How to Use My Workbook
This book holds my reading, thinking, writing, and reflection for this module.
My Name and My Goal for This Module
Pocket Practice: keep your game cards in a folder or envelope while you work on this module.
This book holds my reading, thinking, writing, and reflection for this module.
Nothing else in this cluster works until I can shape a prompt and write a matching thesis (central idea). I will learn to find the conflict and connect my answer to TREES.
How can shaping a WHY or HOW prompt and finding the conflict help a writer create a clear thesis (central idea)?
| What I learn | What I read | What I make |
|---|---|---|
| How to shape a prompt and write a thesis (central idea) that matches WHY or HOW. | A poem about why we need laws and a drama about Pasteur's discovery. | Shaped prompts, a matching thesis (central idea), a next-step goal, and a tracker. |
I will move from shaping prompts to writing a thesis (central idea) that matches WHY or HOW.
I will show what I know with shaped prompts, a matching thesis (central idea), a partner explanation, and the Day 5 exit ticket.
| Stage | Day | What I do |
|---|---|---|
| Gather | Day 1 | I connect to what I already know. |
| Reveal | Day 1 | I learn how to shape a prompt. |
| Attempt | Day 2 | I practice with Spin and Shape. |
| Discuss | Day 3 | I explain the conflict in the poem. |
| Use Again | Day 3 | I shape a prompt and write a thesis (central idea). |
| 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. |
These are the exact TEKS this module teaches. Read the code, then say the job in your own words.
Read this together as a class before we start.
I already know that a question gives me a job. I can find details in a passage and tell the difference between a reason and a way something happened.
Shaping the prompt is the first step before I write a thesis (central idea), reasons, evidence, explanation, and significance.
This shows my teacher what I already know. It is not for a grade. Work on your own. You may reread the passages in Read and Interact as often as you want.
Read the prompt. Circle important nouns in red. Draw a yellow box around the important verb. Draw a green triangle around the clue word.
Write one sentence that answers the prompt above. Use the topic, use the important verb, and add your own answer.
Number these four sentences 1, 2, 3, 4 to show the order they belong in an informative response.
| Number | Sentence |
|---|---|
| ____ | Laws help communities stay safe and fair. |
| ____ | One reason is that people argued and fairness was lost. |
| ____ | The poem says some took more food while others had too little. |
| ____ | This shows that clear rules were needed to protect everyone. |
Write the first sentence of a response to the prompt. Remember that the first sentence tells the reader what you will prove.
Reason: People gathered to write fair rules. Copy one line from the poem that proves this reason. Then explain in one sentence why it proves the reason.
Write three or four sentences that answer the prompt from Part 1. Use your thesis (central idea), one reason, and one piece of evidence.
Say each word. Then use one word in a sentence about rules or laws.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| reason | REE-zun | an answer that tells why something matters or happened | One reason laws matter is ______. |
| WHY | WY | the clue word that asks for reasons | ______ tells me to give ______. |
| HOW | HOW | the clue word that asks for a way something happened | ______ tells me to explain a ______. |
| problem | PROB-lum | something that needs to be solved | The problem was ______. |
| solution | suh-LOO-shun | an answer to a problem | A solution can ______. |
| fair | FAIR | treating people equally and rightly | Laws can make life more ______. |
| safe | SAYF | protected from harm | Pasteurized milk is more ______. |
| sick | SIK | not feeling well or healthy | Germs can make people ______. |
| rule | ROOL | a direction people are expected to follow | A ______ can prevent conflict. |
| law | LAW | a rule made for a community | A ______ can protect people. |
| clue | KLOO | something that helps a person figure something out | The word ______ helped me decide. |
| effect | eh-FEKT | something that happens because of an action or event | One ______ was ______. |
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 question or task a writer is asked to answer | I analyze the prompt before I write. |
| analyze | AN-uh-lyze | to look closely at parts in order to understand | I analyze the clue words. |
| thesis (central idea) | THEE-sis | a sentence that clearly answers a prompt | My thesis (central idea) matches the prompt. |
| evidence | EV-uh-dens | proof from a text that supports an idea | My evidence proves my thinking. |
| explanation | ek-spluh-NAY-shun | words that tell how evidence proves an idea | My ______ connects the proof and thesis (central idea). |
| significance | sig-NIF-uh-kuns | why an idea matters | I explain the significance of laws. |
| noun | NOWN | a word that names a person, place, thing, or idea | I circle important ______s in the prompt. |
| verb | VERB | a word that tells an action or state | I box the important ______ in the prompt. |
| reasons | REE-zunz | explanations of why something matters or happens | WHY prompts need reasons. |
| clue word | KLOO wurd | WHY or HOW, showing the thinking a prompt needs | I draw a triangle around the ______. |
| conflict | KON-flikt | a problem or struggle in a text | The ______ helps me understand the prompt. |
| way | WAY | how something happens or a problem is solved | My HOW thesis (central idea) explains a way. |
These words come from our passages about Why We Need Laws (Poem) and The Lunchroom Discoveries (Drama).
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| fairness | FAIR-ness | the quality of treating people equally and rightly | |
| arguments | AR-gyuh-ments | disagreements in which people strongly share different opinions | |
| resources | ree-SOR-siz | useful supplies or things people need | |
| community | kuh-MYOO-nuh-tee | people who live, work, or learn in the same place | |
| germs | jermz | tiny living things that can make people sick | |
| illness | IL-niss | sickness or poor health | |
| Pasteur | pas-TOOR | Louis Pasteur, a scientist who studied germs and food safety | |
| pasteurized | PAS-chuh-rized | heated to kill harmful germs | |
| discovery | dih-SKUHV-uh-ree | something new that a person finds out | |
| scientific | sy-uhn-TIF-ik | connected to learning through careful study and testing | |
| protection | pruh-TEK-shun | being kept safe from harm | |
| TREES | treez | Thesis (central idea), Reason/Way, Evidence, Explanation, Significance |
My ideas grow from the passage and prompt. The tree shows how a strong response grows.
| Mark | What it means |
|---|---|
| Red circle | TOPIC, the noun of importance. |
| Yellow box | IMPORTANT VERB, the verb of importance. |
| Green triangle | CLUE WORD, tells me WHY or HOW. |
SCR is usually a question. ECR is usually a statement.
| WHY | HOW |
|---|---|
| asks for a reason; uses a subordinator such as because, since, when; builds a complex sentence. | asks for a way or a method; uses a preposition such as through, by, with; builds a simpler sentence. |
Use this progression in every module to name the level of thinking a prompt and a student response require. Colors are shown as labels only; the symbol identifies each level in black and white.
| Level | Symbol | Color Label | Thinking Stage | Description |
|---|---|---|---|---|
| Level 1 | Red | Foundational | Student follows directions or repeats information exactly as taught with little independent thinking. | |
| Level 2 | Orange | Emergent | Student begins trying ideas independently but may be uncertain or inconsistent. | |
| Level 3 | Yellow | Visible | Student connects ideas directly to textual evidence or proof from the passage. | |
| Level 4 | Green | Independent | Student combines evidence with personal inference, applying understanding to self or deeper meaning. | |
| Level 5 | Blue | Reflective | Student connects evidence to the world, morals, lessons, themes, or broader life understanding. |
Where this module primarily operates: Visible and Independent (Levels 3-4). Students use the conflict and textual evidence to write a matching thesis (central idea), then apply the same shaping habit independently to a new WHY or HOW prompt.
Use the same five levels when a prompt asks HOW.
| Level | Symbol | Hidden Question | Student Thinking | Thinking Focus |
|---|---|---|---|---|
| Foundational (Red) | Why did it happen? | I can explain the cause. | Cause and Effect | |
| Emergent (Orange) | Why was it done? | I can explain the purpose. | Purpose and Motivation | |
| Visible (Yellow) | Why is it important in the passage? | I can explain why it matters in the text. | Importance and Contribution | |
| Independent (Green) | Why is it important to me? | I can explain what I can learn, value, or apply to my own life. | Personal Meaning and Application | |
| Reflective (Blue) | Why is it important to everyone? | I can explain the universal lesson or significance. | Universal Meaning and Life Lessons |
| Prompt type | What it asks me to do | Example |
|---|---|---|
| WHY | Explain a reason, a purpose, or why something matters. | Explain WHY laws help communities stay safe and fair. |
| HOW | Analyze how parts work together or how something happens. | Explain HOW Pasteur's discovery solved a problem. |
WHY asks for reasons. HOW asks for a way something happened. The clue word decides which kind of thinking my answer needs.
DOT: Place a small dot above any unfamiliar word. DISCOVER: Find the pronunciation or the meaning. DROP: Erase the dot once the word is understood.
| Letter | Category | Definition and Examples | Required Pastel Color |
|---|---|---|---|
| T | Time | Age, era, dates, cultural details, or historical details. Often adjectives. | Pastel Green |
| R | Reactions | Reactions, solutions, resolutions, or effects. Often verbs/adverbs. | Pastel Purple |
| A | Actions | Actions, problems, conflicts, or causes. Often verbs/adverbs. | Pastel Yellow |
| C | Character, Concept, Creature | Names of characters/people/animals, or major concepts as the central idea. Often nouns/proper nouns. | Pastel Yellow |
| K | Key Knowledge | All other important info needed for the passage's meaning not in another TRACKS category (background knowledge). | Pastel Orange |
| S | Scenery / Setting | Setting characteristics acknowledged/measured through the five senses. | Pastel Green |
TRACKS marks evidence in the passage. Highlight the smallest meaningful phrase. The shapes Circle, Box, and Triangle are used only to analyze the prompt.
The poem and the drama show how communities solve problems by creating rules and sharing scientific discoveries.
The poem describes why communities need laws. The drama shows how Pasteur's discovery made food safer.
Problems, actions, and effects that show why communities need laws.
| TRACKS mark | Color label | What I found (paragraph number and words) |
|---|---|---|
| T: Time | Pastel Green | |
| R: Reactions | Pastel Purple | |
| A: Actions | Pastel Yellow | |
| C: Character, Concept, Creature | Pastel Yellow | |
| K: Key Knowledge | Pastel Orange | |
| S: Scenery / Setting | Pastel Green |
Highlight the smallest meaningful phrase. If I cannot say why I highlighted it, I should not highlight it.
People, actions, and effects that show how Pasteur's discovery made food safer.
| TRACKS mark | Color label | What I found (paragraph number and words) |
|---|---|---|
| T: Time | Pastel Green | |
| R: Reactions | Pastel Purple | |
| A: Actions | Pastel Yellow | |
| C: Character, Concept, Creature | Pastel Yellow | |
| K: Key Knowledge | Pastel Orange | |
| S: Scenery / Setting | Pastel Green |
Which detail helps a reader understand why these everyday moments matter?
The prompt gives me a topic, an important verb, 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 | Important verb | What does the topic do? |
| Green triangle | Clue word | Does the prompt ask WHY or HOW? |
What if our classroom had no rules? Would it be calm? Fair? Safe?
Read the poem and the drama. Name the conflict in each text. The poem shows arguments and unfairness. The drama shows unsafe milk and illness.
Circle the important nouns (the topic). Box the important verb (the action). Triangle the clue word (WHY or HOW).
What must be ready before I can write my answer?
Laws help communities stay safe and fair because they create structure and protect people from unfair actions.
The thesis (central idea) answers WHY with reasons. The conflict in the poem shows where the reasons come from.
T = Thesis (central idea), the answer to the prompt. R = Reason/Way. E = Evidence. E = Explanation. S = Significance.
Show circle, box, and triangle with hand motions. Identify the words each shape marks. Tell whether WHY needs reasons or a way something happened.
Which mark goes on the verb of importance?
Cut on the dashed lines. These prompt cards go with the WHY, HOW, and BOTH spinner. The module's displayed prompts supply the deck. Store all cards in your Pocket Practice.
This page prints on the back of the card page. Flip a card over to check yourself.
Spin WHY, HOW, or BOTH. Draw a prompt card. Shape it with hand motions. Say the type aloud. Write a matching thesis (central idea). Correct thesis (central idea): move 2 spaces!
| Prompt | Type | My Thesis (central idea) |
|---|---|---|
What problems does the poem describe? How did people respond?
Think of a time when a rule or agreement helped solve a problem. How is that like the poem?
Shape the prompt. Circle the important nouns. Box the important verb. Triangle the clue word.
Write a thesis (central idea) that answers the WHY prompt. Underline the reason.
| Round | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| My partner | |||||
| My point |
Name one strength you showed this week in shaping prompts or writing a thesis (central idea). Point to the work that proves it.
Revise this weak thesis (central idea): Laws are good. Use the conflict in the poem to make it stronger.
Write one goal beginning with: Next time I will...
Teach your partner how to shape a prompt and use TREES. First, circle the important nouns. Second, box the important verb. Third, triangle the clue word. Fourth, name the conflict. Fifth, write a matching thesis (central idea).
Write a thesis (central idea) that answers the HOW prompt. Underline the way.
Write a short response to this prompt:
Thesis (central idea) and reasons, Green. Evidence, Yellow. Explanation, Red or Pink. Reflective thinking, Blue.
Use my shaped prompt and my plan. Write a clear response.
Choose one: read to a partner, share in author's chair, join a gallery walk, or add your prompt to a class booklet.
Read each line. Check it when I can show it in my work.
| Part | I can show... | Check |
|---|---|---|
| Prompt parts | I marked the topic, important verb, and clue word. | |
| Prompt type | I named WHY or HOW and used the clue word. | |
| Writing | My answer matches the job in the prompt. | |
| Conventions | I used complete sentences and capital letters. |
Read the three responses to this prompt. Notice what improves from Low to Medium to High.
| I can... | Not yet | Growing | Got it |
|---|---|---|---|
| Find the topic. | ☐ | ☐ | ☐ |
| Find the important verb. | ☐ | ☐ | ☐ |
| Find the clue word. | ☐ | ☐ | ☐ |
| Name WHY or HOW. | ☐ | ☐ | ☐ |
| Tell that an ECR prompt is usually a statement. | ☐ | ☐ | ☐ |
| Tell a thesis (central idea), evidence, and explanation apart. | ☐ | ☐ | ☐ |
| Use the clue word as evidence for WHY or HOW. | ☐ | ☐ | ☐ |
| Explain the prompt job. | ☐ | ☐ | ☐ |
| Name my next step. | ☐ | ☐ | ☐ |
How can shaping a WHY or HOW prompt and finding the conflict help a writer create a clear thesis (central idea)?
Use a question from your day. Say the topic, important verb, and clue word. Tell whether it asks WHY or HOW. Then explain the job.
Grow the whole tree from one prompt: Explain WHY AND HOW laws improved communities.
Draw your whole tree in the box below. Label the trunk, the three branches, and the leaves.
Choose one card to talk about with someone at home. End with a conversation, not a worksheet.
What did I teach? What did my family member remember?
Every time I get a score or a grade on my work in this module, I write it here. This can be an exit ticket, a short answer, or a rubric score from my teacher.
| Date | What I did (for example exit ticket, short answer, rubric) | My score | My next goal |
|---|---|---|---|
This chart shows how my scores change over the whole module, not just on one day.
Add a new row every time I get feedback, a score, or a grade on my work.
I can keep this page with my other work. It shows how my thinking grew.
I am ready to grow the next part of my writing tree.
This book holds my reading, thinking, writing, and reflection for this module.
Nothing else in this cluster works until I can tell the difference between reasons and relationships. I will learn to use clue words to decide what kind of thinking a prompt needs.
How can a writer analyze a more advanced or relational prompt and write a thesis (central idea) that answers it?
| What I learn | What I read | What I make |
|---|---|---|
| How to analyze clue words and write a thesis (central idea) for reasons or relationships. | A poem about why we need laws and a drama about Pasteur's discovery at Medium stamina. | A clue word sorting chart, a thesis (central idea), a next-step goal, and a tracker. |
I will move from sorting clue words to writing a thesis (central idea) that matches an advanced prompt.
I will show what I know with a sorted clue word chart, a thesis (central idea), a partner explanation, and the Day 5 exit ticket.
| Stage | Day | What I do |
|---|---|---|
| Gather | Day 1 | I connect to what I already know. |
| Reveal | Day 1 | I learn two types of clue words. |
| Attempt | Day 2 | I practice sorting clue words. |
| Discuss | Day 3 | I explain reasons and relationships. |
| Use Again | Day 3 | I write a thesis (central idea) 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 clue words to a partner. |
These are the exact TEKS this module teaches. Read the code, then say the job in your own words.
Read this together as a class before we start.
I already know how to shape a prompt with circle, box, and triangle. I can write a thesis (central idea) that matches WHY or HOW.
Identifying clue words is the first step before I write a thesis (central idea), reasons, evidence, explanation, and significance.
This shows my teacher what I already know. It is not for a grade. Work on your own. You may reread the passages in Read and Interact as often as you want.
Read the prompt. Circle the topic in red. Draw a yellow box around the important verb. Draw a green triangle around the clue word.
Write one sentence that answers the prompt above. Use the topic, use the important verb, and add your own answer.
Number these four sentences 1, 2, 3, 4 to show the order they belong in an informative response.
| Number | Sentence |
|---|---|
| ____ | Laws are important for maintaining fairness. |
| ____ | One reason is that they stop people from taking more than others. |
| ____ | The poem says some took more food while others had too little. |
| ____ | This shows that clear rules were needed to protect everyone. |
Write the first sentence of a response to the prompt. Remember that the first sentence tells the reader what you will prove.
Reason: People gathered to write fair rules. Copy one line from the poem that proves this reason. Then explain in one sentence why it proves the reason.
Write three or four sentences that answer the prompt from Part 1. Use your thesis (central idea), one reason, and one piece of evidence.
Say each word. Then use one word in a sentence about rules or connections.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| reason | REE-zun | an answer that tells why something matters or happened | One reason laws matter is ______. |
| connect | kuh-NEKT | to join ideas or show how they go together | I can ______ these ideas. |
| compare | kum-PAIR | to tell how things are alike or different | I can ______ the two texts. |
| problem | PROB-lum | something that needs to be solved | The problem was ______. |
| solution | suh-LOO-shun | an answer to a problem | A solution can ______. |
| fair | FAIR | treating people equally and rightly | Laws can make life more ______. |
| safe | SAYF | protected from harm | Pasteurized milk is more ______. |
| sick | SIK | not feeling well or healthy | Germs can make people ______. |
| rule | ROOL | a direction people are expected to follow | A ______ can prevent conflict. |
| law | LAW | a rule made for a community | A ______ can protect people. |
| clue | KLOO | something that helps a person figure something out | The word ______ helped me decide. |
| effect | eh-FEKT | something that happens because of an action or event | One ______ was ______. |
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 question or task a writer is asked to answer | I analyze the prompt before I write. |
| analyze | AN-uh-lyze | to look closely at parts in order to understand | I analyze the clue words. |
| thesis (central idea) | THEE-sis | a sentence that clearly answers a prompt | My thesis (central idea) matches the prompt. |
| evidence | EV-uh-dens | proof from a text that supports an idea | My evidence proves my thinking. |
| explanation | ek-spluh-NAY-shun | words that tell how evidence proves an idea | My explanation connects the proof and thesis (central idea). |
| significance | sig-NIF-uh-kuns | why an idea matters | I explain the significance of laws. |
| influence | IN-floo-ens | the power to affect an idea or person | One idea can influence another. |
| relationship | ree-LAY-shun-ship | the way two or more ideas connect | I describe the relationship between ideas. |
| reasons | REE-zunz | explanations of why something matters or happens | Importance prompts need reasons. |
| connection | kuh-NEK-shun | a link between ideas | I can explain the connection. |
| conflict | KON-flikt | a problem or struggle in a text | The conflict helps me understand the prompt. |
| impact | IM-pakt | a strong effect an action or idea has | Pasteur's discovery had an impact. |
These words come from our passages about Why We Need Laws and Why We Need Laws (continued).
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| fairness | FAIR-ness | the quality of treating people equally and rightly | |
| arguments | AR-gyuh-ments | disagreements in which people strongly share different opinions | |
| resources | ree-SOR-siz | useful supplies or things people need | |
| community | kuh-MYOO-nuh-tee | people who live, work, or learn in the same place | |
| germs | jermz | tiny living things that can make people sick | |
| illness | IL-niss | sickness or poor health | |
| Pasteur | pas-TOOR | Louis Pasteur, a scientist who studied germs and food safety | |
| pasteurized | PAS-chuh-rized | heated to kill harmful germs | |
| discovery | dih-SKUHV-uh-ree | something new that a person finds out | |
| scientific | sy-uhn-TIF-ik | connected to learning through careful study and testing | |
| protection | pruh-TEK-shun | being kept safe from harm | |
| modern | MOD-ern | connected to the present time |
My ideas grow from the passage and prompt. The tree shows how a strong response grows.
| Mark | What it means |
|---|---|
| Red circle | TOPIC, the noun of importance. |
| Yellow box | IMPORTANT VERB, the verb of importance. |
| Green triangle | CLUE WORD, tells me WHY or HOW. |
SCR is usually a question. ECR is usually a statement.
| WHY | HOW |
|---|---|
| asks for a reason; uses a subordinator such as because, since, when; builds a complex sentence. | asks for a way or a method; uses a preposition such as through, by, with; builds a simpler sentence. |
Use this progression in every module to name the level of thinking a prompt and a student response require. Colors are shown as labels only; the symbol identifies each level in black and white.
| Level | Symbol | Color Label | Thinking Stage | Description |
|---|---|---|---|---|
| Level 1 | Red | Foundational | Student follows directions or repeats information exactly as taught with little independent thinking. | |
| Level 2 | Orange | Emergent | Student begins trying ideas independently but may be uncertain or inconsistent. | |
| Level 3 | Yellow | Visible | Student connects ideas directly to textual evidence or proof from the passage. | |
| Level 4 | Green | Independent | Student combines evidence with personal inference, applying understanding to self or deeper meaning. | |
| Level 5 | Blue | Reflective | Student connects evidence to the world, morals, lessons, themes, or broader life understanding. |
Where this module primarily operates: Visible and Independent (Levels 3-4). Students connect prompts to textual evidence and, in the cross-text challenge, apply understanding across both sources.
Use the same five levels when a prompt asks HOW.
| Level | Symbol | Hidden Question | Student Thinking | Thinking Focus |
|---|---|---|---|---|
| Foundational (Red) | Why did it happen? | I can explain the cause. | Cause and Effect | |
| Emergent (Orange) | Why was it done? | I can explain the purpose. | Purpose and Motivation | |
| Visible (Yellow) | Why is it important in the passage? | I can explain why it matters in the text. | Importance and Contribution | |
| Independent (Green) | Why is it important to me? | I can explain what I can learn, value, or apply to my own life. | Personal Meaning and Application | |
| Reflective (Blue) | Why is it important to everyone? | I can explain the universal lesson or significance. | Universal Meaning and Life Lessons |
| Prompt type | What it asks me to do | Example |
|---|---|---|
| WHY | Explain a reason, a purpose, or why something matters. | Explain the importance of laws for maintaining fairness. |
| HOW | Analyze how parts work together or how something happens. | Describe the connection between arguments and the need for laws. |
Some clue words ask for reasons (importance, purpose, significance). Others ask for relationships (connection, influence, effects).
DOT: Place a small dot above any unfamiliar word. DISCOVER: Find the pronunciation or the meaning. DROP: Erase the dot once the word is understood.
| Letter | Category | Definition and Examples | Required Pastel Color |
|---|---|---|---|
| T | Time | Age, era, dates, cultural details, or historical details. Often adjectives. | Pastel Green |
| R | Reactions | Reactions, solutions, resolutions, or effects. Often verbs/adverbs. | Pastel Purple |
| A | Actions | Actions, problems, conflicts, or causes. Often verbs/adverbs. | Pastel Yellow |
| C | Character, Concept, Creature | Names of characters/people/animals, or major concepts as the central idea. Often nouns/proper nouns. | Pastel Yellow |
| K | Key Knowledge | All other important info needed for the passage's meaning not in another TRACKS category (background knowledge). | Pastel Orange |
| S | Scenery / Setting | Setting characteristics acknowledged/measured through the five senses. | Pastel Green |
TRACKS marks evidence in the passage. Highlight the smallest meaningful phrase. The shapes Circle, Box, and Triangle are used only to analyze the prompt.
The poem and the drama show how communities solve problems by creating rules and sharing discoveries.
The poem describes why communities need laws. The drama shows how Pasteur's discovery made food safer.
Problems, actions, and effects that show why communities need laws.
| 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.
Problems, actions, and effects that show why communities need laws.
| TRACKS mark | Color label | What I found (paragraph number and words) |
|---|---|---|
| T: Time | Pastel Green | |
| R: Reactions | Pastel Purple | |
| A: Actions | Pastel Yellow | |
| C: Character, Concept, Creature | Pastel Yellow | |
| K: Key Knowledge | Pastel Orange | |
| S: Scenery / Setting | Pastel Green |
Which detail helps a reader understand why these everyday moments matter?
The prompt gives me a topic, an important verb, 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 | Important verb | What does the topic do? |
| Green triangle | Clue word | Does the prompt ask WHY or HOW? |
Can you tell what a prompt is really asking just by reading one word? Today we look beyond the obvious.
Reread the poem and the drama. Both show a problem and a solution. Name the conflict in each text.
REASONS prompts use clue words like importance, purpose, significance. RELATIONSHIPS prompts use clue words like connection, influence, effects.
What is the difference between importance and connection?
Model 1, Relational Prompt: Explain the relationship between pasteurized milk and illness. Thesis (central idea): Pasteurized milk helps people avoid illness by filtering out the harmful parts.
Model 2, Reason-Based Prompt: Explain the importance of pasteurized milk for people's health. Thesis (central idea): Pasteurized milk is important for people's health because it removes harmful germs that can cause illness.
Model 3, Paired-Passage Prompt: Explain the similarities between Why We Need Laws and The Lunchroom Discoveries. Thesis (central idea): Why We Need Laws and The Lunchroom Discoveries are similar because both texts show how solving problems helps protect people and improve their communities.
T = Thesis (central idea). R = Reason/Way. E = Evidence. E = Explanation. S = Significance.
Tell me the two things being connected. What word helped you decide? Is this asking for reasons or relationships?
Name a clue word. Is it REASONS or RELATIONSHIPS? Tell your partner why.
Can one prompt ask for both reasons and a relationship?
Cut on the dashed lines. Sort the 12 prompt cards into REASONS and RELATIONSHIPS. Underline the clue word and explain the category before you place each card. Store all cards in your Pocket Practice.
This page prints on the back of the card page. Each answer sits behind its own card, so flip a card over to check yourself. Keep the cards in Pocket Practice when you finish.
Cut on the dashed lines. Sort the 12 prompt cards into REASONS and RELATIONSHIPS. Underline the clue word and explain the category before you place each card. Store all cards in your Pocket Practice.
This page prints on the back of the card page. Each answer sits behind its own card, so flip a card over to check yourself. Keep the cards in Pocket Practice when you finish.
Sort all 12 prompt cards into two groups: REASONS and RELATIONSHIPS. Underline the clue word in each prompt. Place the card under the correct heading. Explain the category to your partner before you place it.
| REASONS | RELATIONSHIPS |
|---|---|
Compare your sorting chart with a partner. Did you agree? Which clue words were hardest to sort?
Think of a time when you needed to explain why something mattered or how two things were connected. Which kind of thinking did you use?
Find the clue word. Name the thinking type. Write a thesis (central idea) that names both ideas and explains how they connect.
| Round | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| My partner | |||||
| My point |
Name one strength you showed this week. Point to the work that proves it.
Revise this weak thesis (central idea) for clarity and completeness: Pasteurized milk is good. Use the clue word importance and the model thesis (central idea) to make it stronger.
Write one goal beginning with: Next time I will...
Teach your partner one clue word and its thinking type. Then explain a thesis (central idea) you wrote and how it matches the prompt.
Write a thesis (central idea) that names both ideas and explains their connection.
Write a short response to this prompt:
Thesis (central idea) and reasons, Green. Evidence, Yellow. Explanation, Red or Pink. Reflective thinking, Blue.
Use my shaped prompt and my plan. Write a clear response.
Choose one: read to a partner, share in author's chair, join a gallery walk, or add your prompt to a class booklet.
Read each line. Check it when I can show it in my work.
| Part | I can show... | Check |
|---|---|---|
| Prompt parts | I marked the topic, important verb, and clue word. | |
| Prompt type | I named WHY or HOW and used the clue word. | |
| Writing | My answer matches the job in the prompt. | |
| Conventions | I used complete sentences and capital letters. |
Read the three responses to this prompt. Notice what improves from Low to Medium to High.
| I can... | Not yet | Growing | Got it |
|---|---|---|---|
| Find the topic. | ☐ | ☐ | ☐ |
| Find the important verb. | ☐ | ☐ | ☐ |
| Find the clue word. | ☐ | ☐ | ☐ |
| Name WHY or HOW. | ☐ | ☐ | ☐ |
| Tell that an ECR prompt is usually a statement. | ☐ | ☐ | ☐ |
| Tell a thesis (central idea), evidence, and explanation apart. | ☐ | ☐ | ☐ |
| Use the clue word as evidence for WHY or HOW. | ☐ | ☐ | ☐ |
| Explain the prompt job. | ☐ | ☐ | ☐ |
| Name my next step. | ☐ | ☐ | ☐ |
How can a writer analyze a more advanced or relational prompt and write a thesis (central idea) that answers it?
Use a question from your day. Say the topic, important verb, and clue word. Tell whether it asks WHY or HOW. Then explain the job.
Grow the whole tree from one prompt: Explain WHY AND HOW laws improved communities.
Draw your whole tree in the box below. Label the trunk, the three branches, and the leaves.
Choose one card to talk about with someone at home. End with a conversation, not a worksheet.
What did I teach? What did my family member remember?
Every time I get a score or a grade on my work in this module, I write it here. This can be an exit ticket, a short answer, or a rubric score from my teacher.
| Date | What I did (for example exit ticket, short answer, rubric) | My score | My next goal |
|---|---|---|---|
This chart shows how my scores change over the whole module, not just on one day.
Add a new row every time I get feedback, a score, or a grade on my work.
I can keep this page with my other work. It shows how my thinking grew.
I am ready to grow the next part of my writing tree.
This book holds my reading, thinking, writing, and reflection for this module.
Gathering before choosing helps me think of many possibilities, organize related ideas, and avoid repeating the same reason. Three different topic sentences build the body of my ECR.
How can brainstorming, grouping, and narrowing many reasons help us write three different topic sentences that build the body of an ECR?
| What I learn | What I read | What I make |
|---|---|---|
| How to magnify many reasons into three. | A poem and a drama. | A Rules Flap and three topic sentences. |
I will turn a room full of ideas into three different topic sentences.
I will show what I know with my topic sentences and the milk exit ticket.
| Stage | Day | What I do |
|---|---|---|
| Gather | Day 1 | I imagine a room full of ideas and brainstorm reasons. |
| Reveal | Day 1 | I learn Gather, Group, Narrow, Choose, Say It. |
| Attempt | Day 2 | I build a Rules Flap and play Flip the Flap. |
| Discuss | Day 3 | I explain why three different groups make stronger writing. |
| Use Again | Day 3 | I magnify my reasons into three topic sentences. |
| Award | Day 4 | I point to a strength in my work. |
| Target | Day 4 | I revise a repeated or tiny reason. |
| Explain/Educate | Day 5 | I teach a partner and complete the milk exit ticket. |
These are the exact TEKS this module teaches. Read the code, then say the job in your own words.
Read this together as a class before we start.
I know WHY asks for reasons and a thesis (central idea) anchors my response. I can write a complete sentence with a subject and a predicate.
A thesis (central idea) gives the overall answer. Topic sentences organize the reasons that develop it. Three different topic sentences make a body plan.
This shows my teacher what I already know. It is not for a grade. Work on your own. You may reread the poem in Read and Interact as often as you want.
Read the prompt. Write as many reasons as you can think of before you choose.
Which of your reasons belong together? Put like-minded reasons in one group and name the big idea.
Read the four responses. Number them 1 (weakest) to 4 (strongest). Look for reasons that are different from each other.
| Number | Sentence |
|---|---|
| ____ | People argued over land. Some people took food. Laws helped people. |
| ____ | Laws were needed because people argued. Laws were needed because people argued loudly. |
| ____ | Laws were needed because they protected fairness when some people tried to take more than others. |
| ____ | Laws were needed because they helped stop arguments from growing into bigger conflicts. |
Write one complete topic sentence for one big idea.
Reason: Laws were needed because they protected fairness. Copy one line from the poem that proves this reason. Then explain in one sentence why it proves the reason.
Write three different topic sentences that support this thesis (central idea): Laws were needed because people argued, fairness was lost, and problems grew without rules.
These are everyday words you need so you can read about our topic and talk about it clearly. Say each word. Then finish the sentence.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| reason | REE-zun | an answer that tells why something matters or happened | One reason laws matter is ______. |
| WHY | WHY | the clue word that asks for reasons | WHY tells me to give ______. |
| idea | eye-DEE-uh | a thought about something | Another idea I have is ______. |
| group | GROOP | a set of things that belong together | These reasons belong in one ______. |
| same | SAYM | alike in a way that matters | These ideas share the ______ meaning. |
| different | DIF-runt | not the same | My three reasons are ______. |
| fair | FAIR | treating people equally and rightly | Laws can make life more ______. |
| safe | SAYF | protected from harm | Pasteurized milk is more ______. |
| rule | ROOL | a direction people are expected to follow | A ______ can prevent conflict. |
| law | LAW | a rule made for a community | A ______ can protect people. |
| choose | CHOOZ | pick from several possibilities | I ______ three big ideas. |
| sort | SORT | put things together by what they share | I ______ reasons by meaning. |
These are the academic thinking words you will use in every subject. Say each word, then use it with a partner.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| brainstorm | BRAYN-storm | gather many possible ideas before choosing | I brainstorm reasons about ______. |
| like-minded | like-MINE-did | having similar meanings or a shared focus | These reasons are like-minded because ______. |
| narrow | NAIR-oh | turn a group of related details into one big idea | I narrow this group to ______. |
| magnify | MAG-nuh-fye | look closely at reasons to see their larger meaning | I magnify these reasons into ______. |
| big idea | big eye-DEE-uh | the meaning shared by several smaller reasons | The big idea in this group is ______. |
| topic sentence | TOP-ik SEN-tuns | a complete sentence naming the main reason a paragraph develops | My topic sentence for this group is ______. |
| distinct | dih-STINKT | different in meaning from the others | My reasons are distinct because ______. |
| thesis (central idea) | THEE-sis | the overall answer that the body develops | All three topic sentences support my thesis (central idea). |
| evidence | EV-uh-dens | proof from a text that supports an idea | This evidence supports my reason about ______. |
| explanation | ek-spluh-NAY-shun | words telling how proof supports an idea | My explanation connects the detail to ______. |
| significance | sig-NIF-uh-kuns | why an idea matters | The significance of this reason is ______. |
| paragraph | PAIR-uh-graf | sentences developing one main idea | This paragraph develops the reason about ______. |
These are the special words that belong to our topic. Knowing them helps you talk about our texts like an expert.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| fairness | FAIR-ness | the quality of treating people equally and rightly | |
| arguments | AR-gyuh-ments | disagreements in which people strongly share different opinions | |
| resources | ree-SOR-siz | useful supplies or things people need | |
| community | kuh-MYOO-nuh-tee | people who live, work, or learn in the same place | |
| germs | JERMZ | tiny living things that can make people sick | |
| illness | IL-niss | sickness or poor health | |
| Pasteur | pas-TOOR | Louis Pasteur, a scientist who studied germs and food safety | |
| pasteurized | PAS-chuh-rized | heated to kill harmful germs | |
| discovery | dih-SKUHV-uh-ree | something new that a person finds out | |
| scientific | sy-uhn-TIF-ik | connected to learning through careful study and testing | |
| protection | pruh-TEK-shun | being kept safe from harm | |
| TREES | TREEZ | Thesis (central idea), Reason/Way, Evidence, Explanation, Significance |
TREES builds my ECR. This module grows the R: three different reasons in the body.
| Step | What I do |
|---|---|
| 1. Gather | Brainstorm many possible reasons. |
| 2. Group | Put like-minded reasons together. |
| 3. Narrow | Name the big idea in each group. |
| 4. Choose | Select the best three different ideas. |
| 5. Say It | Turn each big idea into a topic sentence. |
A topic sentence introduces each selected group. The reasons within it give that paragraph room to grow.
| Group (Big Idea) | Topic Sentence |
|---|---|
| Conflict | Laws were needed because they helped stop arguments and prevent conflicts from growing. |
| Fairness | Laws were needed because they protected fairness and kept stronger people from taking advantage of others. |
| Safety/Order | Laws were needed because they created safety and order for the whole community. |
Use this progression in every module to name the level of thinking a prompt and a student response require. Colors are shown as labels only; the symbol identifies each level in black and white.
| Level | Symbol | Color Label | Thinking Stage | Description |
|---|---|---|---|---|
| Level 1 | circle | Red | Foundational | Student follows directions or repeats information exactly as taught with little independent thinking. |
| Level 2 | square | Orange | Emergent | Student begins trying ideas independently but may be uncertain or inconsistent. |
| Level 3 | inverted triangle | Yellow | Visible | Student connects ideas directly to textual evidence or proof from the passage. |
| Level 4 | triangle | Green | Independent | Student combines evidence with personal inference, applying understanding to self or deeper meaning. |
| Level 5 | diamond | Blue | Reflective | Student connects evidence to the world, morals, lessons, themes, or broader life understanding. |
| Level | Hidden Question | Student Thinking | Thinking Focus |
|---|---|---|---|
| Foundational (Red) | Why did it happen? | I can explain the cause. | Cause and Effect |
| Emergent (Orange) | Why was it done? | I can explain the purpose. | Purpose and Motivation |
| Visible (Yellow) | Why is it important in the passage? | I can explain why it matters in the text. | Importance and Contribution |
| Independent (Green) | Why is it important to me? | I can explain what I can learn, value, or apply to my own life. | Personal Meaning and Application |
| Reflective (Blue) | Why is it important to everyone? | I can explain the universal lesson or significance. | Universal Meaning and Life Lessons |
Where this module primarily operates: Visible and Independent (Levels 3-4). Students use text-based reasons to form meaningful groups, then independently write three distinct topic sentences and explain how each develops the thesis (central idea).
DOT: Place a small dot above any unfamiliar word. DISCOVER: Find the pronunciation or the meaning. DROP: Erase the dot once the word is understood.
| Letter | Category | Definition and Examples | Required Pastel Color |
|---|---|---|---|
| T | Time | Age, era, dates, cultural details, or historical details. Often adjectives. | Pastel Green |
| R | Reactions | Reactions, solutions, resolutions, or effects. Often verbs/adverbs. | Pastel Purple |
| A | Actions | Actions, problems, conflicts, or causes. Often verbs/adverbs. | Pastel Yellow |
| C | Character, Concept, Creature | Names of characters/people/animals, or major concepts as the central idea. Often nouns/proper nouns. | Pastel Yellow |
| K | Key Knowledge | All other important info needed for the passage's meaning not in another TRACKS category (background knowledge). | Pastel Orange |
| S | Scenery / Setting | Setting characteristics acknowledged/measured through the five senses. | Pastel Green |
TRACKS marks evidence in the passage. Highlight the smallest meaningful phrase. The shapes Circle, Box, and Triangle are used only to analyze the prompt.
Communities write laws so everyone is treated fairly, and scientists share discoveries so everyone can stay healthy. How do fair rules and shared knowledge help a community keep people safe?
In the poem, arguments, unfairness, and unequal sharing create conflict until people create laws. In the drama, Louis Pasteur's work shows that heating liquids can remove harmful germs and protect health.
T Time: Long ago. A Actions: Some took more food; people gathered. K Key Knowledge: rights that all could share. S Scenery: across the town.
| TRACKS mark | Color label | What I found (paragraph number and words) |
|---|---|---|
| T: Time | Pastel Green | |
| R: Reactions | Pastel Purple | |
| A: Actions | Pastel Yellow | |
| C: Character, Concept, Creature | Pastel Yellow | |
| K: Key Knowledge | Pastel Orange | |
| S: Scenery / Setting | Pastel Green |
Highlight the smallest meaningful phrase. If I cannot say why I highlighted it, I should not highlight it.
T Time: Long ago. A Actions: Some took more food; people gathered. K Key Knowledge: rights that all could share. S Scenery: across the town.
| TRACKS mark | Color label | What I found (paragraph number and words) |
|---|---|---|
| T: Time | Pastel Green | |
| R: Reactions | Pastel Purple | |
| A: Actions | Pastel Yellow | |
| C: Character, Concept, Creature | Pastel Yellow | |
| K: Key Knowledge | Pastel Orange | |
| S: Scenery / Setting | Pastel Green |
Which details from the poem share the same big idea?
A WHY prompt asks for reasons. Use these steps to magnify your reasons.
| Shape | Word | Question I ask myself |
|---|---|---|
| 1. Gather | Brainstorm | Brainstorm many possible reasons. |
| 2. Group and 3. Narrow | Big idea | Put like-minded reasons together and name the big idea. |
| 4. Choose and 5. Say It | Topic sentence | Select three different ideas and write a topic sentence for each. |
Imagine you are standing in a giant room full of ideas. Some are loud. Some are tiny. Some belong together. WHY are rules needed? Write as many reasons as you can.
| Step | What Writers Do |
|---|---|
| 1. Gather | Brainstorm many possible reasons. |
| 2. Group | Put like-minded reasons together. |
| 3. Narrow | Name the big idea in each group. |
| 4. Choose | Select the best three different ideas. |
| 5. Say It | Turn each big idea into a topic sentence. |
Why should you gather many ideas before you choose three?
Thesis (central idea): Laws were needed because people argued, fairness was lost, and problems grew without rules.
| Group | Smaller reasons | Topic Sentence |
|---|---|---|
| Conflict | arguing, yelling, fighting | Laws were needed because they helped stop arguments and prevent conflicts from growing. |
| Fairness | not sharing, taking too much | Laws were needed because they protected fairness and kept stronger people from taking advantage of others. |
| Safety/Order | avoiding harm, needing clear rules | Laws were needed because they created safety and order for the whole community. |
| Conflict | Fairness | Safety/Order |
|---|---|---|
The poem says some took more food while others had too little. Which group does this detail support?
Cut on the dashed lines. Keep the 3 big idea cards in the middle of the table and the 5 reason cards in a stack. Store all cards in your Pocket Practice.
This page prints on the back of the card page. Each answer sits behind its own card, so flip a card over to check yourself. Keep the cards in Pocket Practice when you finish.
Open each flap to show how your ideas become groups and then topic sentences. Your partner should be able to follow your thinking.
| Flap | Student Action | Example |
|---|---|---|
| 1. Think About It (WHY) | Brainstorm many reasons for WHY we need rules. | Arguing, yelling, fighting, unfairness, not sharing, taking turns, safety, not getting hurt, following rules. |
| 2. Sort It (Group Ideas) | Put like-minded reasons together. | Disagreement ideas; fairness ideas; staying-safe ideas. |
| 3. Shrink It (Big Idea) | Name one big idea for each group. | People disagree; things are not fair; people need to stay safe. |
| 4. Say It (Topic Sentence) | Write one complete topic sentence per group. | One reason we need rules is because people may disagree. |
| Round | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| My partner | |||||
| My point |
Our Question for Today: WHY do we need rules?
Write the three alternatives as three separate complete sentences. Each sentence comes from its own flap.
Why is brainstorming many reasons helpful before choosing only three? Explain your reasoning, not just your answer.
| Question | My thinking |
|---|---|
| How did grouping your reasons help your thinking become clearer? | |
| Why should your three final reasons come from separate groups? | |
| What happens if your topic sentences all say almost the same thing? | |
| How do solutions in the poem and the drama both protect people? |
When has a rule helped you avoid a disagreement, share fairly, or stay safe? Which group fits your example?
Thesis (central idea): Laws were needed because people argued, fairness was lost, and problems grew without rules.
| Conflict | Fairness | Safety/Order |
|---|---|---|
Write your three topic sentences, one per group. Use at least two vocabulary words.
Did I magnify my reasons?
If two of your topic sentences share a group, choose a different big idea. Which sentence would you change?
Pause for a few quiet seconds at these moments before you respond.
| Pause Point | Question | My answer |
|---|---|---|
| Before choosing | Have I gathered many possibilities? Which ones share a meaning? | |
| Midway | What big idea names each group? Could these smaller reasons grow into one paragraph? | |
| Before you finish | Do my three topic sentences represent three different reasons? Can I connect each to its group and to the thesis (central idea)? |
Does each of my topic sentences have its own big idea?
Point to a strength in your work: more ideas collected, a meaningful group, or a topic sentence with room to grow.
"People argued," "people argued loudly," and "people argued over land" all belong to Conflict. Revise one repeated or tiny reason into a distinct big idea.
Central idea: Pasteurized milk is important for people's health because it removes harmful germs that can cause illness.
| Group 1: | Group 2: | Group 3: |
|---|---|---|
Write a short response to this prompt:
Thesis (central idea) and reasons, Green. Evidence, Yellow. Explanation, Red or Pink. Reflective thinking, Blue.
Use my shaped prompt and my plan. Write a clear response.
Choose one: read to a partner, share in author's chair, join a gallery walk, or add your prompt to a class booklet.
Read each line. Check it when I can show it in my work.
| Part | I can show... | Check |
|---|---|---|
| Brainstorm and groups | I show a brainstorm and three coherent groups. | |
| Topic sentences | I wrote three distinct, complete topic sentences. | |
| Connections | I connected smaller reasons to each topic sentence. | |
| Development | I used text evidence and explanation in each paragraph. |
Read the three responses to this prompt. Notice what improves from Low to Medium to High.
| I can... | Not yet | Growing | Got it |
|---|---|---|---|
| Brainstorm many reasons before I choose. | ☐ | ☐ | ☐ |
| Group like-minded reasons and explain why they belong together. | ☐ | ☐ | ☐ |
| Narrow each group into one big idea. | ☐ | ☐ | ☐ |
| Choose three different big ideas. | ☐ | ☐ | ☐ |
| Write three complete topic sentences, one per group. | ☐ | ☐ | ☐ |
| Connect each topic sentence to the thesis (central idea). | ☐ | ☐ | ☐ |
| Connect smaller reasons to the correct topic sentence. | ☐ | ☐ | ☐ |
| Develop a reason with evidence, explanation, and significance. | ☐ | ☐ | ☐ |
| Revise a repeated or unclear topic sentence. | ☐ | ☐ | ☐ |
| Teach a partner how to brainstorm, group, narrow, and say it. | ☐ | ☐ | ☐ |
How can brainstorming, grouping, and narrowing many reasons help us write three different topic sentences that build the body of an ECR?
Writing Prompt: Explain WHY people gathered to create laws in the poem "Why We Need Laws." Gather, Group, Narrow, Choose, and Say It.
Use both texts and this paired thesis (central idea): The solutions in "Why We Need Laws" and "The Lunchroom Discoveries" are important because they protect people, solve problems, and improve daily life.
Draw three groups. Label each with its big idea and write the smaller reasons from both texts inside.
Choose one card to talk about with someone at home. End with a conversation, not a worksheet.
What did I teach? What did my family member remember?
Every time I get a score or a grade on my work in this module, I write it here. This can be an exit ticket, a short answer, or a rubric score from my teacher.
| Date | What I did (for example exit ticket, short answer, rubric) | My score | My next goal |
|---|---|---|---|
This chart shows how my scores change over the whole module, not just on one day.
Add a new row every time I get feedback, a score, or a grade on my work.
I can keep this page with my other work. It shows how my thinking grew.
I gather many reasons, then choose three different big ideas.
This book holds my reading, thinking, writing, and reflection for this module.
A true detail does not always prove my reason. This week I learn to match each reason to evidence and a clear explanation, so my reader can follow my thinking.
How can I choose evidence that matches my reason and explain how the evidence proves it?
| What I learn | What I read | What I make |
|---|---|---|
| How to match a reason, quote, and explanation. | A poem and a drama. | Proof entries and a full ECR. |
I will become a reason-prover and write a full ECR.
I will show what I know with proof entries, the milk exit ticket, and a full ECR.
| Stage | Day | What I do |
|---|---|---|
| Gather | Day 1 | I become a reason-prover. |
| Reveal | Day 1 | I learn CSI, signal markers, and This explanations. |
| Attempt | Day 2 | I play CSI Match-Up Mission. |
| Discuss | Day 3 | I explain what makes a match strong. |
| Use Again | Day 3 | I build proof for two reasons on my own. |
| Award | Day 4 | I show proof I chose with purpose. |
| Target | Day 4 | I revise a vague explanation. |
| Explain/Educate | Day 5 | I teach a partner and complete the milk exit ticket. |
These are the exact TEKS this module teaches. Read the code, then say the job in your own words.
Read this together as a class before we start.
I can recall the problems and solutions in the poem and the drama. I know a quotation repeats the source's exact words.
Reason + evidence + explanation creates a strong body paragraph. I repeat the match for each reason in my full ECR.
This shows my teacher what I already know. It is not for a grade. Work on your own. You may reread the poem in Read and Interact as often as you want.
Read the prompt. Write one reason laws were needed.
Which line proves unfairness more directly: "Some took more food while others had too little" or "Voices grew loud like clashing, noisy rings"? Tell why.
Number these sentences 1, 2, 3, 4 from the weakest start to the strongest finish of a body paragraph.
| Number | Sentence |
|---|---|
| ____ | Laws were needed. |
| ____ | Laws were needed because people were not fair. |
| ____ | The poet said, "Some took more food while others had too little." |
| ____ | This shows that fairness had broken down because some people had more than they needed while others were left without enough. |
Introduce a quotation from the poem with a signal marker such as The poet said.
Reason: One reason laws were needed was to protect fairness for everyone. Copy one line from the poem that proves this reason. Then explain in one sentence how it proves the reason.
Write a reason, a quotation with a signal marker, and a This explanation.
These are everyday words you need so you can read about our topic and talk about it clearly. Say each word. Then finish the sentence.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| reason | REE-zun | an answer that tells why something matters or happened | One reason laws were needed was ___. |
| match | MACH | fit together because they share a clear connection | My quote and reason match because ___. |
| choose | CHOOZ | pick after thinking about the choices | I choose this quote because ___. |
| proof | PROOF | information that helps show an idea is true | My proof shows ___. |
| show | SHOH | make something clear to another person | This shows ___. |
| fair | FAIR | treating people equally and rightly | The food was not shared in a fair way because ___. |
| safe | SAYF | protected from harm | The milk is safer because ___. |
| sick | SIK | not feeling well or healthy | Germs can make people ___. |
| rule | ROOL | a direction people are expected to follow | A rule can prevent ___. |
| law | LAW | a rule made for a community | A law can protect ___. |
| problem | PROB-lum | something that needs to be solved | The quote reveals the problem of ___. |
| solution | suh-LOO-shun | an answer to a problem | This solution helps because ___. |
These are the academic thinking words you will use in every subject. Say each word, then use it with a partner.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| connect | kuh-NEKT | relate to the same specific idea | This quote connects to my reason because ___. |
| support | suh-PORT | provide proof for an idea | These words support ___. |
| infer | in-FUR | use text clues and thinking to figure out meaning | From this quote, I infer ___. |
| evidence | EV-uh-dens | proof from a text that supports an idea | My evidence proves ___. |
| quotation | kwoh-TAY-shun | the exact words taken from a text | I checked my quotation against ___. |
| signal marker | SIG-nul MAR-ker | words that introduce evidence or explanation | The poet said, "___." |
| explanation | ek-spluh-NAY-shun | words that tell how evidence proves a reason | This shows ___ because ___. |
| relevant | REL-uh-vunt | directly related to what needs to be proved | This quote is relevant to ___. |
| precise | prih-SICE | clear and exact | I made my explanation more precise by ___. |
| revise | rih-VIZE | change writing to improve its meaning | I will revise my explanation to show ___. |
| central idea | SEN-trul eye-DEE-uh | the main answer developed throughout the response | Each reason supports my central idea about ___. |
| significance | sig-NIF-uh-kuns | why an idea matters | This matters because ___. |
These are the special words that belong to our topic. Knowing them helps you talk about our texts like an expert.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| fairness | FAIR-ness | the quality of treating people equally and rightly | |
| arguments | AR-gyuh-ments | disagreements in which people strongly share different opinions | |
| resources | ree-SOR-siz | useful supplies or things people need | |
| community | kuh-MYOO-nuh-tee | people who live, work, or learn in the same place | |
| germs | jermz | tiny living things that can make people sick | |
| illness | IL-niss | sickness or poor health | |
| Pasteur | pas-TOOR | Louis Pasteur, a scientist who studied germs and food safety | |
| pasteurized | PAS-chuh-rized | heated to kill harmful germs | |
| discovery | dih-SKUHV-uh-ree | something new that a person finds out | |
| scientific | sy-uhn-TIF-ik | connected to learning through careful study and testing | |
| protection | pruh-TEK-shun | being kept safe from harm | |
| CSI | see-ess-eye | Connect, Support, Infer: check whether a quote fits a reason, supports it clearly, and gives something to explain | |
| TREES | treez | Thesis (central idea), Reason/Way, Evidence, Explanation, Significance |
TREES builds my ECR. Each body paragraph is Reason + Evidence + Explanation.
| Mark | What it means |
|---|---|
| For Evidence | The poet said, "..." The text stated, "..." The playwright said, "..." The drama stated, "..." |
| For Explanation | This means... This shows... This proves... This demonstrates... This reminds me of... In my experience... |
Use the signal marker that fits the source. A personal connection can extend an explanation, but the quotation and the link to the reason are still needed.
| Reason | Evidence | Explanation |
|---|---|---|
| One reason laws were needed was to stop arguments and prevent conflict from spreading. | The poet said, "Voices grew loud like clashing, noisy rings." | This means the disagreements were becoming intense and hard to control. |
Read from Level 1 to Level 5. Notice how the thinking grows.
| Level | Symbol | Hidden Question | Student Thinking | Thinking Focus |
|---|---|---|---|---|
| Foundational (Red) | Why did it happen? | I can explain the cause. | Cause and Effect | |
| Emergent (Orange) | Why was it done? | I can explain the purpose. | Purpose and Motivation | |
| Visible (Yellow) | Why is it important in the passage? | I can explain why it matters in the text. | Importance and Contribution | |
| Independent (Green) | Why is it important to me? | I can explain what I can learn, value, or apply to my own life. | Personal Meaning and Application | |
| Reflective (Blue) | Why is it important to everyone? | I can explain the universal lesson or significance. | Universal Meaning and Life Lessons |
Use this progression in every module to name the level of thinking a prompt and a student response require. Colors are shown as labels only; the symbol identifies each level in black and white.
| Level | Symbol | Color Label | Thinking Stage | Description |
|---|---|---|---|---|
| Level 1 | Red | Foundational | Student follows directions or repeats information exactly as taught with little independent thinking. | |
| Level 2 | Orange | Emergent | Student begins trying ideas independently but may be uncertain or inconsistent. | |
| Level 3 | Yellow | Visible | Student connects ideas directly to textual evidence or proof from the passage. | |
| Level 4 | Green | Independent | Student combines evidence with personal inference, applying understanding to self or deeper meaning. | |
| Level 5 | Blue | Reflective | Student connects evidence to the world, morals, lessons, themes, or broader life understanding. |
Where this module primarily operates: Visible and Independent (Levels 3-4). Students connect each reason to textual evidence, infer what the quotation proves, and write the explanation independently. Enrichment extends the supported idea to broader significance.
DOT: Place a small dot above any unfamiliar word. DISCOVER: Find the pronunciation or the meaning. DROP: Erase the dot once the word is understood.
| Letter | Category | Definition and Examples | Required Pastel Color |
|---|---|---|---|
| T | Time | Age, era, dates, cultural details, or historical details. Often adjectives. | Pastel Green |
| R | Reactions | Reactions, solutions, resolutions, or effects. Often verbs/adverbs. | Pastel Purple |
| A | Actions | Actions, problems, conflicts, or causes. Often verbs/adverbs. | Pastel Yellow |
| C | Character, Concept, Creature | Names of characters/people/animals, or major concepts as the central idea. Often nouns/proper nouns. | Pastel Yellow |
| K | Key Knowledge | All other important info needed for the passage's meaning not in another TRACKS category (background knowledge). | Pastel Orange |
| S | Scenery / Setting | Setting characteristics acknowledged/measured through the five senses. | Pastel Green |
TRACKS marks evidence in the passage. Highlight the smallest meaningful phrase. The shapes Circle, Box, and Triangle are used only to analyze the prompt.
Communities write laws so everyone is treated fairly, and scientists share discoveries so everyone can stay healthy. How do fair rules and shared knowledge help a community keep people safe?
In the poem, conflict and unequal treatment lead people to create fair rules. In the drama, students discuss how Louis Pasteur's work made milk safer and continues to help people.
T Time: Long ago. R Reactions: Voices grew loud. A Actions: Some took more food. K Key Knowledge: rights that all could share.
| 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.
| TRACKS mark | Color label | What I found (paragraph number and words) |
|---|---|---|
| T: Time | Pastel Green | |
| R: Reactions | Pastel Purple | |
| A: Actions | Pastel Yellow | |
| C: Character, Concept, Creature | Pastel Yellow | |
| K: Key Knowledge | Pastel Orange | |
| S: Scenery / Setting | Pastel Green |
Which line from the poem proves fairness? Which line proves conflict?
Before I use a quote, I check it with CSI.
| Shape | Word | Question I ask myself |
|---|---|---|
| C: Connect | Connect | Does this quote connect to my reason? |
| S: Support | Support | Does this quote support my thinking clearly? |
| I: Infer | Infer | What can I explain from this quote? |
REASON + EVIDENCE + EXPLANATION = Strong Body Paragraph
A writer cannot just point at a reason and hope everyone believes it. Bring proof, then explain why that proof matters.
| C: Connect | S: Support | I: Infer |
|---|---|---|
| Does this quote connect to my reason? | Does this quote support my thinking clearly? | What can I explain from this quote? |
| Part | The model |
|---|---|
| Reason | One reason laws were needed was to stop arguments and prevent conflict from spreading. |
| Evidence | The poet said, "Voices grew loud like clashing, noisy rings." |
| Explanation | This means the disagreements were becoming intense and hard to control. |
Why does the loud voices quotation fit conflict and not fairness?
Cut on the dashed lines. Mix the 9 sentence cards. Find the reason, the evidence, and the explanation that belong together, then justify the match with your partner. Store all cards in your Pocket Practice.
This page prints on the back of the card page. Flip a card over to check yourself.
Cut on the dashed lines. Mix the 9 sentence cards. Find the reason, the evidence, and the explanation that belong together, then justify the match with your partner. Store all cards in your Pocket Practice.
This page prints on the back of the card page. Flip a card over to check yourself.
Our Question for Today: Which reason, evidence, and explanation go together?
| Round | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| My partner | |||||
| My point |
| Question | My thinking |
|---|---|
| How do you know if evidence really matches a reason? | |
| Why is it important to quote the text directly? | |
| What job does the signal marker do? | |
| Why is explanation needed after evidence? |
Share an experience with fairness or safety. Then tell how your connection is different from a quotation used as proof.
Find the quote, add a signal marker, and explain it starting with This.
1. One reason laws were needed was to protect fairness for everyone.
2. One reason pasteurized milk is important is that it helps protect people from sickness.
Paraphrase what your fairness quote means without changing its meaning. Then tell why it matches its reason.
The poem supports reasons about laws and fairness. The drama supports reasons about discoveries and protection. Compare the two.
Point to a match you can defend. Tell what you inferred.
Revise this weak explanation: "This is about fairness." Did my evidence match my reason? Did I use a signal marker correctly? Did my explanation really prove the reason?
Teach your partner: name the reason, read your signal marker and quotation, and explain how the quote proves the reason. Tell how CSI helped you choose.
One reason pasteurized milk is important is that it helps protect people from sickness.
Write a short response to this prompt:
Thesis (central idea) and reasons, Green. Evidence, Yellow. Explanation, Red or Pink. Reflective thinking, Blue.
Use my shaped prompt and my plan. Write a clear response.
Choose one: read to a partner, share in author's chair, join a gallery walk, or add your prompt to a class booklet.
Read each line. Check it when I can show it in my work.
| Part | I can show... | Check |
|---|---|---|
| Central idea | My introduction has a clear central idea. | |
| Reasons | Each body paragraph has a distinct reason. | |
| Evidence | Each quote matches its reason and has a signal marker. | |
| Explanation | Each This sentence tells how the quote proves the reason. | |
| Significance | My conclusion tells why fair laws matter. |
Read the three responses to this prompt. Notice what improves from Low to Medium to High.
| I can... | Not yet | Growing | Got it |
|---|---|---|---|
| Tell whether a quote matches my reason. | ☐ | ☐ | ☐ |
| Use CSI: Connect, Support, Infer. | ☐ | ☐ | ☐ |
| Choose evidence that clearly supports my thinking. | ☐ | ☐ | ☐ |
| Use a signal marker before a quotation. | ☐ | ☐ | ☐ |
| Copy the quotation accurately. | ☐ | ☐ | ☐ |
| Explain how my quote proves my reason. | ☐ | ☐ | ☐ |
| Revise a vague explanation to make the connection clear. | ☐ | ☐ | ☐ |
| Match each reason, quotation, and explanation in a full ECR. | ☐ | ☐ | ☐ |
How can I choose evidence that matches my reason and explain how the evidence proves it?
Use a new reason. Choose a quote with CSI, add a signal marker, and write a This explanation.
Start with this supported reason: One reason Pasteur's discovery is important is that it continues to protect people.
Write the reason, the quotation, and your three explanations in the box below.
Choose one card to talk about with someone at home. End with a conversation, not a worksheet.
What did I teach? What did my family member remember?
Every time I get a score or a grade on my work in this module, I write it here. This can be an exit ticket, a short answer, or a rubric score from my teacher.
| Date | What I did (for example exit ticket, short answer, rubric) | My score | My next goal |
|---|---|---|---|
This chart shows how my scores change over the whole module, not just on one day.
Add a new row every time I get feedback, a score, or a grade on my work.
I can keep this page with my other work. It shows how my thinking grew.
I choose proof with purpose and explain what it proves.