until you hear BOOM BOOM GRAB.
Grab the tree card that best matches what the sentence is doing.
The first person to grab the correct tree card gets one point.
If you grab the wrong card, put it back and your partner gets the point.
Play all five sentence cards. The player with the most points wins.
Check each answer against the Self-Check key on the back of the cards.
Put every card back in Pocket Practice.
2. Show My Score
Round
1
2
3
4
5
My partner
My point
3. Talk About It
Say why one card matched one sentence.
My reason
4. Mark the Partner Prompt
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Explain how Carmen Lomas Garza's artwork tells stories about family life.
This is a WHY or HOW prompt because...
Grade 3 • Cluster 2 • Module 1 • Day 3 • DISCUSS + USE
TEKS 3.12B • S50
STUDENT WORKBOOK
Day 3: Discuss + Use
I explain my thinking
Our Question for Today
Why does knowing the parts of a prompt make a writer's answer stronger?
1. Discuss
Explain your reasoning, not just your answer.
Question
My thinking
What helped you know that a sentence was evidence?
How did you know when something was explanation?
What does a thesis (central idea) do?
Why do prompts use words like why and how?
Compare prompt 1 and prompt 2. Which one needs because, and how do you know?
My discussion notes
Grade 3 • Cluster 2 • Module 1 • Day 3 • DISCUSS + USE
TEKS 3.12B • S50
2. My Personal Connection
Connect a family memory or tradition to one of the passages. Tell which detail made you think of it.
My connection and the detail that made me think of it
Retell how Laura Ingalls Wilder and Carmen Lomas Garza keep memories alive.
My retelling
Tell one way a written story and a picture are alike.
My comparison
Grade 3 • Cluster 2 • Module 1 • Day 3 • DISCUSS + USE
TEKS 3.12B • S50
STOP & THINK
The charge is what the topic does. In the model prompt, what do the stories do?
My answer
3. Use: Try It On Your Own!
Work alone. Read each prompt. Circle the topic in red. Draw a yellow box around the charge. Draw a green triangle around the clue word. Then write WHY or HOW.
1
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Explain why Laura Ingalls Wilder's stories help readers understand history.
WHY or HOW: ____________________
2
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Explain how Carmen Lomas Garza's artwork tells stories about family life.
WHY or HOW: ____________________
Why does the clue word matter?
Grade 3 • Cluster 2 • Module 1 • Day 3 • DISCUSS + USE
TEKS 3.12B • S50
Prompt Shaping Practice, continued
Finish the last two prompts on your own. Then check each mark and type.
1
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Explain why Laura Ingalls Wilder became an important author.
WHY or HOW: ____________________
2
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Explain how Carmen Lomas Garza preserves cultural traditions through art.
WHY or HOW: ____________________
Embedded Check
Did I mark the topic, charge, and clue word? Did I name WHY or HOW?
What makes my strongest prompt analysis work?
Grade 3 • Cluster 2 • Module 1 • Day 4 • AWARD + TARGET
TEKS 3.12B • S50
STUDENT WORKBOOK
Day 4: Award + Target
I notice evidence of my growth
Our Question for Today
What did my brain learn to do this week that it could not do before?
1. Award the Best Parts
Draw a small tree. On the roots write, I understood the prompt. On the trunk write, I wrote my thesis (central idea). On the branches write, Evidence and Explanation. Place a star on the trunk.
My Award Tree (draw it here)
Roots and ground
Something I did well, and where I did it
2. Target My Next Step
Choose one goal grounded in my four prompt practice pages.
Teach a partner one thing you learned. Use the frames below.
The noun of importance is ____________ because ____________.
The verb of importance is ____________ because ____________.
This is a WHY prompt because the clue word is ____________.
This is a HOW prompt because the clue word is ____________.
WHY prompts use the word why or a word that means why, so my answer must give a ____________.
My partner taught me...
2. Educate with the Writing Process Poem
Read each line after my teacher, army chant style.
Read with prosody, leave some tracks. Shape the prompt and answer back. Write the thesis (central idea), then convince, Show them proof called evidence. Bring together, signals find, From the text and from my mind! Relate it to all who read. Let my writing meet a need!
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Explain why Carmen Lomas Garza painted everyday family moments.
My WHY or HOW
One sentence telling a friend what this prompt is asking me to do
Check My Exit Ticket
STOP & THINK
I can teach the three marks: circle the topic in red, box the charge in yellow, and triangle the clue word in green.
My final Day 5 thought
Grade 3 • Cluster 2 • Module 1 • Write More
TEKS 3.12B • S62-S63
STUDENT WORKBOOK
Write More
Plan, draft, revise, edit, and share
My Writing Assignment
Write a short response to this prompt:
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Explain why Laura Ingalls Wilder's stories help readers understand history.
My Plan
Shape the prompt. Mark the topic, charge, and clue word.
Write the prompt type: WHY or HOW.
List two things from the passage that could become a reason.
Circle the stronger one.
Two possible reasons from the passage
The stronger reason is...
Color Words I Can Use
Thesis (central idea) and reasons, Green. Evidence, Yellow. Explanation, Red or Pink. Reflective thinking, Blue.
My thesis (central idea) starter
Grade 3 • Cluster 2 • Module 1 • Write More
TEKS 3.12B • S71
My Draft
Use my shaped prompt and my plan. Write a clear response.
Draft, page 1
A sentence I want to keep
Grade 3 • Cluster 2 • Module 1 • Write More
TEKS 3.12B • S72
Revise, Edit, and Share
Revise
Edit
My improved sentence
Share
Choose one: read to a partner, share in author's chair, join a gallery walk, or add your prompt to a class booklet.
My sharing plan
Grade 3 • Cluster 2 • Module 1 • Write More
TEKS 3.12B • S51-S53,S64
Before I Turn It In
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.
Study the Samples
Read the three responses to this prompt. Notice what improves from Low to Medium to High.
Explain why Laura Ingalls Wilder became an important author.
Low Example analysis: the student circles Laura and boxes Explain, then states that the prompt is about Laura Ingalls Wilder. What is missing: the charge should be became. The green triangle is absent, and the explanation names only the topic.
Medium Topic: Laura Ingalls Wilder. Charge: became. Clue: why. The student explains only that the writing is about why she is important. What is missing: the final sentence does not explicitly identify the task as giving a reason.
High Topic: Laura Ingalls Wilder. Charge: became. Clue: why. WHY; the answer must give a reason. The student explains that the prompt requires a reason and predicts a connector such as because. Why it works: the analysis names the topic, charge, clue word, answer type, and required thinking.
How can a writer tell exactly what an extended constructed response prompt is asking before writing a single sentence?
The answer A writer can tell exactly what an ECR prompt is asking by marking its three parts: the topic in a red circle, the charge in a yellow box, and the clue word in a green triangle. Together these words name the subject, the job, and the kind of thinking the response must use. WHY calls for a reason; HOW calls for a way or method.
My Final Thinking (in my own words)
What Changed in My Thinking?
At first I thought...
Now I think...
Try It Another Way
Use a question from your day. Say the topic, charge, and clue word. Tell whether it asks WHY or HOW. Then explain the job.
Choose one card to talk about with someone at home. End with a conversation, not a worksheet.
Teach the Three Marks Teach someone at home the three marks: red circle for the topic, yellow box for the charge, green triangle for the clue word. Ask that person a question about their day. Say which words would get each mark. Write one sentence: The clue word in my question was ____________, so it was a ____________ question. Ask them: what is the hardest part of knowing what a question is really asking?
Family member signature: ____________________
Ordinary Day Detective Look around your home for one ordinary thing that would be worth writing about a hundred years from now. Write two sentences about it. Use one proper noun with a capital letter. Read your two sentences out loud to someone at home. Ask them: what ordinary thing from when you were my age do you still remember?
Family member signature: ____________________
Say It, Then Write It Look at the word bank: topic, charge, clue word, why, how. Say this sentence out loud three times before you write it: The clue word tells me if the question wants why or how. You may talk about this card in any language you speak at home first. Then write or draw one prompt with a red circle, a yellow box, and a green triangle. Drawing the marks counts. Ask them: can you find a question somewhere in our home, on a package or a sign? Point to its topic.
Family member signature: ____________________
My Family Conversation Notes
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
Why This Helps Me
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.
The most useful word I learned
The prompt part I can find fastest
My Strong Roots
I am ready to grow the next part of my writing tree.
A note to my future writer self
My Proud Moment This Week
Grade 3 • Cluster 2 • Module 2 • Getting Started
TEKS 3.12B • S2
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.
Grade 3 • Cluster 2 • Module 2 • Meet My Week
TEKS 3.12B • S2-S3
STUDENT WORKBOOK
Meet My Week
Writing the Thesis (central idea) (The Trunk of the Tree)
Why This Matters to Me
A thesis (central idea) is the trunk of my writing tree. It holds the response together. I will learn to keep the prompt's noun and verb, then add my own answer so my reader learns something new.
Essential Question
How does a writer turn a prompt into a sentence that gives the reader the answer?
My Week Tracker
Check off each day after you finish that day's work.
My First Thinking
Grade 3 • Cluster 2 • Module 2 • Meet My Week
TEKS 3.12B • S27
I Can
I can find the noun of importance and verb of importance in a prompt.
I can add my own answer from the passage.
I can write a thesis (central idea) that fits WHY or HOW.
I Will
I will use because for a WHY thesis (central idea) and through or by for a HOW thesis (central idea).
I will make sure my answer adds information beyond the prompt.
The I Can I want to reach first, and why
Grade 3 • Cluster 2 • Module 2 • Meet My Week
TEKS 3.12B • S10-S14
My Week at a Glance
What I learn
What I read
What I make
How to build a thesis (central idea) with three parts: noun, verb, and my own answer.
Two nonfiction passages about Laura Ingalls Wilder and Carmen Lomas Garza.
Matched prompt/thesis (central idea) pairs, two independent theses, a trunk drawing, and an exit ticket.
Where We Are Going
I will move from seeing the three parts to building a thesis (central idea) that answers the prompt with passage support. I will finish by teaching a partner and completing the exit ticket.
I'll Know I've Got It When...
Check Myself
How I Will Show What I Know
I will show what I know with matched prompt/thesis (central idea) pairs, two independent theses, a Strong Trunk Award, and a Day 5 exit ticket.
My GRADUATE Learning Path
Stage
Day
What I do
Gather
Day 1
I see a Trunkless Tree and discover why a thesis (central idea) matters.
Reveal
Day 1
I learn the three parts and the WHY/HOW connecting words.
Attempt
Day 2
I practice with Memory Match.
Discuss
Day 3
I explain why part three must add information.
Use Again
Day 3
I write two independent theses on my own.
Award
Day 4
I underline my original answer and name my strength.
Target
Day 4
I choose my next step.
Explain/Educate
Day 5
I teach a partner and complete the exit ticket.
Grade 3 • Cluster 2 • Module 2 • Meet My Week
TEKS 3.12B • S2-S3
Say It Together!
These are the exact TEKS this module teaches. Read the code, then say the job in your own words.
3.11B(i):
TEKS says: 3.11B develop drafts into a focused, structured, and coherent piece of writing by: (i) organizing with purposeful structure, including an introduction and a conclusion; and (ii) developing an engaging idea with relevant details; 3.12B compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft; 3.11C revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity; 3.11D edit drafts using standard English conventions, including: (i) complete simple and compound sentences with subject-verb agreement; (ii) past, present, and future verb tense; (iii) singular, plural, common, and proper nouns; (iv) adjectives, including their comparative and superlative forms; (v) adverbs that convey time and adverbs that convey manner; (vi) prepositions and prepositional phrases; (vii) pronouns, including subjective, objective, and possessive cases; (viii) coordinating conjunctions to form compound subjects, predicates, and sentences; (ix) capitalization of official titles of people, holidays, and geographical names and places; (x) punctuation marks, including apostrophes in contractions and possessives and commas in compound sentences and items in a series; and (xi) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words.
How I say it: I retain the prompt's noun and verb, add an answer supported by the passage, and select a subordinator for WHY or a preposition for HOW. Revise and edit the sentence.
3.12B:
TEKS says: 3.12B compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft; 3.11B(i) organizing with purposeful structure, including an introduction and a conclusion.
How I say it: I keep the noun and verb of importance from the prompt and add an original answer supported by the passage.
Call and Response
Read this together as a class before we start.
Teacher asks: "What does the ECR trunk need?"
Class answers: "Noun of importance, verb of importance, and an original answer!"
One TEKS I want to practice today
Grade 3 • Cluster 2 • Module 2 • Get Ready
TEKS 3.12B • S28-S29
STUDENT WORKBOOK
Get Ready
Before I begin
Before We Begin: What Do I Already Know?
I can shape a prompt with circle, box, and triangle. I can tell whether a prompt asks WHY or HOW. I know the noun of importance and the verb of importance.
A connection I can make
Remember It!
One idea I remember
Grade 3 • Cluster 2 • Module 2 • Get Ready
TEKS 3.12B • S32-S34
Ready Check
Watch Out! Common Mix-Up Watch out! A thesis (central idea) must add information beyond the prompt. If I only repeat the noun and verb, my reader learns nothing new.
Where This Fits in My Writing
The thesis (central idea) is the trunk of the TREE. Reasons and evidence will grow as branches. This module builds the trunk.
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.
Part 1: Prompt Analysis
Read the prompt. Circle the topic in red. Draw a yellow box around the charge. Draw a green triangle around the clue word.
Explain why Laura Ingalls Wilder's stories help readers understand history.
Part 2: Thesis (Central Idea)
Write one sentence that answers the prompt above. Use the topic, use the charge, and add your own answer.
Reason: Laura Ingalls Wilder wanted to share her experiences. Copy one sentence from the passage that supports this reason. Then explain in one sentence how it proves the thesis (central idea).
The sentence I copied from the passage
Why it proves the reason
Part 6: Passage-Based Paragraph
Write three or four sentences that answer the prompt from Part 1. Use your thesis (central idea), one reason, and one piece of evidence.
My paragraph
Grade 3 • Cluster 2 • Module 2 • Words I Need
TEKS 3.12B • S36
STUDENT WORKBOOK
Words I Need
Tier 1, everyday words
Say each word. Then use one word in a sentence about our passages.
Word
Say it
What it means
Sentence frame
trunk
TRUNK
The thick main stem of a tree.
The trunk holds the tree up.
strong
STRONG
Not weak; able to hold a lot.
A strong thesis (central idea) holds the writing up.
build
BILD
Put parts together to make something.
Build the thesis (central idea) from three parts.
part
PART
One piece of a whole thing.
A thesis (central idea) has three parts.
sentence
SEN-tens
A group of words that tells a complete idea.
A thesis (central idea) is one sentence.
answer
AN-sur
What is said back to a question or task.
The answer comes from thinking about the passage.
match
MACH
Go together correctly.
The thesis (central idea) must match the prompt.
understand
un-der-STAND
Know what something means.
Readers understand history through stories.
history
HIS-tuh-ree
Events that happened in the past.
Laura wrote about history.
paint
PAYNT
Make a picture with color.
Garza paints family scenes.
daily
DAY-lee
Happening every day.
Laura described daily life.
author
AW-ther
A person who writes books.
Laura became an important author.
Use one Tier 1 word in a sentence
Grade 3 • Cluster 2 • Module 2 • Words I Need
TEKS 3.12B • S37
Words I Need: Tier 2, academic words
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 ______.
subordinator
sub-OR-din-ay-ter
A connecting word for WHY, such as because, since, or when.
I use a ______ for a WHY thesis (central idea).
preposition
prep-oh-ZIH-shun
A word showing a relationship, such as through, by, or with.
I use a ______ for a HOW thesis (central idea).
prompt
PROMPT
The writing task that tells you what to write about.
The ______ gives me the noun and verb.
noun of importance
NOWN uv im-POR-tens
The topic word or phrase in the prompt.
The ______ is ______.
verb of importance
VURB uv im-POR-tens
The action or relationship the prompt gives the topic.
The ______ tells me to ______.
structure
STRUK-cher
The way the parts of a sentence are put together.
The clue word guides the ______.
restate
ree-STAYT
Say the same thing again in a new way.
A thesis (central idea) must do more than ______ the prompt.
support
suh-PORT
Hold up or prove an idea.
Reasons ______ the thesis (central idea).
Use one Tier 2 word in a sentence
Grade 3 • Cluster 2 • Module 2 • Words I Need
TEKS 3.12B • S38
Words I Need: Tier 3, passage words
These words come from our passages about Laura Ingalls Wilder and Laura Ingalls Wilder (continued).
Word
Say it
What it means
Sentence frame
frontier
frun-TEER
Land at the edge of a settled area.
Laura's family lived on the American ______.
prairie
PRAIR-ee
A wide, flat area of land covered with grass.
Laura's family lived in small houses on the ______.
grasslands
GRASS-lands
Large open areas covered mostly in grass.
Sometimes the family lived on wide, open ______.
chores
chorz
Small jobs done regularly around a home or farm.
Laura helped her family with ______.
settled
SET-uld
Moved to a place and made a home there.
The family ______ in a new place and made a home.
Kingsville
KINGZ-vil
The Texas city where Carmen Lomas Garza was born.
Carmen Lomas Garza was born in ______, Texas.
illustrated
IL-us-tray-ted
Made pictures for a book.
Garza wrote and ______ children's books.
heritage
HAIR-i-tij
Traditions and history passed down in a family.
Garza's paintings show her family's cultural ______.
techniques
tek-NEEKS
Special ways of doing something skillfully.
She learned new ______ for creating paintings.
community
kuh-MYOO-ni-tee
A group of people who live in the same place.
Carmen shared special moments with her family and ______.
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.
The clue word decides the shape of my answer.
How I Say the Standard!
3.11B(i):
TEKS says: 3.11B develop drafts into a focused, structured, and coherent piece of writing by: (i) organizing with purposeful structure, including an introduction and a conclusion; and (ii) developing an engaging idea with relevant details; 3.12B compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft; 3.11C revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity; 3.11D edit drafts using standard English conventions, including: (i) complete simple and compound sentences with subject-verb agreement; (ii) past, present, and future verb tense; (iii) singular, plural, common, and proper nouns; (iv) adjectives, including their comparative and superlative forms; (v) adverbs that convey time and adverbs that convey manner; (vi) prepositions and prepositional phrases; (vii) pronouns, including subjective, objective, and possessive cases; (viii) coordinating conjunctions to form compound subjects, predicates, and sentences; (ix) capitalization of official titles of people, holidays, and geographical names and places; (x) punctuation marks, including apostrophes in contractions and possessives and commas in compound sentences and items in a series; and (xi) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words.
How I say it: I retain the prompt's noun and verb, add an answer supported by the passage, and select a subordinator for WHY or a preposition for HOW. Revise and edit the sentence.
3.12B:
TEKS says: 3.12B compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft; 3.11B(i) organizing with purposeful structure, including an introduction and a conclusion.
How I say it: I keep the noun and verb of importance from the prompt and add an original answer supported by the passage.
Student explains a cause using because, since, or when.
Reason or cause
Emergent (Orange)
Why was it done?
Student explains a purpose or motive.
Purpose and motivation
Visible (Yellow)
Why is it important in the passage?
Student explains text-based importance.
Evidence and relevance
Independent (Green)
How do the ideas connect?
Student uses through the use of Strategy and technique
Reflective (Blue)
Why does it matter beyond one text?
Student explains how everyday stories preserve history.
Broader meaning
The Difference Between WHY and HOW
Prompt type
What it asks me to do
Example
WHY
Explain a reason, a purpose, or why something matters.
Explain why Laura Ingalls Wilder's stories help readers understand history.
HOW
Analyze how parts work together or how something happens.
Explain how Carmen Lomas Garza's artwork tells stories about family life.
A WHY thesis (central idea) uses because and gives a reason. A HOW thesis (central idea) uses through or by and gives a way. The clue word tells me which connecting word to choose.
A thinking level I want to try
Grade 3 • Cluster 2 • Module 2 • Read & Interact
TEKS 3.12B • S39,S44,S48-S49
STUDENT WORKBOOK
Read & Interact
Read with a purpose
Dot, Discover, Drop
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.
TRACKS Legend
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.
Connect It to Our World
Laura Ingalls Wilder's stories and Carmen Lomas Garza's paintings both preserve everyday moments. A clear thesis (central idea) helps a writer explain why those moments matter.
Background I Need
Laura wrote about frontier childhood. Carmen creates art about Mexican-American family life. Module 1 taught prompt shaping. Module 2 turns that analysis into a thesis (central idea).
Words I dotted while reading
Grade 3 • Cluster 2 • Module 2 • Read & Interact
TEKS 3.12B • S47-S49
Laura Ingalls Wilder
Nonfiction passage. Medium Stamina. Read every paragraph. Use Dot, Discover, Drop.
1Laura Ingalls Wilder was a writer who shared stories about her childhood on the American frontier. She was born in 1867 in Wisconsin. When Laura was a little girl, her family moved many times as they looked for places to live and farm. They traveled by wagon and lived in small houses on the prairie. Life was often difficult, but Laura remembered many interesting adventures.
2When Laura was growing up, there were not many towns on the prairie. Families had to work hard to build homes and take care of their farms. Many people grew their own food and made things they needed at home. Laura helped her family with chores and learned many skills that were important for frontier life.
3The Ingalls family moved several times during Laura's childhood. They lived in Wisconsin, Kansas, Minnesota, Iowa, and South Dakota. Each place was different, and Laura experienced many new things. Sometimes the family lived near forests. Other times they lived on wide, open grasslands. Moving was not always easy, but it gave Laura many stories to remember.
4As Laura grew older, she began to write about the experiences she had as a child. She wanted people to understand what life was like for families living long ago. Her stories described building homes, growing food, going to school, and helping neighbors. She also wrote about the challenges families faced, such as cold winters, long journeys, and hard work.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 2 • Module 2 • Read & Interact
TEKS 3.12B • S47-S49
Laura Ingalls Wilder (continued)
Nonfiction passage. Medium Stamina. Read every paragraph. Use Dot, Discover, Drop.
5Laura believed that everyday life could tell an important story. She wrote about simple moments that helped readers understand the past. Her books described family gatherings, school lessons, holiday celebrations, and daily chores. Through her writing, readers could learn about history while enjoying a story.
6Laura Ingalls Wilder became famous for writing the Little House books. These books told stories about her life and her family. Many readers enjoyed learning about Laura, her sisters, and her parents. The books helped people imagine what it was like to live on the prairie many years ago.
7The Little House books became popular because they shared details about frontier life. Readers learned how families traveled, worked, and solved problems. The books showed how people depended on one another and worked together during difficult times.
8Laura's storytelling was special because she wrote in a way that made readers feel as if they were part of the story. People could picture the wide fields, the small homes, and the busy days on the farm. Her books helped children and adults learn about history through stories.
9Today, Laura Ingalls Wilder is remembered as an important author. Her books continue to inspire readers and show how storytelling can keep history alive. Even many years after they were written, her stories help people understand what life was like on the American frontier.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 2 • Module 2 • Read & Interact
TEKS 3.12B • S47-S49
Carmen Lomas Garza
Nonfiction passage. Medium Stamina. Read every paragraph. Use Dot, Discover, Drop.
1Carmen Lomas Garza is a Mexican-American artist who is well known for creating paintings that show everyday life in Mexican-American families. She was born in 1948 in Kingsville, Texas. As a child, Carmen enjoyed drawing and paying attention to the special moments she shared with her family and community. Many of those memories later became the inspiration for her artwork.
2Garza's paintings often show scenes from family life, such as cooking together, celebrating holidays, visiting neighbors, or spending time outside. One common scene she paints is families making tamales during the holidays. These simple moments may seem ordinary, but Garza believed they were important parts of culture and should be remembered and celebrated.
3Her artwork uses bright colors and clear details to tell stories. When people look at her paintings, they can often imagine what the people in the picture are doing and how they feel. In this way, Garza's art works almost like storytelling through pictures.
4Carmen Lomas Garza has also written and illustrated children's books. Many of her books are written in both English and Spanish so that more readers can enjoy them. Her books and paintings help people learn about Mexican-American traditions, family life, and community celebrations.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 2 • Module 2 • Read & Interact
TEKS 3.12B • S47-S49
Carmen Lomas Garza (continued)
Nonfiction passage. Medium Stamina. Read every paragraph. Use Dot, Discover, Drop.
5Today, Garza's artwork is shown in museums and schools across the United States. Through her paintings and books, she has helped preserve important cultural stories and share them with new generations.
6As Carmen grew older, she continued to develop her artistic skills. She studied art in school and learned different ways to create paintings. Even as she learned new techniques, she remained focused on showing the experiences and traditions that were important to her family and community. She wanted her artwork to reflect real memories and everyday life.
7Many people enjoy looking at Garza's paintings because they recognize activities that are similar to experiences in their own families. Others learn about traditions they may not have known before. Her artwork helps people understand how families celebrate, work together, and spend time with one another.
8Museums often display Garza's paintings because they tell stories about culture and history. Teachers also use her books and artwork to help students learn about different communities. Through her work, Carmen Lomas Garza has helped people appreciate the importance of family traditions and cultural heritage.
9Today, her paintings continue to inspire new audiences. People of all ages can learn from the scenes she created and the stories they tell. By sharing her memories through art, Carmen Lomas Garza has helped preserve an important part of history for future generations.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 2 • Module 2 • Read & Interact
TEKS 3.12B • S48-S49
Annotate: Laura Ingalls Wilder
People, places, times, and actions that make Laura Ingalls Wilder's life a story worth telling.
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.
My best TRACKS phrase and why I chose it
Grade 3 • Cluster 2 • Module 2 • Read & Interact
TEKS 3.12B • S44,S48-S49
Annotate: Laura Ingalls Wilder (continued)
People, places, times, and actions that make Laura Ingalls Wilder's life a story worth telling.
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
STOP & THINK
Which detail helps a reader understand why these everyday moments matter?
My thinking
Grade 3 • Cluster 2 • Module 2 • Read & Interact
TEKS 3.12B • S48-S49
My Prompt Marking Notes
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?
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Explain why Laura Ingalls Wilder's stories help readers understand history.
ELPS today: 1(E) Demonstrate listening comprehension from information presented orally during formal and informal classroom interactions by recalling, retelling, responding, or asking for clarification or additional details; 3(F) Derive meaning from and demonstrate comprehension of content-area texts using visual,...
STUDENT WORKBOOK
Day 1: Gather + Reveal
I prepare the ground for my ideas
Our Question for Today
What happens when a tree has no trunk? What happens when a response has no thesis (central idea)?
1. Gather: Trunkless Tree
A tree without a trunk cannot hold its branches. A response without a thesis (central idea) cannot hold its reasons and evidence.
6. Practice: Restatement or Thesis (central idea)?
Read each sentence. Write T for a complete thesis (central idea) or R for a restatement that only repeats the prompt.
Sentence
T or R?
Laura Ingalls Wilder's stories help readers understand history.
Laura Ingalls Wilder's stories help readers understand history because they describe daily life on the prairie.
Carmen Lomas Garza's artwork tells stories about family life.
Carmen Lomas Garza's artwork tells stories about family life through colorful paintings of everyday moments.
How did I know which sentences were restatements?
STOP & THINK
What must a thesis (central idea) have that a restatement does not?
My answer
Grade 3 • Cluster 2 • Module 2 • Day 2 • ATTEMPT
TEKS 3.12B • S50
STUDENT WORKBOOK
Day 2: Attempt
Thesis (central idea) / Prompt Memory Match
✂ Cut out these cards (sheet 1 of 2)
Match each prompt card to its thesis (central idea) card. Name the original answer before keeping the pair.
THESIS (CENTRAL IDEA)
EVIDENCE
EXPLANATION
Laura Ingalls Wilder's stories help readers understand history because they describe daily life on the prairie.
Carmen Lomas Garza's artwork tells stories about family life through colorful paintings of everyday moments.
Laura Ingalls Wilder became an important author because she shared real experiences from life on the frontier.
Grade 3 • Cluster 2 • Module 2 • Day 2 • ATTEMPT
TEKS 3.12B • S50
Self-Check (sheet 1 of 2)
Does my thesis (central idea) have three parts: noun, verb, and my own answer?
EVIDENCE a branch. It comes straight from the passage.
THESIS (CENTRAL IDEA) the trunk. It answers the prompt.
Thesis (central idea): WHY
EXPLANATION a branch. It tells what the evidence shows.
Thesis (central idea): WHY
Thesis (central idea): HOW
Grade 3 • Cluster 2 • Module 2 • Day 2 • ATTEMPT
TEKS 3.12B • S50
STUDENT WORKBOOK
Day 2: Attempt
Thesis (central idea) / Prompt Memory Match
✂ Cut out these cards (sheet 2 of 2)
Match each prompt card to its thesis (central idea) card. Name the original answer before keeping the pair.
Carmen Lomas Garza painted everyday family moments because she believed cultural traditions should be remembered and celebrated.
Carmen Lomas Garza preserves cultural traditions through paintings that show family celebrations and traditions.
Laura Ingalls Wilder made readers feel like they were part of her stories by describing wide fields, small homes, and busy days on the farm.
Laura Ingalls Wilder's books continue to inspire readers because they show how storytelling can keep history alive.
Carmen Lomas Garza shares Mexican-American culture with others through paintings and books about family traditions and celebrations.
Grade 3 • Cluster 2 • Module 2 • Day 2 • ATTEMPT
TEKS 3.12B • S50
Self-Check (sheet 2 of 2)
Does my thesis (central idea) have three parts: noun, verb, and my own answer?
Thesis (central idea): HOW
Thesis (central idea): WHY
Thesis (central idea): WHY
Thesis (central idea): HOW
Thesis (central idea): HOW
Grade 3 • Cluster 2 • Module 2 • Day 2 • ATTEMPT
TEKS 3.12B • S50
ELPS today: 2(F) Restate, ask questions about, or respond to information during formal and informal classroom interactions; 3(F) Derive meaning from and demonstrate comprehension of content-area texts using visual, contextual, and linguistic supports
Day 2: Attempt
Our Question for Today: Can I match a prompt to its thesis (central idea) and name the original answer?
1. Memory Match
Shuffle eight prompt cards and eight thesis (central idea) cards face down in four rows of four.
Turn over two cards. If they match, name the original answer and keep the pair.
If they do not match, turn them back. Switch players.
The player with more pairs wins.
Check your pairs against the answer key.
Round
1
2
3
4
5
My partner
My point
2. Mark the Garza Prompt
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Explain how Carmen Lomas Garza's artwork tells stories about family life.
Noun: ______ Verb: ______ Clue word: ______ My answer: ______
My thesis (central idea) for this prompt
Grade 3 • Cluster 2 • Module 2 • Day 3 • DISCUSS + USE
TEKS 3.12B • S50
ELPS today: 1(E) Demonstrate listening comprehension from information presented orally during formal and informal classroom interactions by recalling, retelling, responding, or asking for clarification or additional details; 2(E) Narrate, describe, or explain information orally with increasing specificity and detail during...
STUDENT WORKBOOK
Day 3: Discuss + Use
I explain my thinking
Our Question for Today
Why must part three add information beyond the prompt?
1. Discuss
Question
My thinking
Which two parts can I take from the prompt?
Which part must come from my thinking about the passage?
How does the clue word help me choose a connecting word?
What is the difference between restating the prompt and answering it?
Why does the reader need part three?
My discussion notes
Grade 3 • Cluster 2 • Module 2 • Day 3 • DISCUSS + USE
TEKS 3.12B • S50
2. Write Two Independent Theses
Shape each prompt. Find the noun, verb, and clue word. Add your own answer from the passage. Use the matching connecting word.
3
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Explain why Carmen Lomas Garza's artwork is important to culture.
Noun: ______ Verb: ______ Clue word: ______
4
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Explain how Laura Ingalls Wilder helps readers imagine life on the prairie.
Noun: ______ Verb: ______ Clue word: ______
My thesis (central idea) for prompt 1
My thesis (central idea) for prompt 2
Embedded Check
Grade 3 • Cluster 2 • Module 2 • Day 3 • DISCUSS + USE
TEKS 3.12B • S50
3. My Personal Connection
Describe a family memory that a story or picture could preserve. Tell which passage detail made you think of it.
My connection and the detail that made me think of it
Compare how Laura Ingalls Wilder and Carmen Lomas Garza preserve everyday moments.
My comparison
Grade 3 • Cluster 2 • Module 2 • Day 3 • DISCUSS + USE
TEKS 3.12B • S50
4. Underline Part Three
Go back to your two independent theses. Underline the original answer in green. Check that it adds information beyond the prompt.
What did part three tell my reader that the prompt did not?
5. Defend Your Thesis (central idea)
Choose one of your theses. Find the passage paragraph that supports your answer. Write the paragraph number and explain the connection.
Paragraph number and how it supports my answer
Grade 3 • Cluster 2 • Module 2 • Day 4 • AWARD + TARGET
TEKS 3.12B • S50
ELPS today: 1(E) Demonstrate listening comprehension from information presented orally during formal and informal classroom interactions by recalling, retelling, responding, or asking for clarification or additional details; 4(F) Write to narrate, describe, explain, respond, or persuade with detail in the content areas
STUDENT WORKBOOK
Day 4: Award + Target
I notice evidence of my growth
Our Question for Today
What did my brain learn to do this week that it could not do before?
1. Strong Trunk Award
Draw a trunk. Underline your original answer in green. Point to the passage detail that supports it.
My Award Tree (draw it here)
Roots and ground
My original answer and the passage detail that supports it
ELPS today: 1(E) Demonstrate listening comprehension from information presented orally during formal and informal classroom interactions by recalling, retelling, responding, or asking for clarification or additional details; 2(E) Narrate, describe, or explain information orally with increasing specificity and detail during...
STUDENT WORKBOOK
Day 5: Explain/Educate
I teach someone else
Our Question for Today
How would I teach someone else to build a thesis (central idea)?
1. Turn and Teach
Teach a partner how to build a thesis (central idea). Name noun, verb, and original answer in order. Explain why you chose because, through, or by.
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Explain why Laura Ingalls Wilder's books continue to inspire readers.
Noun of importance
Verb of importance
My original answer from the passage
My complete thesis (central idea)
Connecting word and prompt type (WHY or HOW)
Check My Exit Ticket
My final Day 5 thought
Grade 3 • Cluster 2 • Module 2 • Write More
TEKS 3.12B • S62-S63
STUDENT WORKBOOK
Write More
Plan, draft, revise, edit, and share
My Writing Assignment
Write a short response to this prompt:
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Explain why Carmen Lomas Garza believed everyday family moments were important enough to paint.
My Plan
Shape the prompt. Find the noun, verb, and clue word.
Write the prompt type: WHY or HOW.
Find an answer from the passage.
Choose the matching connecting word: because for WHY or through for HOW.
Two possible reasons from the passage
The stronger reason is...
Color Words I Can Use
Thesis (central idea) and reasons, Green. Evidence, Yellow. Explanation, Red or Pink. Reflective thinking, Blue.
My thesis (central idea) starter
Grade 3 • Cluster 2 • Module 2 • Write More
TEKS 3.12B • S71
My Draft
Use my shaped prompt and my plan. Write a clear response.
Draft, page 1
A sentence I want to keep
Grade 3 • Cluster 2 • Module 2 • Write More
TEKS 3.12B • S72
Revise, Edit, and Share
Revise
Edit
My improved sentence
Share
Choose one: read to a partner, share in author's chair, join a gallery walk, or add your prompt to a class booklet.
My sharing plan
Grade 3 • Cluster 2 • Module 2 • Write More
TEKS 3.12B • S51-S53,S64
Before I Turn It In
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.
Study the Samples
Read the three responses to this prompt. Notice what improves from Low to Medium to High.
Explain why Carmen Lomas Garza painted everyday family moments.
Low Carmen Lomas Garza painted everyday family moments. What is missing: the original answer and subordinator are missing. The sentence only restates the prompt.
Medium Carmen Lomas Garza painted everyday family moments because she liked them. What is missing: the answer is a guess instead of the belief stated in the passage.
High Carmen Lomas Garza painted everyday family moments because she believed cultural traditions should be remembered and celebrated. Why it works: the noun, verb, and answer are present. Because joins a reason grounded in the passage.
How does a writer turn a prompt into a sentence that gives the reader the answer?
The answer A writer keeps the noun of importance and the verb of importance from the prompt, then adds an original answer supported by the passage, using a subordinator for a WHY prompt or a preposition for a HOW prompt.
My Final Thinking (in my own words)
What Changed in My Thinking?
At first I thought...
Now I think...
Try It Another Way
Use a question from your day. Say the topic, charge, and clue word. Tell whether it asks WHY or HOW. Then explain the job.
Take It Further! Double Thesis (central idea) Challenge
Synthesize both passages in one central idea: Explain how Laura Ingalls Wilder and Carmen Lomas Garza both tell stories about everyday life.
Reread both passages and find one idea that is true of both sources.
Write one HOW thesis (central idea) that fits both passages.
Model: Laura Ingalls Wilder and Carmen Lomas Garza tell stories about everyday life through writing and artwork that show family experiences.
Rewrite the same idea with a stronger preposition: Laura Ingalls Wilder and Carmen Lomas Garza tell stories about everyday life through the use of detailed scenes drawn from their own families.
Partners hear both versions, choose the clearer sentence, and explain how the connecting phrase works.
Name the thinking level on the HOW writing-rigor chart.
My double thesis (central idea), then my stronger preposition version
My Double Thesis (central idea) Challenge
Write your first thesis (central idea), then rewrite it with a stronger preposition.
Choose one card to talk about with someone at home. End with a conversation, not a worksheet.
Teach the Three Parts Teach someone at home the topic, the action, and your original answer. Answer a WHY question using because. Write your sentence and underline the original answer. Ask them: which part of your sentence was your own answer, and why?
Family member signature: ____________________
Because and Through Write one family sentence using because and one using through. Check present tense and capital letters in names. Ask families: which sentence is easier to believe, and why?
Family member signature: ____________________
Frame It First Use the word bank topic, action, answer, because, through. Read this frame: ______ is important to my family because ______. Say it twice, then write it in English. Invite a conversation about a family tradition and why it continues.
Family member signature: ____________________
My Family Conversation Notes
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
Why This Helps Me
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.
The most useful word I learned
The prompt part I can find fastest
My Strong Roots
I am ready to grow the next part of my writing tree.
A note to my future writer self
My Proud Moment This Week
Grade 3 • Cluster 2 • Module 3 • Getting Started
TEKS 3.12B • S2
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.
Grade 3 • Cluster 2 • Module 3 • Meet My Week
TEKS 3.12B • S2-S3
STUDENT WORKBOOK
Meet My Week
Reason/Way (The First Branch of the Tree)
Why This Matters to Me
Reasons are the first branch of the tree that connect the thesis (central idea) to evidence. Strong reasons must be different from one another and directly support the central claim.
Essential Question
How does a writer organize details into distinct reasons that support the thesis (central idea)?
My Week Tracker
Check off each day after you finish that day's work.
My First Thinking
Grade 3 • Cluster 2 • Module 3 • Meet My Week
TEKS 3.12B • S27
I Can
I can find details in a passage that connect to my thesis (central idea).
I can sort details into groups that make sense.
I can name what a group of details has in common.
I can write three reasons that are different from each other.
I Will
I will magnify the passage to find many details.
I will put details that belong together into the same basket.
I will give each basket a name.
I will turn each basket name into a reason or way statement.
The I Can I want to reach first, and why
Grade 3 • Cluster 2 • Module 3 • Meet My Week
TEKS 3.12B • S10-S14
My Week at a Glance
What I learn
What I read
What I make
How to sort details into named baskets and write three distinct reasons.
Two High stamina passages: Laura Ingalls Wilder and Carmen Lomas Garza.
Basket Builder cards, three reason statements, an award, and an exit ticket.
Where We Are Going
I will move from finding details to writing three distinct reason statements, then teach a partner how.
I'll Know I've Got It When...
Check Myself
How I Will Show What I Know
I will show what I know with my Basket Builder sort, three independent reason statements, a Strong Branch Award, and the Day 5 exit ticket.
My GRADUATE Learning Path
Stage
Day
What I do
Gather
Day 1
I stand tall like a tree and start the first branch.
Reveal
Day 1
I magnify the passage and watch a basket sort.
Attempt
Day 2
I play Basket Builder with my group.
Discuss
Day 3
I explain why reasons must be distinct.
Use Again
Day 3
I build three baskets and write reason statements.
Award
Day 4
I earn a Strong Branch Award.
Target
Day 4
I choose one next step.
Explain/Educate
Day 5
I teach reason statements and complete the exit ticket.
Grade 3 • Cluster 2 • Module 3 • Meet My Week
TEKS 3.12B • S2-S3
Say It Together!
These are the exact TEKS this module teaches. Read the code, then say the job in your own words.
3.11B(i):
3.11B(i) develop drafts into a focused, structured, and coherent piece of writing by organizing with purposeful structure, including an introduction and a conclusion.
3.12B:
3.12B compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft.
Call and Response
Read this together as a class before we start.
Teacher asks: "What does the name of the basket tell us about the reason?"
Class answers: "It tells us the reason."
One TEKS I want to practice today
Grade 3 • Cluster 2 • Module 3 • Get Ready
TEKS 3.12B • S28-S29
STUDENT WORKBOOK
Get Ready
Before I begin
Before We Begin: What Do I Already Know?
I can shape a prompt and find its clue word. I can write a thesis (central idea) with all three parts. I know the trunk holds the branches.
A connection I can make
Remember It!
One idea I remember
Grade 3 • Cluster 2 • Module 3 • Get Ready
TEKS 3.12B • S32-S34
Ready Check
Watch Out! Common Mix-Up Watch out! A reason statement that repeats the thesis (central idea) is not finished. Cover part three and ask what the reader still needs to learn. The answer must come from the passage.
Where This Fits in My Writing
The thesis (central idea) is the TREE trunk. Reasons and evidence develop the answer; explanation connects their meaning.
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.
Part 1: Shape the Prompt
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Explain why Laura Ingalls Wilder's stories help readers understand history.
Is this a WHY or HOW prompt? Does it need a reason or a way?
Part 2: Magnify
List at least six details from the Wilder passage that could help answer the prompt.
Frontier Life, Daily Work, and Family and Community are three baskets. Copy one detail from the Wilder passage that belongs in the Daily Work basket. Then tell in one sentence why it fits.
The detail I copied
Why it fits the basket
Part 6: My Reason Statements
Answer the prompt from Part 1 with a thesis (central idea) and three reason statements that are different from each other.
My thesis (central idea) and three reasons
Grade 3 • Cluster 2 • Module 3 • Words I Need
TEKS 3.12B • S36
STUDENT WORKBOOK
Words I Need
Tier 1, everyday words
Tier 1 words are the everyday words you use without thinking about them. Basket. Group. Sort. They are not hard words, but this week they carry big ideas, because you are going to sort your thinking into baskets. Say each word, then show with your hands what sorting looks like.
Word
Say it
What it means
Sentence frame
basket
BAS-kit
A container used to hold things together.
Each ______ holds ideas that go together.
group
GROOP
A set of things that belong together.
I put the details into a ______.
sort
SORT
To put things into groups.
I ______ the cards into baskets.
detail
DEE-tayl
A small piece of information.
One ______ from the passage is specific.
same
SAYM
Not different; alike.
These details belong to the ______ basket.
different
DIF-er-ent
Not the same.
My three reasons must be ______.
name
NAYM
The word we call something.
The ______ of this basket is clear.
work
WURK
Jobs that people do.
Frontier families did hard ______.
food
FOOD
What people eat.
Families grew their own ______.
home
HOHM
The place where a family lives.
They built a ______ on the prairie.
neighbor
NAY-ber
A person who lives near you.
Laura's family helped a ______.
holiday
HOL-ih-day
A special day people celebrate.
Garza painted a ______ celebration.
Use one Tier 1 word in a sentence
Grade 3 • Cluster 2 • Module 3 • Words I Need
TEKS 3.12B • S37
Words I Need: Tier 2, academic words
These are academic thinking words that help us understand questions and explain answers. Say categorize, clapping the syllables: cat-e-go-rize. Now turn to your partner and use the word in a sentence about the cards on your table.
Word
Say it
What it means
Sentence frame
reason
REE-zun
A statement that tells why something is true.
One ______ is ______.
way
WAY
A statement that tells how something happens.
One ______ is ______.
categorize
KAT-uh-guh-ryz
To put ideas into groups that share something.
I ______ the details.
organize
OR-guh-nyz
To arrange ideas so they make sense.
I ______ my ideas before writing.
support details
suh-PORT DEE-taylz
Details that hold up a bigger idea.
My ______ prove my reason.
topic
TOP-ik
What a group of ideas is about.
The ______ of this basket is ______.
magnify
MAG-nih-fy
To look very closely so small things become visible.
I ______ the passage to find details.
distinct
dih-STINGKT
Clearly different from the others.
My reasons must be ______.
relevant
REL-uh-vunt
Closely connected to the idea being discussed.
This detail is ______ because ______.
coherence
koh-HEER-uns
The quality of ideas holding together.
Grouping ideas gives my writing ______.
topic sentence
TOP-ik SEN-tens
The sentence that names what a paragraph is about.
Each basket becomes a ______.
thesis (central idea)
THEE-sis
The sentence that gives your answer to the prompt.
Every basket must support my thesis (central idea).
Use one Tier 2 word in a sentence
Grade 3 • Cluster 2 • Module 3 • Words I Need
TEKS 3.12B • S38
Words I Need: Tier 3, passage words
These words are connected to the historical topics in our passages. When you understand them, the passages become easier to understand.
Word
Say it
What it means
Sentence frame
frontier
frun-TEER
Land at the edge of a settled area.
Laura grew up on the ______.
harvest
HAR-vest
The crops gathered at the end of a growing season.
A good ______ meant food for winter.
blizzard
BLIZ-erd
A severe snowstorm with strong wind.
A ______ made travel hard.
arithmetic
uh-RITH-muh-tik
The study of numbers; math.
Students learned ______ at school.
fiddle
FID-ul
A stringed instrument played with a bow; a violin.
Pa played the ______.
one-room school
wun-room skool
A small school where all ages learn in a single classroom.
Laura attended a ______.
adapted
uh-DAPT-ed
Changed in order to fit a new situation.
The family ______ to new places.
generations
jen-uh-RAY-shuns
Groups of people born and living about the same time.
Laura Ingalls Wilder's stories help readers understand history because they describe daily life on the prairie.
HOW
through, by, with, during
Carmen Lomas Garza's artwork tells stories about family life through colorful paintings of everyday moments.
WHY needs a subordinator. HOW needs a preposition.
How I Say the Standard!
3.11B(i):
3.11B(i) develop drafts into a focused, structured, and coherent piece of writing by organizing with purposeful structure, including an introduction and a conclusion.
3.12B:
3.12B compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft.
Move from locating details to naming categories and explaining why they matter.
Level
Symbol
Hidden Question
Student Thinking
Thinking Focus
Reflective (Level 5)
Why does it matter beyond one text?
I explain how everyday stories preserve history.
Broader meaning
Independent (Level 4)
How do the ideas connect?
I use through the use of or in connection with.
Strategy and technique
Visible (Level 3)
Why is it important in the passage?
I explain text-based importance.
Evidence and relevance
Emergent (Level 2)
Why was it done?
I explain a purpose or motive.
Purpose and motivation
Foundational (Level 1)
Why did it happen?
I explain a cause using because, since, or when.
Reason or cause
The Difference Between WHY and HOW
Prompt type
What it asks me to do
Example
WHY
Explain a reason, a purpose, or why something matters.
Explain why Laura Ingalls Wilder's stories help readers understand history.
HOW
Analyze how parts work together or how something happens.
Explain how Carmen Lomas Garza's artwork tells stories about family life.
Reasons answer WHY prompts; ways answer HOW prompts. Both live on the same branch of the tree, and the clue word decides which word you use.
A thinking level I want to try
Grade 3 • Cluster 2 • Module 3 • Read & Interact
TEKS 3.12B • S39,S44,S48-S49
STUDENT WORKBOOK
Read & Interact
Read with a purpose
Dot, Discover, Drop
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.
TRACKS Legend
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.
Connect It to Our World
You can learn about a community through its stories and artwork. Which detail helps you understand how families lived or celebrated?
Background I Need
Laura Ingalls Wilder describes frontier life. Carmen Lomas Garza depicts Mexican-American traditions and family celebrations. A basket is a category, and the name of the category becomes the reason. If you cannot name the basket, it is not a real category yet.
Words I dotted while reading
Grade 3 • Cluster 2 • Module 3 • Read & Interact
TEKS 3.12B • S47-S49
Laura Ingalls Wilder
Two nonfiction passages at High Stamina. Use Dot, Discover, Drop: place a small dot above details that seem to belong together, discover the connection, then drop the dot when you group them into a basket.
1Laura Ingalls Wilder was a writer who shared stories about her childhood on the American frontier. She was born in 1867 in Wisconsin. When Laura was a little girl, her family moved many times as they looked for places to live and farm. They traveled by wagon and lived in small houses on the prairie. Life was often difficult, but Laura remembered many interesting adventures.
2When Laura was growing up, much of the American frontier was still being settled. Families often moved to new places hoping to find good land for farming. There were few stores, roads, or towns in many areas. People had to depend on their families and neighbors to help them solve problems. Laura's family worked hard to build homes and create a life on the prairie.
3The Ingalls family moved several times during Laura’s childhood. They lived in Wisconsin, Kansas, Minnesota, Iowa, and South Dakota. Each place offered new opportunities and new challenges. Sometimes the family lived near forests where trees provided wood for homes and fires. Other times they lived on wide grasslands where there were very few trees. Laura experienced many different environments as she traveled with her family.
4Traveling during the late 1800s was not easy. Families often rode in wagons pulled by horses or oxen. Trips could take many days or even weeks. Roads were rough, and travelers sometimes had to cross rivers or travel through bad weather. Families packed only the supplies they needed because there was limited space in their wagons.
5Life on the frontier required hard work every day. Laura and her family helped with many chores around the home. They gathered firewood, cared for animals, planted gardens, and helped prepare meals. Children were expected to contribute to the family by helping with daily tasks. Everyone's work was important to the success of the household.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 2 • Module 3 • Read & Interact
TEKS 3.12B • S47-S49
Carmen Lomas Garza
Two nonfiction passages at High Stamina. Use Dot, Discover, Drop: place a small dot above details that seem to belong together, discover the connection, then drop the dot when you group them into a basket.
1Carmen Lomas Garza is a Mexican-American artist who is well known for creating paintings that show everyday life in Mexican-American families. She was born in 1948 in Kingsville, Texas. As a child, Carmen enjoyed drawing and paying attention to the special moments she shared with her family and community. Many of those memories later became the inspiration for her artwork.
2Growing up in South Texas, Carmen spent time with family members, friends, and neighbors who were part of a close community. She enjoyed family gatherings, holiday celebrations, and special traditions that brought people together. These experiences helped shape the stories she would later tell through her paintings.
3When Carmen was young, she often noticed details that other people might overlook. She paid attention to the foods families prepared, the games children played, and the ways neighbors helped one another. She remembered these moments because they were important parts of everyday life. Years later, she used these memories to create artwork that showed the experiences of many Mexican-American families.
4Garza's paintings often show scenes from family life, such as cooking together, celebrating holidays, visiting neighbors, or spending time outside. One common scene she paints is families making tamales during the holidays. Family members often gather around a table to prepare the ingredients and wrap the tamales together. While this may seem like a simple activity, it is also an important tradition that helps bring families together.
5Her paintings also show people celebrating birthdays, attending community events, and spending time with relatives. Many of the scenes are based on real memories from her childhood. By painting these moments, Garza helps preserve traditions that have been passed down from one generation to the next.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 2 • Module 3 • Read & Interact
TEKS 3.12B • S47-S49
Laura Ingalls Wilder (continued)
Two nonfiction passages at High Stamina. Use Dot, Discover, Drop: place a small dot above details that seem to belong together, discover the connection, then drop the dot when you group them into a basket.
6Building a home on the frontier often took time and effort. Families sometimes lived in small cabins built from logs. In places where there were few trees, some families built homes from sod, which was made from thick pieces of grass-covered soil. These homes helped protect families from strong winds and cold weather.
7Weather often affected life on the prairie. Summers could be hot and dry, while winters could be long and cold. Laura wrote about powerful snowstorms that made travel difficult. Sometimes families stayed inside for days while they waited for storms to pass. The weather could affect crops, animals, and daily activities.
8Even though frontier life could be challenging, Laura also remembered many happy moments. Families celebrated holidays, visited neighbors, and enjoyed spending time together. Laura loved listening to her father play music on his fiddle. She also enjoyed playing games and spending time with her sisters, Mary, Carrie, and Grace.
9Education was important to Laura's family. Laura attended school whenever one was available nearby. However, frontier schools were often small and simple. One teacher might teach students of many different ages in a single classroom. Students learned reading, writing, spelling, and arithmetic. Getting to school sometimes required walking long distances.
10As Laura grew older, she became interested in writing about her experiences. She wanted people to understand what life was like for families living long ago. Her stories described building homes, growing food, going to school, and helping neighbors. She also wrote about the challenges families faced, such as cold winters, long journeys, and hard work.
11Laura believed that ordinary people could tell important stories. She wrote about everyday events that helped readers understand the past. Her books described family dinners, school lessons, holiday celebrations, and daily chores. These details helped readers imagine what life was like on the frontier.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 2 • Module 3 • Read & Interact
TEKS 3.12B • S47-S49
Laura Ingalls Wilder (continued)
Two nonfiction passages at High Stamina. Use Dot, Discover, Drop: place a small dot above details that seem to belong together, discover the connection, then drop the dot when you group them into a basket.
12Laura Ingalls Wilder became famous for writing the Little House books. These books told stories about her life and her family. Many readers enjoyed learning about Laura, her sisters, and her parents. The books helped people imagine what it was like to live on the prairie many years ago.
13The Little House series includes several books that follow Laura as she grows up. Readers learn about the places where her family lived and the challenges they faced. The stories show how families adapted to different environments and worked together to solve problems. Many readers felt connected to Laura because her experiences seemed real and believable.
14Laura's books became popular because they mixed history with storytelling. Readers could learn about the past while enjoying an interesting story. The books helped people understand how transportation, farming, education, and family life were different during the late 1800s.
15Laura’s storytelling was special because she wrote in a way that made readers feel as if they were part of the story. People could picture the wide fields, the small homes, and the busy days on the farm. Her books helped children and adults learn about history through stories.
16Over the years, Laura's books reached readers around the world. Teachers often used the stories to help students learn about frontier life. Families enjoyed reading the books together because they showed the importance of hard work, determination, and family support.
17Today, Laura Ingalls Wilder is remembered as an important author. Her books continue to inspire readers and show how storytelling can keep history alive. Even many years after they were written, her stories help people understand what life was like on the American frontier.
18Through her writing, Laura preserved memories of a time when much of the United States was still being settled. Her stories allow readers to learn about history through the eyes of a child who lived it. Because of her books, people today can better understand the challenges, opportunities, and adventures of frontier life.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 2 • Module 3 • Read & Interact
TEKS 3.12B • S47-S49
Carmen Lomas Garza (continued)
Two nonfiction passages at High Stamina. Use Dot, Discover, Drop: place a small dot above details that seem to belong together, discover the connection, then drop the dot when you group them into a basket.
6These simple moments may seem ordinary, but Garza believed they were important parts of culture and should be remembered and celebrated. She wanted people to understand that everyday experiences can tell meaningful stories about families and communities. Her artwork reminds viewers that history is not only about famous people or important events. History is also about the daily lives of ordinary people.
7Her artwork uses bright colors and clear details to tell stories. When people look at her paintings, they can often imagine what the people in the picture are doing and how they feel. Viewers may notice smiling faces, busy kitchens, colorful decorations, and families working together. These details help bring the scenes to life.
8In this way, Garza's art works almost like storytelling through pictures. Instead of writing long descriptions, she uses paint to show events and experiences. Each painting captures a moment in time and allows viewers to learn something about the people in the scene.
9Many people enjoy looking at Garza's artwork because it feels familiar and welcoming. Some viewers recognize traditions that are part of their own lives. Others learn about customs and celebrations they may never have experienced before. Her paintings help people appreciate both the similarities and differences that exist among communities.
10Carmen Lomas Garza has also written and illustrated children's books. Many of her books are written in both English and Spanish so that more readers can enjoy them. She believed it was important for children to see stories that reflected their own experiences and cultures.
11Her books and paintings help people learn about Mexican-American traditions, family life, and community celebrations. Readers can learn about holidays, foods, family gatherings, and other customs that are important to many families. Through her stories and illustrations, Garza helps share cultural knowledge with younger generations.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 2 • Module 3 • Read & Interact
TEKS 3.12B • S47-S49
Carmen Lomas Garza (continued)
Two nonfiction passages at High Stamina. Use Dot, Discover, Drop: place a small dot above details that seem to belong together, discover the connection, then drop the dot when you group them into a basket.
12As Carmen grew older, she continued to develop her artistic skills. She studied art in school and learned new techniques that helped her become a stronger artist. She spent many years practicing and improving her work. Even as she learned new methods, she stayed focused on the memories and experiences that inspired her artwork.
13Garza understood that art can be a powerful way to communicate ideas. People from different backgrounds can look at the same painting and learn something new. Art can help people understand one another and build connections across communities. Garza hoped her work would encourage people to learn about cultures that might be different from their own.
14Museums across the United States have displayed Carmen Lomas Garza's artwork. Visitors of all ages come to see her paintings and learn about the stories they tell. Her artwork has also been featured in schools, libraries, and cultural centers. These displays help introduce new audiences to her work.
15Teachers often use Garza's paintings to help students learn about culture, history, and community life. Students can study the details in her artwork and discuss what they notice. They may identify traditions, customs, and activities shown in the paintings. This helps students better understand how art can preserve history.
16Garza's work is important because it captures moments that might otherwise be forgotten. Family gatherings, holiday celebrations, neighborhood events, and daily activities are all valuable parts of history. By painting these scenes, she helps ensure that future generations can learn about them.
17Her artwork also encourages people to share their own stories and traditions. Many viewers leave exhibitions thinking about their own family memories and experiences. In this way, Garza's work helps people recognize the importance of preserving their own cultural heritage.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 2 • Module 3 • Read & Interact
TEKS 3.12B • S47-S49
Carmen Lomas Garza (continued)
Two nonfiction passages at High Stamina. Use Dot, Discover, Drop: place a small dot above details that seem to belong together, discover the connection, then drop the dot when you group them into a basket.
18Today, Carmen Lomas Garza is recognized as an important artist, author, and storyteller. Her paintings and books continue to reach new audiences across the country. People admire her ability to capture everyday moments and transform them into meaningful works of art.
19Through her paintings and books, she has helped preserve important cultural stories and share them with new generations. Her work teaches people about Mexican-American life while also reminding them of the importance of family, community, and tradition.
20Carmen Lomas Garza's legacy continues to grow as more people discover her artwork. Her paintings show that even the simplest moments can have meaning. By sharing her memories and experiences, she has helped preserve an important part of American history and culture. Her work demonstrates how artists can contribute to cultural heritage by recording stories, traditions, and experiences that might otherwise be lost over time.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 2 • Module 3 • Read & Interact
TEKS 3.12B • S48-S49
Annotate: Laura Ingalls Wilder
Look for details about daily work, travel, homes, school, weather, and family life. Dot the details that seem to belong together.
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.
My best TRACKS phrase and why I chose it
Grade 3 • Cluster 2 • Module 3 • Read & Interact
TEKS 3.12B • S44,S48-S49
Annotate: Carmen Lomas Garza
Look for the family traditions Garza paints, how she shares them, and why her work matters. Dot the details that seem to belong together.
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
STOP & THINK
Which details belong in the same basket? Which details are different enough to need their own basket?
My thinking
Grade 3 • Cluster 2 • Module 3 • Read & Interact
TEKS 3.12B • S48-S49
My Prompt Marking Notes
Three Baskets: details that share a topic go into one basket.
Shape
Word
Question I ask myself
Magnify
Look closely for small details
Find at least six relevant details.
Sort and Name
Group details that share a topic
The name must fit every card inside the basket.
Reason or Way
Turn the basket name into a sentence
One reason is... / One way is...
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Explain why Laura Ingalls Wilder's stories help readers understand history.
ELPS today: 1(E) Demonstrate listening comprehension from information presented orally during formal and informal classroom interactions by recalling, retelling, responding, or asking for clarification or additional details; 3(F) Derive meaning from and demonstrate comprehension of content-area texts using visual,...
STUDENT WORKBOOK
Day 1: Gather + Reveal
Build the first branch
1. Gather: Stand Tall Like a Tree
Today you build the first branch, which holds your reasons or ways. To build this branch, you must sort details into baskets. Without sorted details, your branch has no support.
Use Dot, Discover, Drop on the passages. Then retell how Wilder's stories and Garza's art preserve everyday experiences.
One everyday experience a passage preserves
2. Reveal: Magnify the Passage
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Explain why Laura Ingalls Wilder's stories help readers understand history.
Your thesis (central idea) needs support. Magnify the passage to find details that prove your answer. Look closely for small pieces of information about daily work, travel, and family life.
Three named baskets: Frontier Life, Daily Work, and Family and Community. A basket name must fit every card inside it. Sort by what details have in common, not by paragraph.
Frontier Life
Daily Work
Family and Community
REASON
WAY
Answers a WHY prompt; begins with One reason is.
Answers a HOW prompt; begins with One way is.
4. Fill In What You Hear
Word bank: DETAIL, GROUP, NAME, REASON, WAY, SUPPORT. Say each missing word and record it.
#
The word I heard
1
2
3
4
5
6
STOP & THINK
Which part of sorting is hardest? Name two details that belong in the same basket.
My answer
Grade 3 • Cluster 2 • Module 3 • Day 2 • ATTEMPT
TEKS 3.12B • S50
STUDENT WORKBOOK
Day 2: Attempt
BASKET BUILDER
✂ Cut out these cards
Cut on the dashed lines. Spread the detail cards face up. Sort them into baskets that share a common topic, not a paragraph. Name each basket before you check. Store all cards in your Practice Pocket.
gathered firewood, cared for animals, planted gardens, prepared meals
traveled by wagon, crossed rivers, rough roads, packed supplies
visited neighbors, celebrated holidays, played games, listened to fiddle
built homes from logs, made sod houses, protected from wind
attended school, learned arithmetic, one-room classroom, walked long distances
painted family moments, showed traditions, celebrated culture, used bright colors
snowstorms, hot summers, cold winters, bad weather affected crops
wrote stories, preserved memories, inspired readers, kept history alive
Grade 3 • Cluster 2 • Module 3 • Day 2 • ATTEMPT
TEKS 3.12B • S50
Self-Check (back of cards)
This page prints on the back of the card page. Sort the detail cards into baskets that share a common topic before you check. Flip a detail card over to check the basket name against this key. Store all cards in your Practice Pocket when you finish.
Frontier Travel
Daily Work / Chores
Housing / Shelter
Family and Community
Cultural Heritage / Art
Education
Storytelling / Legacy
Weather Challenges
Grade 3 • Cluster 2 • Module 3 • Day 2 • ATTEMPT
TEKS 3.12B • S50
ELPS today: 2(F) Restate, ask questions about, or respond to information during formal and informal classroom interactions; 3(F) Derive meaning from and demonstrate comprehension of content-area texts using visual, contextual, and linguistic supports
Day 2: Attempt
Our Question for Today: Which details belong in the same basket?
1. Play Basket Builder
Set up: spread the detail cards face up so every group member can see them.
Sort: move cards into three groups that share a common topic or idea. No card sits in two baskets; no basket is empty.
Name: write a name for every basket that covers all cards inside it. Names must be specific, not just "Paragraph 1" or "Things."
Check: compare your baskets to the anchor chart. Keep at least two details per basket and distinct categories.
Round
1
2
3
My partner
My point
2. My Three Baskets
Basket name
Cards inside
Check: read the name of Basket 2, then read every card inside it. If a card does not fit, move it or rename the basket.
What my details have in common, beyond their paragraph
Grade 3 • Cluster 2 • Module 3 • Day 3 • DISCUSS + USE
TEKS 3.12B • S50
ELPS today: 1(E) Demonstrate listening comprehension from information presented orally during formal and informal classroom interactions by recalling, retelling, responding, or asking for clarification or additional details; 2(E) Narrate, describe, or explain information orally with increasing specificity and detail during...
STUDENT WORKBOOK
Day 3: Discuss + Use
Three distinct reasons
1. Discuss
Question
My thinking
Which details belong in the same basket? Which details are different enough to need their own basket?
Compare your REASON and WAY statements. How does the clue word help you choose the correct starter?
If two reasons say the same thing in different words, what must you do?
2. Distinct Reason or Restatement?
Sample
Distinct or the same idea twice?
She helped people.
She made things better.
3. Personal Connection
Describe two different ways your family spends time together. Compare Wilder's chores and Garza's celebrations as examples of daily life. Then return to the passages.
My two ways and the passage details they connect to
Grade 3 • Cluster 2 • Module 3 • Day 3 • DISCUSS + USE
TEKS 3.12B • S50
4. Use: Build Three Baskets on My Own
Step 1: Review your thesis (central idea) and name the clue word.
Step 2: Sort details into three baskets that support the thesis (central idea).
Step 3: Name each basket and write one reason or way statement per basket.
Step 4: Check that no two baskets overlap and that each statement is a complete sentence.
Use new vocabulary from this module where it fits. Do not add unrelated words just to meet a count.
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Explain why Carmen Lomas Garza’s artwork is important to culture.
Reason 1, Reason 2, Reason 3 (One reason is... Another reason is... A third reason is...)
Grade 3 • Cluster 2 • Module 3 • Day 3 • DISCUSS + USE
TEKS 3.12B • S50
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Explain how Laura Ingalls Wilder helps readers imagine life on the prairie.
Way 1, Way 2, Way 3 (One way is... Another way is... A third way is...)
Cover one reason and read the other. If nothing new appears, rewrite it. Each statement is worth 3 points: 9 points in all.
Why two of my reasons are different
Grade 3 • Cluster 2 • Module 3 • Day 4 • AWARD + TARGET
TEKS 3.12B • S50
ELPS today: 1(E) Demonstrate listening comprehension from information presented orally during formal and informal classroom interactions by recalling, retelling, responding, or asking for clarification or additional details; 4(F) Write to narrate, describe, explain, respond, or persuade with detail in the content areas
STUDENT WORKBOOK
Day 4: Award + Target
Strong Branch Award
1. Award
You built three baskets that hold your reasons. Underline the basket names in green. Point to the passage details that support each name.
My Strong Branch Award
The words that name my category, and the passage details that support them...
2. Target
How do distinct reason statements support the thesis (central idea) and keep a writer focused? Choose one goal.
Next time I will...
Grade 3 • Cluster 2 • Module 3 • Day 4 • AWARD + TARGET
TEKS 3.12B • S50
3. Revise to Hit My Target
Find the supporting details.
Say the category name.
Write it.
Underline it in green. It must be your own basket name, not words copied from the prompt.
ELPS today: 1(E) Demonstrate listening comprehension from information presented orally during formal and informal classroom interactions by recalling, retelling, responding, or asking for clarification or additional details; 2(E) Narrate, describe, or explain information orally with increasing specificity and detail during...
STUDENT WORKBOOK
Day 5: Explain/Educate
I teach reason statements
1. Turn and Teach
Teach your partner how to build a reason statement. First, magnify the passage to find details. Second, group those details into a basket and name it. Third, turn that name into a complete sentence that supports the thesis (central idea). Explain why you chose because or through.
My partner taught me...
2. Return to the Citizenship Connection
How do stories and artwork help a community preserve its history and traditions?
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Explain why Laura Ingalls Wilder’s books continue to inspire readers.
Work on your own. Each part is worth 20 points.
1. Noun of importance
2. Verb of importance
3. My own passage-supported reason statement
4. My complete thesis (central idea) as one sentence
5. Circle your connecting word and mark the prompt type: [ ] WHY [ ] HOW
4. Return to the Overarching Question
Compare your thinking from Monday with your thinking now. Then rate your tracker honestly and point to work that supports each rating.
On Monday I thought... Now I think...
Grade 3 • Cluster 2 • Module 3 • Write More
TEKS 3.12B • S62-S63
STUDENT WORKBOOK
Write More
Plan, draft, revise, edit, and share
My Writing Assignment
Write a short response to this prompt:
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Explain why Laura Ingalls Wilder's stories help readers understand history.
My Plan
Magnify the passage to find details that connect to your thesis (central idea).
Sort those details into groups that share a common topic, and name each group.
Turn each basket name into a reason or way statement. Make sure the three reasons are distinct.
Draft the reason statements as complete sentences that support the thesis (central idea).
Reread for clarity and module vocabulary.
Two possible reasons from the passage
The stronger reason is...
Color Words I Can Use
Thesis (central idea) and reasons, Green. Evidence, Yellow. Explanation, Red or Pink. Reflective thinking, Blue.
My thesis (central idea) starter
Grade 3 • Cluster 2 • Module 3 • Write More
TEKS 3.12B • S71
My Draft
Use my shaped prompt and my plan. Write a clear response.
Draft, page 1
A sentence I want to keep
Grade 3 • Cluster 2 • Module 3 • Write More
TEKS 3.12B • S72
Revise, Edit, and Share
Revise
Edit
My improved sentence
Share
Choose one: read to a partner, share in author's chair, join a gallery walk, or add your prompt to a class booklet.
My sharing plan
Grade 3 • Cluster 2 • Module 3 • Write More
TEKS 3.12B • S51-S53,S64
Before I Turn It In
Read each line. Check it when I can show it in my work.
Part
I can show...
Check
Noun and verb of importance
Both keep the prompt's topic and action.
Original answer
Adds a clear, passage-supported reason.
WHY structure
One complete complex sentence with a subordinator.
Supporting sentence
A relevant detail clearly supports the thesis (central idea).
Clarity, conventions, vocabulary
Clear sentences with correct editing and module vocabulary.
Study the Samples
Read the three responses to this prompt. Notice what improves from Low to Medium to High.
Explain why Carmen Lomas Garza painted everyday family moments.
Low Carmen Lomas Garza painted family traditions. What is missing: a subordinator and a connection to the main claim. Identify what makes this tradition important, then add a reason using because or since.
Medium Carmen Lomas Garza painted everyday family moments because she wanted to share them. What is missing: the answer is a guess instead of the belief stated in the passage. Return to paragraph 2 and find the statement that traditions should be remembered and celebrated.
High Carmen Lomas Garza painted everyday family moments because she believed cultural traditions should be remembered and celebrated. Why it works: the noun, verb, and answer are present; because joins a reason grounded in the passage.
How does a writer organize details into distinct reasons that support the thesis (central idea)?
The answer A writer magnifies the passage to find relevant details, groups those details into named baskets based on what they have in common, and writes a reason or way statement for each basket. These statements must be distinct from one another and directly support the thesis (central idea) established in Module 2.
My Final Thinking (in my own words)
What Changed in My Thinking?
At first I thought...
Now I think...
Try It Another Way
Choose a new prompt. Magnify the passage, sort details into three baskets, and write a reason or way statement for each.
Choose one card to talk about with someone at home. End with a conversation, not a worksheet.
Teach the Baskets Teach topic, reason, and evidence to someone at home. Answer a WHY question using because, write it, and underline your original answer. Ask them: what reason would you give?
Family member signature: ____________________
Because and Through Write one family sentence using because and one using through. Check present tense and capital letters in names. Ask them: which sentence is easier to believe, and why?
Family member signature: ____________________
Frame It First Use the word bank topic, reason, evidence, because, through and the frame ______ is important to my family because ______. Say it twice, then write it and draw it if you like. Ask them: what family tradition do we keep, and why does it continue?
Family member signature: ____________________
My Family Conversation Notes
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
Why This Helps Me
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.
The most useful word I learned
The prompt part I can find fastest
My First Branch
I sort details into distinct baskets and turn each name into a reason.
A note to my future writer self
My Proud Moment This Week
Grade 3 • Cluster 2 • Module 4 • Getting Started
TEKS 3.12B • S2
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.
Grade 3 • Cluster 2 • Module 4 • Meet My Week
TEKS 3.12B • S2-S3
STUDENT WORKBOOK
Meet My Week
Evidence (The Second Branch of the Tree)
Why This Matters to Me
Evidence is the second branch of the tree that supports the reason. A reason is just an idea until you prove it. Evidence must prove the exact reason it sits under, not just be true or come from the passage.
Essential Question
How does a writer select evidence that proves the reason it supports?
My Week Tracker
Check off each day after you finish that day's work.
My First Thinking
Grade 3 • Cluster 2 • Module 4 • Meet My Week
TEKS 3.12B • S27
I Can
I can tell the difference between a reason and evidence.
I can find evidence that proves a specific reason.
I can explain why my evidence matches my reason.
I can use CSI to write a response.
I Will
I will read my reason before I look for evidence.
I will find proof in the passage that matches my reason.
I will connect my proof to the prompt.
I will infer what my proof shows.
The I Can I want to reach first, and why
Grade 3 • Cluster 2 • Module 4 • Meet My Week
TEKS 3.12B • S10-S14
My Week at a Glance
What I learn
What I read
What I make
How to select evidence that proves a stated reason and write a CSI response: Connect, Support, Infer.
Two Very High stamina passages: Laura Ingalls Wilder and Carmen Lomas Garza.
Matched reason and evidence cards, two CSI responses, a Strong Evidence Award, and an exit ticket with an Infer sentence.
Where We Are Going
I will move from telling a claim from its proof to writing a CSI response on my own. I will finish by teaching a partner Connect, Support, and Infer.
I'll Know I've Got It When...
Check Myself
How I Will Show What I Know
I will show what I know with matched reason and evidence pairs, two independent CSI responses, a Strong Evidence Award, and the Day 5 exit ticket.
My GRADUATE Learning Path
Stage
Day
What I do
Gather
Day 1
I stand tall like a tree and add the Evidence Branch.
Reveal
Day 1
I learn the difference between a claim and its proof.
Attempt
Day 2
I play Evidence Grab with a partner.
Discuss
Day 3
I explain why evidence must prove the reason.
Use Again
Day 3
I write two CSI responses on my own.
Award
Day 4
I earn a Strong Evidence Award.
Target
Day 4
I choose one next step.
Explain/Educate
Day 5
I teach CSI and complete the exit ticket.
Grade 3 • Cluster 2 • Module 4 • Meet My Week
TEKS 3.12B • S2-S3
Say It Together!
These are the exact TEKS this module teaches. Read the code, then say the job in your own words.
3.11B(i):
TEKS says: 3.11B develop drafts into a focused, structured, and coherent piece of writing by: (i) organizing with purposeful structure, including an introduction and a conclusion; and (ii) developing an engaging idea with relevant details.
How I say it: I select evidence from the passage that proves a stated reason. Use the CSI framework to Connect ideas, Support them with textual proof, and Infer meaning.
3.12B:
TEKS says: 3.12B compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft.
How I say it: I revise by deleting evidence that does not prove its reason and adding the missing Infer sentence. Edit using past verb tense, future verb tense, comparative adjectives, and superlative adjectives.
Call and Response
Read this together as a class before we start.
Teacher asks: "What are the three CSI moves?"
Class answers: "Connect, Support, Infer!"
One TEKS I want to practice today
Grade 3 • Cluster 2 • Module 4 • Get Ready
TEKS 3.12B • S28-S29
STUDENT WORKBOOK
Get Ready
Before I begin
Before We Begin: What Do I Already Know?
I can shape a prompt with topic, charge, and clue word. I can identify WHY and HOW. I know evidence comes from the text and explanation comes from the writer.
A connection I can make
Remember It!
One idea I remember
Grade 3 • Cluster 2 • Module 4 • Get Ready
TEKS 3.12B • S32-S34
Ready Check
Watch Out! Common Mix-Up Watch out! A response that stops at the quotation is not finished. Ask the reader's question: so what does that show? If the page does not answer it, the response is not complete.
Where This Fits in My Writing
The thesis (central idea) is the TREE trunk. Evidence develops the answer; CSI connects, supports, and infers meaning.
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.
Part 1: Shape the Prompt
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Explain why Laura Ingalls Wilder's stories help readers understand history.
Is this a WHY or HOW prompt? What does it need?
Part 2: Thesis (Central Idea)
Write one sentence that answers the prompt. Use the topic, the charge, and your own answer.
Label each sentence: Thesis (central idea), Connect, Support, or Infer.
Label
Sentence
____
It says they traveled by wagon and built homes on the prairie.
____
Laura Ingalls Wilder's stories help readers understand history because they describe daily life on the prairie.
____
This helps readers understand what daily life was like.
____
The passage explains frontier travel.
Part 4: Claim or Proof?
Reason: Laura's family moved often to find better land. Which sentence proves it: "She was born in 1867" or "When Laura was a little girl, her family moved many times as they searched for places to live and farm"? Tell why.
Laura's family moved often to find better land. Copy one sentence from the passage that proves this reason. Write the paragraph number. Then explain in one sentence what the proof shows.
The sentence I copied and its paragraph number
What the proof shows
Part 6: My CSI Response
Answer the prompt from Part 1. Write a Connect move, a Support move with evidence, and an Infer sentence.
My CSI response
Grade 3 • Cluster 2 • Module 4 • Words I Need
TEKS 3.12B • S36
STUDENT WORKBOOK
Words I Need
Tier 1, everyday words
Tier 1 words are the everyday words that already belong to you. Proof. Show. Match. This week those three little words do heavy work, because finding proof and making it match your reason is the whole job. Say each word, then tell your partner one thing you could prove right now about this classroom.
Word
Say it
What it means
Sentence frame
proof
PROOF
Something that shows an idea is true.
My ______ comes from the passage.
show
SHOH
To let someone see something.
This sentence ______s that ______.
match
MACH
To go together correctly.
My evidence must ______ my reason.
find
FYND
To discover where something is.
I ______ my proof in paragraph ______.
copy
KOP-ee
To write something exactly as it appears.
I ______ the sentence from the passage.
true
TROO
Correct; not made up.
Evidence must be ______.
mean
MEEN
To have a certain meaning.
This ______s that ______.
strong
STRAWNG
Powerful; hard to argue against.
______ evidence proves my reason.
build
BILD
To put parts together.
I ______ my answer piece by piece.
paragraph
PAIR-uh-graf
A group of sentences about one idea.
My proof is in ______ 3.
wagon
WAG-un
A vehicle with wheels pulled by animals.
Families traveled by ______.
picture
PIK-cher
An image that shows something.
Her ______s tell stories.
Use one Tier 1 word in a sentence
Grade 3 • Cluster 2 • Module 4 • Words I Need
TEKS 3.12B • S37
Words I Need: Tier 2, academic words
These are academic thinking words that help us understand questions and explain answers. Say infer: in-FUR. Infer means you figured it out even though the passage did not say it in those words. Turn to your partner and infer one thing about Laura's family from what you read.
Word
Say it
What it means
Sentence frame
evidence
EV-uh-dens
Proof taken straight from the passage.
My ______ is ______.
support
suh-PORT
To hold up or prove an idea.
This evidence ______s my reason.
quote
KWOHT
Words copied exactly from a text.
I used a ______ from paragraph ______.
textual evidence
TEKS-choo-ul EV-uh-dens
Proof that comes from the words of the text.
My ______ comes from paragraph ______.
details
DEE-taylz
Small pieces of information in a text.
The ______ prove my point.
relevant
REL-uh-vunt
Closely connected to the idea being proved.
This evidence is ______ because ______.
connect
kuh-NEKT
To join one idea to another.
I ______ my proof to the prompt.
infer
in-FUR
To figure out something the text does not say directly.
I can ______ that ______.
claim
KLAYM
A statement a writer is trying to prove.
My ______ is my thesis (central idea).
significance
sig-NIF-ih-kuns
Why something matters.
The ______ of this proof is ______.
thesis (central idea)
THEE-sis
The sentence that gives your answer to the prompt.
All my evidence supports my thesis (central idea).
coherence
koh-HEER-uns
The quality of ideas holding together.
Deleting an unrelated detail improves ______.
Use one Tier 2 word in a sentence
Grade 3 • Cluster 2 • Module 4 • Words I Need
TEKS 3.12B • S38
Words I Need: Tier 3, passage words
These words are connected to the historical topics in our passages. When you understand them, the passages become easier to understand.
Word
Say it
What it means
Sentence frame
oxen
OK-sen
Strong cattle used to pull heavy loads.
Wagons were pulled by horses or ______.
covered wagon
KUV-erd WAG-un
A wagon with a cloth top used for long journeys.
Families rode in a ______.
drought
drowt
A long period with very little rain.
A ______ could damage crops.
Long Winter
long WIN-ter
The name given to a season of severe storms Laura wrote about.
During the ______, trains could not reach the town.
perseverance
per-suh-VEER-uns
Continuing to try even when something is hard.
Readers admired the ______ in the books.
adaptations
ad-ap-TAY-shuns
Versions of a story made for television, film, or another form.
CSI is three moves: Connect names what the passage is doing, Support gives the proof, and Infer says what it shows.
REASON GreenEVIDENCE YellowEXPLANATION Red or Pink
THESIS (CENTRAL IDEA) Green
SIGNIFICANCE: the bigger idea that helps others (Blue)
Evidence is the second branch of the tree. It holds up the reason; explanation connects their meaning.
Relevant or Irrelevant?
Mark
What it means
Relevant
The evidence proves the specific reason stated on the card.
Irrelevant
The evidence is true but does not prove that specific reason.
Frame
This shows that ______.
Read the reason. Scan the passage for matching details. Select the sentence that proves the reason. Write an Infer sentence explaining what the proof shows.
Laura Ingalls Wilder's stories help readers understand history because they describe daily life on the prairie.
HOW
through, by, with, during
Carmen Lomas Garza's artwork tells stories about family life through colorful paintings of everyday moments.
WHY needs a subordinator. HOW needs a preposition.
How I Say the Standard!
3.11B(i):
TEKS says: 3.11B develop drafts into a focused, structured, and coherent piece of writing by: (i) organizing with purposeful structure, including an introduction and a conclusion; and (ii) developing an engaging idea with relevant details.
How I say it: I select evidence from the passage that proves a stated reason. Use the CSI framework to Connect ideas, Support them with textual proof, and Infer meaning.
3.12B:
TEKS says: 3.12B compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft.
How I say it: I revise by deleting evidence that does not prove its reason and adding the missing Infer sentence. Edit using past verb tense, future verb tense, comparative adjectives, and superlative adjectives.
I explain the significance of the evidence and its role in the overall thesis (central idea).
Significance
Independent (Level 4)
What does it show?
I write an Infer sentence that states meaning not explicitly found in the text.
Inference
Visible (Level 3)
How does it connect?
I use Connect and Support moves to link proof to the prompt.
CSI structure
Emergent (Level 2)
Does this prove it?
I judge whether a specific detail supports the stated claim.
Relevance check
Foundational (Level 1)
What does the text say?
I locate and copy a sentence that matches the reason.
Literal evidence
The Difference Between WHY and HOW
Prompt type
What it asks me to do
Example
WHY
Explain a reason, a purpose, or why something matters.
Explain why Laura Ingalls Wilder's stories help readers understand history.
HOW
Analyze how parts work together or how something happens.
Explain how Carmen Lomas Garza's artwork tells stories about family life.
A sentence can be true but still not prove your point. Evidence must match the exact reason it sits under.
A thinking level I want to try
Grade 3 • Cluster 2 • Module 4 • Read & Interact
TEKS 3.12B • S39,S44,S48-S49
STUDENT WORKBOOK
Read & Interact
Read with a purpose
Dot, Discover, Drop
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.
TRACKS Legend
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.
Connect It to Our World
You can learn about a community through its stories and artwork. Which detail helps you understand how families lived or celebrated?
Background I Need
Laura Ingalls Wilder described frontier survival. Carmen Lomas Garza depicts Mexican-American traditions. Relevance, not accuracy, decides evidence: a true sentence that does not prove the stated reason is not evidence for that reason.
Words I dotted while reading
Grade 3 • Cluster 2 • Module 4 • Read & Interact
TEKS 3.12B • S47-S49
Laura Ingalls Wilder
Two nonfiction passages at Very High Stamina, the longest reading of the cluster. Use Dot, Discover, Drop on unfamiliar words. Mark TRACKS details that could supply proof.
1Laura Ingalls Wilder was a writer who shared stories about her childhood on the American frontier. She was born on February 7, 1867, in a small log cabin near Pepin, Wisconsin. When Laura was a little girl, her family moved many times as they searched for places to live and farm. They traveled by wagon and lived in small homes on the prairie. Life was often difficult, but Laura remembered many adventures and experiences that later became the basis for her famous books.
2When Laura was growing up, much of the United States was still being settled. Families moved west in search of land and opportunities. Many people believed they could build better lives by moving to new areas. However, life on the frontier required courage, determination, and hard work. There were few towns, stores, or roads in many places. Families often had to build everything they needed themselves.
3Laura's parents were Charles and Caroline Ingalls. Laura often called her father "Pa" and her mother "Ma" in her books. Pa was known for his adventurous spirit and willingness to move to new places. Ma worked hard to care for the family and create a comfortable home wherever they lived. Laura also had sisters named Mary, Carrie, and Grace. The family remained close and depended on one another throughout many challenges.
4The Ingalls family moved several times during Laura's childhood. They lived in Wisconsin, Kansas, Minnesota, Iowa, and South Dakota. Each move brought new experiences. Sometimes they lived near forests where trees provided wood for building homes and fires. Other times they lived on wide grasslands where the horizon seemed to stretch forever. Laura learned to adapt to different environments and ways of life.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 2 • Module 4 • Read & Interact
TEKS 3.12B • S47-S49
Carmen Lomas Garza
Two nonfiction passages at Very High Stamina, the longest reading of the cluster. Use Dot, Discover, Drop on unfamiliar words. Mark TRACKS details that could supply proof.
1Carmen Lomas Garza is a Mexican-American artist who is well known for creating paintings that show everyday life in Mexican-American families. She was born in 1948 in Kingsville, Texas. As a child, Carmen enjoyed drawing and paying attention to the special moments she shared with her family and community. Many of those memories later became the inspiration for her artwork.
2Growing up in South Texas, Carmen was surrounded by family traditions and community celebrations. She spent time with relatives, neighbors, and friends who gathered for holidays, birthdays, and other special occasions. These experiences became an important part of her childhood. Although she may not have realized it at the time, many of these memories would later appear in her paintings.
3As a young girl, Carmen enjoyed observing the world around her. She noticed the colors, sounds, and activities that filled each day. She watched family members prepare meals, tell stories, and work together. She saw children playing outside and neighbors visiting one another. These everyday moments helped her understand the importance of family and community.
4Carmen also enjoyed drawing from an early age. She often used art to express her thoughts and ideas. As she grew older, she continued practicing and developing her artistic skills. She learned that art could be used to tell stories and share experiences with others.
5When Carmen became an artist, she decided to focus on subjects that were meaningful to her. Instead of painting famous people or large historical events, she chose to paint scenes from everyday life. She believed that ordinary experiences were important and deserved to be remembered.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 2 • Module 4 • Read & Interact
TEKS 3.12B • S47-S49
Laura Ingalls Wilder (continued)
Two nonfiction passages at Very High Stamina, the longest reading of the cluster. Use Dot, Discover, Drop on unfamiliar words. Mark TRACKS details that could supply proof.
5Traveling during the late 1800s was very different from traveling today. Families often rode in covered wagons pulled by horses or oxen. Roads were rough, and some areas had no roads at all. Travelers crossed rivers, traveled through mud, and faced changing weather conditions. A journey that takes only a few hours today might have taken days or weeks during Laura's childhood.
6Life on the frontier required constant work. Families could not simply visit a store whenever they needed something. Instead, they often made many items themselves. They grew food, sewed clothing, built furniture, and repaired tools. Every family member had responsibilities. Children helped with chores and learned skills that would help them as adults.
7Laura often wrote about the importance of farming. Families planted crops such as corn, wheat, and vegetables. The success of a harvest could determine whether a family had enough food for the winter. Farmers watched the weather carefully because droughts, floods, insects, and storms could damage crops. Growing food required patience and effort throughout the year.
8The Ingalls family sometimes faced difficult conditions. One challenge was dealing with harsh weather. Winters on the prairie could be extremely cold. Snowstorms sometimes lasted for days and made travel
9impossible. Families stayed inside their homes and depended on stored food and firewood to survive until conditions improved.
10Laura later wrote about a series of severe winter storms that became known as the Long Winter. During this time, trains carrying supplies could not reach the town because of deep snow. Food became scarce, and families had to be careful about how much they used each day. These experiences showed how important planning and preparation were for frontier families.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 2 • Module 4 • Read & Interact
TEKS 3.12B • S47-S49
Laura Ingalls Wilder (continued)
Two nonfiction passages at Very High Stamina, the longest reading of the cluster. Use Dot, Discover, Drop on unfamiliar words. Mark TRACKS details that could supply proof.
11The prairie itself was both beautiful and challenging. Laura described endless grasslands filled with wildflowers and wildlife. She enjoyed watching animals and exploring nature. At the same time, prairie fires, blizzards, and other natural events could create dangerous situations. People had to learn how to live with the environment around them.
12Education was important to Laura's family. Laura attended school whenever one was available nearby. Frontier schools were often simple one-room buildings. Students of different ages learned together in the same classroom. A single teacher might teach reading, writing, spelling, arithmetic, geography, and history to all students.
13Getting to school was not always easy. Some children walked long distances each day. Weather conditions sometimes made travel difficult. Despite these challenges, many families believed education was important because it helped children prepare for the future.
14Laura enjoyed learning, but she also understood the responsibilities of helping her family. Children on the frontier often balanced schoolwork with chores. Before and after school, they might help feed animals, gather wood, carry water, or assist with farm work.
15Family life was an important part of Laura's childhood. Even though frontier life was difficult, families found ways to enjoy time together. Laura loved listening to Pa play his fiddle. Music, storytelling, and games helped families relax after long days of work. Holidays and special celebrations brought communities together and created lasting memories.
16Neighbors often depended on one another for help. When a family needed assistance building a barn, harvesting crops, or caring for someone who was sick, neighbors frequently worked together. Cooperation helped communities survive and grow. Laura learned the importance of helping others and being part of a strong community.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 2 • Module 4 • Read & Interact
TEKS 3.12B • S47-S49
Laura Ingalls Wilder (continued)
Two nonfiction passages at Very High Stamina, the longest reading of the cluster. Use Dot, Discover, Drop on unfamiliar words. Mark TRACKS details that could supply proof.
17As Laura grew older, she continued to remember the experiences of her childhood. Many years later, she decided to write about them. She wanted readers to understand what life had been like on the frontier. Her stories described everyday activities such as building homes, attending school, growing food, and helping neighbors. She also wrote about challenges such as cold winters, long journeys, crop failures, and hard work.
18Laura's writing was different from many history books. Instead of simply listing facts, she told stories from a child's point of view. Readers could experience events alongside Laura and her family. This approach made history feel more personal and easier to understand.
19Her first Little House book was published in 1932. More books followed, creating the popular Little House series. The books told stories about Laura's life from early childhood through young adulthood. Readers enjoyed following her adventures and learning about life during the late 1800s.
20The Little House books became popular because they combined historical information with engaging storytelling. Readers learned about transportation, farming, education, family life, and frontier communities while enjoying interesting stories. Many people felt connected to Laura because she faced challenges, made mistakes, and learned important lessons.
21Teachers often used Laura's books to help students learn about American history. The stories provided details about daily life that were not always included in textbooks. Students could better understand what it was like to travel by wagon, attend a one-room school, or live without modern technology.
22Over time, the books became famous around the world. They were translated into many languages and introduced new generations of readers to frontier life. Television programs and other adaptations also helped share Laura's stories with larger audiences.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 2 • Module 4 • Read & Interact
TEKS 3.12B • S47-S49
Laura Ingalls Wilder (continued)
Two nonfiction passages at Very High Stamina, the longest reading of the cluster. Use Dot, Discover, Drop on unfamiliar words. Mark TRACKS details that could supply proof.
23Laura's storytelling was special because she helped readers picture the past. People could imagine the wide prairie, the small cabins, the fields of crops, and the busy days filled with chores. Her descriptions helped bring history to life.
24Readers often admired the values shown in the books. Hard work, perseverance, responsibility, and family support were important themes throughout the series. Laura's stories showed how people could overcome difficulties by working together and remaining hopeful.
25Today, Laura Ingalls Wilder is remembered as one of America's most important children's authors. Her books continue to inspire readers of all ages. Even though the events took place more than a century ago, the stories still connect with modern readers because they focus on family, determination, and personal growth.
26Historians, teachers, and students continue to study Laura's work because it provides a window into the past. Her books help readers understand how geography, weather, transportation, and community shaped life on the American frontier.
27Through her writing, Laura preserved memories of a time when much of the United States was still developing. Her stories allow people today to learn about history through the experiences of someone who lived it. Because of her books, generations of readers have been able to explore the challenges, opportunities, and adventures of frontier life.
28Laura Ingalls Wilder's legacy continues to live on through her stories. Her books remind readers that history is not only about important events and famous leaders. It is also about ordinary families who worked hard, faced challenges, and built communities. By sharing her experiences, Laura helped keep an important part of American history alive for future generations.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 2 • Module 4 • Read & Interact
TEKS 3.12B • S47-S49
Carmen Lomas Garza (continued)
Two nonfiction passages at Very High Stamina, the longest reading of the cluster. Use Dot, Discover, Drop on unfamiliar words. Mark TRACKS details that could supply proof.
6Garza's paintings often show scenes from family life, such as cooking together, celebrating holidays, visiting neighbors, or spending time outside. One common scene she paints is families making tamales during the holidays. Family members often gather around a table to prepare ingredients, wrap tamales, and spend time together. While this activity may seem simple, it represents an important tradition shared by many families.
7Her artwork also includes scenes of children playing games, families attending celebrations, and neighbors helping one another. These paintings show how people connect through shared experiences and traditions. By capturing these moments, Garza helps preserve memories that might otherwise fade over time.
8Many of the events shown in her artwork are based on real memories from her childhood. She often painted scenes that reminded her of family gatherings and special occasions. Through her work, she wanted to share these experiences with others and help people understand their importance.
9These simple moments may seem ordinary, but Garza believed they were valuable parts of culture and history. She understood that history is not only found in textbooks or museums. History can also be found in family traditions, community celebrations, and everyday experiences. Her paintings remind viewers that the actions of ordinary people help shape the story of a community.
10One reason many people enjoy Garza's artwork is that it feels familiar. Viewers often recognize activities that are similar to those in their own lives. Some remember family traditions they experienced as children. Others learn about customs and celebrations that are new to them. In both cases, the artwork creates opportunities for learning and understanding.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 2 • Module 4 • Read & Interact
TEKS 3.12B • S47-S49
Carmen Lomas Garza (continued)
Two nonfiction passages at Very High Stamina, the longest reading of the cluster. Use Dot, Discover, Drop on unfamiliar words. Mark TRACKS details that could supply proof.
11Her artwork uses bright colors and clear details to tell stories. When people look at her paintings, they can often imagine what the people in the picture are doing and how they feel. Viewers may notice smiling faces, colorful decorations, and busy family gatherings. These details help bring each scene to life.
12Garza carefully includes objects and activities that help tell the story of a painting. A table full of food, children playing a game, or family members working together can reveal important information about the people in the picture. These details allow viewers to learn about traditions and customs through observation.
13In this way, Garza's art works almost like storytelling through pictures. Instead of writing long descriptions, she uses paint to communicate ideas and experiences. Each painting captures a moment that helps viewers better understand a culture, a family, or a community.
14Storytelling has always been an important way for people to share information. Long before books and computers existed, people passed stories from one generation to the next. These stories helped preserve traditions, values, and important events. Garza's artwork continues this tradition by telling stories through visual images.
15Many people visit museums to see Garza's paintings. Museums display her work because it helps visitors learn about Mexican-American life and culture. Through her paintings, viewers gain insight into experiences that may be different from their own.
16Students often study Garza's artwork in school. Teachers use her paintings to start discussions about traditions, families, and communities. Students may examine details in the artwork and talk about what they notice. They might compare the traditions shown in the paintings to traditions in their own families.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 2 • Module 4 • Read & Interact
TEKS 3.12B • S47-S49
Carmen Lomas Garza (continued)
Two nonfiction passages at Very High Stamina, the longest reading of the cluster. Use Dot, Discover, Drop on unfamiliar words. Mark TRACKS details that could supply proof.
17Garza's work encourages people to think about their own experiences and memories. After viewing her paintings, some people remember family celebrations, special meals, or community events from their childhood. Others begin asking relatives questions about family traditions and history.
18In addition to painting, Carmen Lomas Garza became an author. She wrote and illustrated children's books that shared many of the same themes found in her artwork. Her books help readers learn about traditions, family life, and community experiences.
19Many of her books are written in both English and Spanish. This allows more readers to enjoy the stories and connect with the experiences being shared. Bilingual books can help readers develop language skills while also learning about different cultures.
20Garza believed that children should see themselves reflected in books and artwork. She wanted young readers to recognize familiar experiences and traditions. At the same time, she hoped her books would introduce other readers to customs and celebrations they had never encountered before.
21Her books and paintings work together to tell stories about culture and community. Both forms of art help preserve traditions and pass them on to future generations. Readers and viewers learn about family life while also gaining a greater appreciation for cultural diversity.
22As Carmen continued her education, she studied art and learned new techniques. She spent years practicing and improving her skills. Becoming a successful artist required dedication, patience, and hard work. Like many artists, she experimented with different ideas before developing her own style.
23Even as her career grew, Garza remained committed to the subjects that mattered most to her. She continued painting scenes from everyday life because she believed they contained important stories worth sharing. Her focus on family and community became a defining feature of her work.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 2 • Module 4 • Read & Interact
TEKS 3.12B • S47-S49
Carmen Lomas Garza (continued)
Two nonfiction passages at Very High Stamina, the longest reading of the cluster. Use Dot, Discover, Drop on unfamiliar words. Mark TRACKS details that could supply proof.
24Over time, museums, schools, and cultural organizations began recognizing the value of Garza's contributions. Her artwork was displayed in exhibitions across the United States. Visitors appreciated the way her paintings celebrated family traditions and community experiences.
25Many people view Garza as both an artist and a historian. Although she does not record history through written documents, she preserves historical experiences through her artwork. Her paintings provide a visual record of customs, celebrations, and everyday life.
26Future generations can learn from her work because it captures moments that might otherwise be forgotten. A family preparing food together, children playing outside, or neighbors gathering for a celebration all become part of a larger story about community life. These scenes help preserve important cultural knowledge.
27Garza's artwork also demonstrates the importance of representation. When people see their experiences reflected in books and artwork, they feel recognized and valued. Representation helps individuals understand that their stories matter and deserve to be shared.
28Her paintings remind viewers that every community has traditions worth preserving. Whether a tradition involves food, music, celebrations, or family gatherings, it contributes to the identity of a group of people. By documenting these traditions, Garza helps ensure they remain part of the historical record.
29Today, Carmen Lomas Garza is a well-known Mexican-American artist whose work is shown in major museums. Her paintings and books continue to inspire students, teachers, families, and museum visitors. People of all ages learn from the stories she tells through her artwork.
30Through her paintings and books, she has helped preserve important cultural stories and share them with new generations. Her work teaches people about Mexican-American life while also highlighting the importance of family, community, and tradition.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 2 • Module 4 • Read & Interact
TEKS 3.12B • S47-S49
Carmen Lomas Garza (continued)
Two nonfiction passages at Very High Stamina, the longest reading of the cluster. Use Dot, Discover, Drop on unfamiliar words. Mark TRACKS details that could supply proof.
31Carmen Lomas Garza's legacy continues to grow as more people discover her artwork. Her paintings show that history can be found in everyday experiences and that even simple moments can have lasting meaning. By sharing her memories through art, she has preserved an important part of American cultural history and helped future generations better understand the lives, traditions, and experiences of Mexican-American communities.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 2 • Module 4 • Read & Interact
TEKS 3.12B • S48-S49
Annotate: Laura Ingalls Wilder
Look for how the family lived, moved, farmed, and survived on the frontier, and why readers value her books. Mark TRACKS details that could prove a reason.
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.
My best TRACKS phrase and why I chose it
Grade 3 • Cluster 2 • Module 4 • Read & Interact
TEKS 3.12B • S44,S48-S49
Annotate: Carmen Lomas Garza
Look for the family traditions Garza paints, how her books reach readers, and why her work preserves culture. Mark TRACKS details that could prove a reason.
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
STOP & THINK
Which sentence proves a reason, and which sentence is only true?
My thinking
Grade 3 • Cluster 2 • Module 4 • Read & Interact
TEKS 3.12B • S48-S49
My Prompt Marking Notes
CSI: three moves, not three sentences by law.
Shape
Word
Question I ask myself
Connect
Names what the passage is doing
The passage describes family traditions.
Support
Gives the proof from the text
It says families make tamales at the holidays.
Infer
Says what the proof shows
This shows that Garza values cultural heritage.
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Explain why Laura Ingalls Wilder's stories help readers understand history.
ELPS today: 1(E) Demonstrate listening comprehension from information presented orally during formal and informal classroom interactions by recalling, retelling, responding, or asking for clarification or additional details; 2(F) Restate, ask questions about, or respond to information during formal and informal classroom...
STUDENT WORKBOOK
Day 1: Gather + Reveal
Add the Evidence Branch
1. Gather: Stand Tall Like a Tree
Today you add the second branch, the Evidence Branch. A reason is just an idea until you prove it. Without proof, your branch has no leaves.
Use Dot, Discover, Drop on the passages. Then retell how Wilder's stories and Garza's art give details you could use as evidence.
One detail I could use as evidence
2. Reveal: Claim or Proof?
Reason card: Laura's family moved often to find better land.
Your evidence must prove your exact reason. A sentence can be true but still not prove your point. Which sentence proves this reason?
Sentence from paragraph 1
Proves the reason? Why?
When Laura was a little girl, her family moved many times as they searched for places to live and farm.
She was born in 1867.
STOP & THINK
Why is the birth year true but not evidence for this reason?
The evidence proves the specific reason stated on the card.
The evidence is true but does not prove that specific reason.
Choose a short, precise quotation. Relevance is more important than length.
4. The CSI Anchor Chart
Move
What It Does
Connect
Names what the passage is doing.
Support
Gives the proof from the text. Your evidence fits here.
Infer
Says what the proof shows.
Read the reason.
Scan the passage for matching details.
Select the sentence that proves the reason.
Write an Infer sentence explaining what the proof shows.
5. Fill In What You Hear
Word bank: REASON, EVIDENCE, PROOF, MATCH, PARAGRAPH, RELEVANT. Say each missing word and record it.
#
The word I heard
1
2
3
4
5
6
Evidence holds up the reason. In my own words, CSI means...
Grade 3 • Cluster 2 • Module 4 • Day 2 • ATTEMPT
TEKS 3.12B • S50
STUDENT WORKBOOK
Day 2: Attempt
EVIDENCE GRAB
✂ Cut out these cards
Cut on the dashed lines. Shuffle the four reason cards and four evidence cards face down in two rows of four. That is eight cards total. Turn over two cards at a time. If a reason card matches its evidence card, keep the pair. Store all cards in your Practice Pocket.
Families traveled by wagon and lived in small homes on the prairie.
The Ingalls family moved several times during Laura's childhood.
Families often had to build everything they needed themselves.
Laura's writing was different from many history books.
They traveled by wagon and lived in small homes on the prairie. (Paragraph 1)
They lived in Wisconsin, Kansas, Minnesota, Iowa, and South Dakota. (Paragraph 4)
Families often had to build everything they needed themselves. (Paragraph 2)
Instead of simply listing facts, she told stories from a child's point of view. (Paragraph 17)
Grade 3 • Cluster 2 • Module 4 • Day 2 • ATTEMPT
TEKS 3.12B • S50
Self-Check (back of cards)
This page prints on the back of the card page. Flip a reason card over to see its matching evidence and paragraph number.
They lived in Wisconsin, Kansas, Minnesota, Iowa, and South Dakota. (Paragraph 4)
They traveled by wagon and lived in small homes on the prairie. (Paragraph 1)
Instead of simply listing facts, she told stories from a child's point of view. (Paragraph 17)
Families often had to build everything they needed themselves. (Paragraph 2)
The Ingalls family moved several times during Laura's childhood.
Families traveled by wagon and lived in small homes on the prairie.
Laura's writing was different from many history books.
Families often had to build everything they needed themselves.
Grade 3 • Cluster 2 • Module 4 • Day 2 • ATTEMPT
TEKS 3.12B • S50
ELPS today: 2(E) Narrate, describe, or explain information orally with increasing specificity and detail during classroom interactions; 3(F) Derive meaning from and demonstrate comprehension of content-area texts using visual, contextual, and linguistic supports
Day 2: Attempt
Our Question for Today: Which evidence proves each reason?
1. Play Evidence Grab
Shuffle four reason cards and four evidence cards face down in two rows of four. That is eight cards total.
Player 1 turns over two cards. Name the original proof before you keep a pair.
A correct reason and evidence pair is kept, and the player takes another turn.
No match: return both cards to the same places face down, then switch players.
Check pairs against the answer key. More matched pairs wins. Return all cards to the Practice Pocket.
Before the model is shown, mark the yellow box and the green triangle on each reason card.
Round
1
2
3
4
5
My partner
My point
2. My Matched Pairs
If you matched only by a familiar name, compare the full action. Make sure the evidence proves the specific reason.
Reason card
Evidence I matched
Paragraph
1
2
3
4
5
Check: point to the paragraph number in Evidence 1. Where does the proof come from?
My best pair, and why the evidence proves that exact reason
Grade 3 • Cluster 2 • Module 4 • Day 3 • DISCUSS + USE
TEKS 3.12B • S50
ELPS today: 1(E) Demonstrate listening comprehension from information presented orally during formal and informal classroom interactions by recalling, retelling, responding, or asking for clarification or additional details; 2(E) Narrate, describe, or explain information orally with increasing specificity and detail during...
STUDENT WORKBOOK
Day 3: Discuss + Use
Evidence must prove the reason
1. Discuss
Question
My thinking
Which two parts can you take from the passage? Which part must come from your thinking about what the evidence shows?
Compare your evidence choices. How does the reason help you choose the right sentence?
If your response only repeats the quotation, what inference do you still need to add?
2. Strong or Weak Evidence?
Defend whether each sample is relevant or just true for the reason: Laura's family moved often to find better land.
Sample
Relevant or Just True?
When Laura was a little girl, her family moved many times as they searched for places to live and farm.
She was born in 1867.
3. Personal Connection
Describe a family memory that a story or picture could preserve. Compare Wilder's writing and Garza's paintings as ways of sharing everyday life. Then return to the passages for evidence.
My family memory and the passage evidence it connects to
Grade 3 • Cluster 2 • Module 4 • Day 3 • DISCUSS + USE
TEKS 3.12B • S50
4. Use: Write Two CSI Responses
Step 1: Read the reason and name what kind of proof is needed.
Step 2: Find a supporting paragraph. Write your own Connect and Support moves.
Step 3: Choose an Infer sentence that explains what the evidence shows about the reason.
Step 4: Underline the Infer move. Reread to check that it adds information beyond the quotation.
Use new vocabulary from this module where it fits. Do not add unrelated words just to meet a count.
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Explain why Carmen Lomas Garza’s artwork is important to culture.
Connect, Support (paragraph ____), Infer: This shows that...
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Explain how Laura Ingalls Wilder helps readers imagine life on the prairie.
Connect, Support (paragraph ____), Infer: This shows that...
Each move is worth 3 points: 6 points per prompt, 12 points in all.
Grade 3 • Cluster 2 • Module 4 • Day 4 • AWARD + TARGET
TEKS 3.12B • S50
ELPS today: 1(E) Demonstrate listening comprehension from information presented orally during formal and informal classroom interactions by recalling, retelling, responding, or asking for clarification or additional details; 3(G) Demonstrate reading comprehension of content-area texts by making connections, retelling, or...
STUDENT WORKBOOK
Day 4: Award + Target
Strong Evidence Award
1. Award
You added the second branch to your tree. Underline the evidence you selected in yellow. Point to the paragraph number where it lives.
My Strong Evidence Award
The exact words that prove my reason, and the paragraph where they live...
2. Target
Why does relevant evidence prove a reason and keep your writing focused on the thesis (central idea)? Choose one goal.
Next time I will...
Grade 3 • Cluster 2 • Module 4 • Day 4 • AWARD + TARGET
TEKS 3.12B • S50
3. Revise to Hit My Target
Find the supporting paragraph.
Say the proof.
Write it.
Underline it in yellow. It must be original proof from the passage, not words from a different reason card.
ELPS today: 1(E) Demonstrate listening comprehension from information presented orally during formal and informal classroom interactions by recalling, retelling, responding, or asking for clarification or additional details; 2(E) Narrate, describe, or explain information orally with increasing specificity and detail during...
STUDENT WORKBOOK
Day 5: Explain/Educate
I teach CSI
1. Turn and Teach
Teach your partner how to write a CSI response. First, Connect by naming what the passage is doing. Second, Support by giving proof from the text. Third, Infer by saying what the proof shows about the reason.
Point to the evidence branch on the tree as you teach.
My partner taught me...
2. Return to the Citizenship Connection
How do stories and artwork help a community preserve its history and traditions?
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Explain why Laura Ingalls Wilder’s books continue to inspire readers.
Work on your own. Each part is worth 20 points.
1. The reason statement I am supporting
2. The evidence that proves the reason (paragraph ____)
3. Connect: where my proof came from
4. Infer: what the evidence shows (not stated directly)
5. Circle your connecting word and mark the prompt type: [ ] WHY [ ] HOW
4. Return to the Overarching Question
Compare your thinking from Monday with your thinking now. Then rate your tracker honestly and point to work that supports each rating.
On Monday I thought... Now I think...
Grade 3 • Cluster 2 • Module 4 • Write More
TEKS 3.12B • S62-S63
STUDENT WORKBOOK
Write More
Plan, draft, revise, edit, and share
My Writing Assignment
Write a short response to this prompt:
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Explain why Carmen Lomas Garza believed everyday family moments were important enough to paint.
My Plan
Use Dot, Discover, Drop and shape the prompt.
Identify WHY and select a subordinator.
Record the paragraph that supports an answer, and jot your own answer in three or four words.
Combine noun, verb, and answer into one thesis (central idea). Draft one supporting sentence and explain its relevance.
Reread for clarity and module vocabulary.
Two possible reasons from the passage
The stronger reason is...
Color Words I Can Use
Thesis (central idea) and reasons, Green. Evidence, Yellow. Explanation, Red or Pink. Reflective thinking, Blue.
My thesis (central idea) starter
Grade 3 • Cluster 2 • Module 4 • Write More
TEKS 3.12B • S71
My Draft
Use my shaped prompt and my plan. Write a clear response.
Draft, page 1
A sentence I want to keep
Grade 3 • Cluster 2 • Module 4 • Write More
TEKS 3.12B • S72
Revise, Edit, and Share
Revise
Edit
My improved sentence
Share
Choose one: read to a partner, share in author's chair, join a gallery walk, or add your prompt to a class booklet.
My sharing plan
Grade 3 • Cluster 2 • Module 4 • Write More
TEKS 3.12B • S51-S53,S64
Before I Turn It In
Read each line. Check it when I can show it in my work.
Part
I can show...
Check
Noun and verb of importance
Both keep the prompt's topic and action.
Original answer
Adds a clear, passage-supported reason.
WHY structure
One complete complex sentence with a subordinator.
Supporting sentence
A relevant detail clearly supports the thesis (central idea).
Clarity, conventions, vocabulary
Clear sentences with correct editing and module vocabulary.
Study the Samples
Read the three responses to this prompt. Notice what improves from Low to Medium to High.
Explain why Carmen Lomas Garza painted everyday family moments.
Low The passage states that families make tamales together during the holidays. What is missing: the reason statement and the Infer move. Identify which reason this evidence proves. Write the reason first, then add the evidence using the frame This shows that.
Medium The evidence is a quote from the passage about Laura's family making bread. What is missing: the response stops at Support. Add a sentence that begins with This shows that and explains what the bread-making proves about family traditions.
High Carmen Lomas Garza painted everyday family moments because she believed cultural traditions should be remembered and celebrated. Why it works: the noun, verb, and answer are present; because joins a reason grounded in the passage.
How does a writer select evidence that proves the reason it supports?
The answer A writer reads the stated reason first, then searches the passage for specific proof that matches that exact idea. The writer uses the CSI framework to Connect the proof to the prompt, Support the claim with textual details, and Infer the significance of the evidence.
My Final Thinking (in my own words)
What Changed in My Thinking?
At first I thought...
Now I think...
Try It Another Way
Choose a new reason. Find proof that matches it, write the paragraph number, and add an Infer sentence.
Choose one card to talk about with someone at home. End with a conversation, not a worksheet.
Teach CSI Teach Connect, Support, and Infer to someone at home using a reason from your notebook. When they ask for proof, point to the exact sentence in the passage that supports the reason. Ask them: what proof would you want to see?
Family member signature: ____________________
Proof or Claim? Share one reason you wrote this week. Ask a family member for two sentences from a book or article: one that proves the reason and one that is true but does not prove it. Tell which sentence is the evidence and explain why using the word match. Ask them: which sentence proves my reason, and how can you tell?
Family member signature: ____________________
What Does It Show? Find one piece of evidence in a short passage. Write an Infer sentence that explains what the evidence shows about the character or topic without using words directly from the text. Ask them: how does knowing what something shows help us understand it better?
Family member signature: ____________________
My Family Conversation Notes
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
Why This Helps Me
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.