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.
This week establishes the difference between a report and research. A report may list that the Nile provided water. Research selects that detail, identifies its source, and explains how water helped people farm, travel, and build a community.
How does the place around a community create both opportunities and challenges?
| What I learn | What I read | What I make |
|---|---|---|
| How a familiar fact becomes new evidence when it proves a reason. The PLACE chain: PLACE, RESOURCE, CHALLENGE, CHOICE, IMPACT. The difference between collecting facts and selecting evidence. How to use Q (direct quotation) and P (paraphrase) with source credit. | "A Place to Grow: How Geography Helps Build a Community" (Low stamina). Passages about the Nile, Plymouth, Poverty Point, frontier communities, and transportation. | A PLACE chain, a Place Evidence Expedition recording sheet, Body Paragraph 1 with R, E1, E2, source credit, corroboration, and a linking sentence, a Place Expert Press Conference, and an exit ticket. |
I will move from collecting facts to selecting evidence that proves a reason. I will use direct quotations and paraphrases from more than one source, give source credit, and write E2 that explains meaning, importance, and proof. I will finish with a complete first body paragraph for the research portfolio.
I will show what I know with the Place Evidence Expedition and its because statements, my Body Paragraph 1 draft with R, E1, E2, source credit, and corroboration, the Place Expert Press Conference where I teach the research move aloud, and the five-question exit ticket.
| Stage | Day | What I do |
|---|---|---|
| Gather | Day 1 | I name the module question, the PLACE chain, and the assigned R. |
| Reveal | Day 1 | I learn how a familiar fact becomes evidence when it proves my R reason. |
| Attempt | Day 2 | I play the Place Evidence Expedition with a team, selecting relevant cards and defending placements. |
| Discuss | Day 3 | I discuss why two sources can corroborate one R reason. |
| Use | Day 3 | I write Body Paragraph 1 independently with Q, P, source credit, E2, and a linking sentence. |
| Award | Day 4 | I point to a specific research strength in my draft and explain the evidence. |
| Target | Day 4 | I name the exact next action or curiosity that will improve my research. |
| Explain/Educate | Day 5 | I teach the research move at the Place Expert Press Conference and answer the 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 name a community place, a resource, a challenge, a human choice, and an impact. I can explain that a familiar fact becomes evidence when it proves an R.
The first body paragraph begins with the assigned R reason, includes one direct quotation and one paraphrase from at least two approved sources, follows every E1 with multiple E2 sentences, and ends with a linking sentence connecting place and human choice.
This shows my teacher what I already know about research. It is not for a grade. Work on your own. You may reread the source passage in Read and Interact as often as you want.
Tell what each word means in your own words.
| Word | What it means |
|---|---|
| place | |
| resource | |
| challenge | |
| choice |
"The Nile River provided water." Is this a fact or evidence? Explain.
Name one place, one resource, one challenge, one choice, and one impact from any community you know.
How does the place around a community create both opportunities and challenges?
Read this sentence: "A place gives people resources and challenges." Is this a direct quotation (Q) or a paraphrase (P)? How do you know?
Tier 1 words are familiar ideas you need for this week's research. You will point to the place, name the resource, and explain the choice.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| place | PLAYSS | the land and setting where people live | The Nile Valley was a place where a community grew. |
| resource | REE-sors | something people can use to meet a need | Water, timber, soil, fish, and harbors are resources. |
| challenge | CHAL-enj | a problem or difficulty | Floods, drought, distance, and harsh weather are challenges. |
| choice | CHOYS | a decision about what to do | People chose to farm, trade, build, adapt, or travel. |
| impact | IM-pakt | the effect of a choice | Roads connected communities and changed travel. |
Tier 2 words help you explain research moves. Say the word, point to the source, and tell what job the detail performs.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| select | suh-LEKT | choose for a purpose | Select evidence that proves the R. |
| relevant | REL-uh-vunt | closely connected to the reason | Reject a detail that is interesting but not relevant. |
| adapt | uh-DAPT | change to fit conditions | Frontier families adapted homes and routines. |
| corroborate | kuh-ROB-uh-rayt | confirm with another source | Use Plymouth and Passage 15 to corroborate a resource reason. |
| synthesis | SIN-thuh-sis | combine ideas from sources | Connect water, choice, and community growth. |
Tier 3 words belong to research writing. Use them accurately when you explain how a source supports your reason.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| direct quotation | duh-REKT kwoh-TAY-shun | the source's exact words in quotation marks | Community Quest Kids states, "A place gives people resources and challenges." |
| paraphrase | PAIR-uh-frayz | the source's idea in new words and structure | Passage 15 explains that the Nile supported several daily needs. |
| source credit | SORS KRED-it | naming where borrowed information came from | According to Passage 15, the river provided water and fertile soil. |
| corroboration | kuh-ROB-uh-RAY-shun | confirmation of a reason by a second source | Passage B confirms that a place can offer resources and limits. |
| E2 explanation | ee-TOO ek-spluh-NAY-shun | the researcher's reasoning after E1 | This matters because people made choices that turned resources into community support. |
Research grows when a familiar fact becomes new evidence. Name the R, select E1, credit the source, and write E2.
| Step | Question | Example |
|---|---|---|
| PLACE | Where did people live? | Near the Nile, at Plymouth, or at Poverty Point |
| RESOURCE | What did the place provide? | Water, soil, timber, shells, stone, copper, or a harbor |
| CHALLENGE | What difficulty did it create? | Flood, drought, distance, winter, or scarcity |
| CHOICE | What did people do? | Farm, trade, build, travel, store, adapt, or modify |
| IMPACT | What changed? | Needs were met and the community became connected or stronger |
| R | E1 | E2 |
|---|---|---|
| People use place-based resources to meet needs. | Q or P with source credit | Meaning, importance, and how the detail proves the R |
| Level | Symbol | Hidden Question | Thinking Stage | Description |
|---|---|---|---|---|
| Level 1, Red • Red | What fact did I find? | Foundational | Names a source or repeats a fact. | |
| Level 2, Orange • Orange | What job can this detail do? | Emergent | Sorts a fact as Q, P, or E2 with support. | |
| Level 3, Yellow • Yellow | How does it prove my R? | Visible | Selects evidence that matches an R. | |
| Level 4, Green • Green | What does a second source confirm? | Independent | Explains meaning, importance, and proof in E2. | |
| Level 5, Blue • Blue | What does this teach about communities? | Reflective | Corroborates sources and connects place to the larger question of strong communities. |
The progression: Foundational, name the source; Emergent, sort Q, P, or E2; Visible, write E2; Independent, corroborate; Reflective, connect place and human choice.
| Report Fact | Research Evidence |
|---|---|
| The Nile River provided water. | Passage 15 says the river provided water, fertile soil, fish, and transportation. This proves that people could use one place to meet several needs. |
| Poverty Point had seashells. | The traveling shell becomes evidence when it proves that people traveled, communicated, and exchanged resources. |
| Plymouth had a harbor. | The harbor is evidence when it helps prove that settlers had access to ships and distant connections. |
DOT: Place a small dot above any unfamiliar word. DISCOVER: Find the pronunciation or the meaning. DROP: Erase the dot once the word is understood.
| Letter | Category | Definition and Examples | Required Pastel Color |
|---|---|---|---|
| T | Time | Age, era, dates, cultural details, or historical details. Often adjectives. | Pastel Green |
| R | Reactions | Reactions, solutions, resolutions, or effects. Often verbs/adverbs. | Pastel Purple |
| A | Actions | Actions, problems, conflicts, or causes. Often verbs/adverbs. | Pastel Yellow |
| C | Character, Concept, Creature | Names of characters/people/animals, or major concepts as the central idea. Often nouns/proper nouns. | Pastel Yellow |
| K | Key Knowledge | All other important info needed for the passage's meaning not in another TRACKS category (background knowledge). | Pastel Orange |
| S | Scenery / Setting | Setting characteristics acknowledged/measured through the five senses. | Pastel Green |
TRACKS marks evidence in the passage. Highlight the smallest meaningful phrase. The shapes Circle, Box, and Triangle are used only to analyze the prompt.
Every community begins in a place. People use resources, solve problems, work together, and make choices about how they will live.
This module begins with PLACE because communities do not grow in empty space. The Nile, Plymouth, Poverty Point, frontier environments, and modern transportation show the same pattern: the environment offers possibilities and limits, while people decide how to use, adapt to, protect, or exchange what the place provides.
Look for the PLACE chain: the Nile as a place, water and fertile soil as resources, the flood cycle as both a resource and a challenge, farming and travel as choices, and growing villages as the impact.
| 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 |
Mark a place, a resource, a challenge, a choice, or an impact. Label each mark P (place), R (resource), C (challenge), Ch (choice), or I (impact).
Look for Plymouth's resources (fresh water, timber, harbor, cleared land), the challenges of the first winter, and how frontier families adapted.
| 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 |
Is this detail only a fact, or does it prove a reason?
The PLACE chain helps you read a research source. Find PLACE, RESOURCE, CHALLENGE, CHOICE, and IMPACT.
| Shape | Word | Question I ask myself |
|---|---|---|
| P | PLACE | where did people live? |
| R | RESOURCE | what did the place provide? |
| C | CHALLENGE | what difficulty did it create? |
| Ch | CHOICE | what did people do? |
| I | IMPACT | what changed? |
Every community begins in a place. Today you will notice what a place provides, what challenge it creates, what people choose, and what impact follows. A fact becomes evidence when it proves your reason.
| PLACE Chain Step | Question | My Response |
|---|---|---|
| PLACE | Where did people live? | |
| RESOURCE | What did the place provide? | |
| CHALLENGE | What difficulty did it create? | |
| CHOICE | What did people do? | |
| IMPACT | What changed? |
"The Nile River provided water." Is that a fact or evidence? It is a fact. It becomes evidence when it proves a reason: Passage 15 says the river provided water, fertile soil, fish, and transportation. This proves that people could use one place to meet several needs.
R is the reason your body paragraph will prove. E1 is the evidence you select from a source. E2 is the researcher's own explanation of meaning, importance, and proof.
| R | E1 | E2 |
|---|---|---|
| People use place-based resources to meet needs. | Q or P with source credit | Meaning, importance, and how the detail proves the R |
Cut on the dashed lines. Your team gets a case mat for the Nile River, Plymouth, or Poverty Point. Select only the cards that prove the assigned reason. Place a Q or P token and a source-credit token with each card. The Reason Reporter says, "This evidence helps prove our R because..." Every decision must include a reason. Store all cards in your Practice Pocket.
This page prints on the back of the card page. Flip a card over to check whether it proves the assigned R.
Cut on the dashed lines. Your team gets a case mat for the Nile River, Plymouth, or Poverty Point. Select only the cards that prove the assigned reason. Place a Q or P token and a source-credit token with each card. The Reason Reporter says, "This evidence helps prove our R because..." Every decision must include a reason. Store all cards in your Practice Pocket.
This page prints on the back of the card page. Flip a card over to check whether it proves the assigned R.
Your team will not collect every card. Select only the cards that prove the assigned reason. The Evidence Checker will decide Q or P, and the Reason Reporter will explain the job.
| Case | Correct Chain | My Because Statement |
|---|---|---|
| Nile River | Nile, water and fertile soil, flood cycle, farm and travel, villages grow | |
| Plymouth | Plymouth, fresh water and timber, first winter, settle and plant, colony develops | |
| Poverty Point | Louisiana site, shells and distant stone, scarcity, trade by waterways, communities connect |
For each piece of evidence your team selected, decide Q or P and give source credit.
| Question | My thinking |
|---|---|
| How does Passage 15 show a resource? | |
| How does a second source show a resource? | |
| What same R do both prove? | |
| Why must E2 follow E1? |
Independently write Body Paragraph 1. Begin with the assigned R: One way communities grow strong is when people use the resources and possibilities of a place to meet their needs. Include one direct quotation and one paraphrase from at least two approved sources. After each E1, write E2 that explains meaning, importance, and proof. End with a linking sentence connecting place and human choice.
Award yourself for one research move you can point to in your paper. Then set a target that names the exact sentence, source note, or explanation you will improve.
Choose one precise action: add source credit, replace an interesting fact with relevant evidence, add a meaning sentence, add an importance sentence, add a proof sentence, or connect the two sources.
Today you will teach the learning rather than simply show the paper. Your listener should understand the question, the source, the evidence, and what the evidence proves.
| Oral Frame | My Response |
|---|---|
| My R states... | |
| One source I used was... | |
| I quoted the words... because... | |
| I paraphrased the idea that... | |
| This evidence means... | |
| The human choice was... | |
| Together, the evidence proves... |
Complete after reading the source passage and writing Body Paragraph 1.
| Prompt | Response |
|---|---|
| 1. Write the Week 1 R from memory. | |
| 2. Name one place, one resource, and one challenge from the sources. | |
| 3. Write one sentence explaining the human choice. | |
| 4. Label one sentence Q or P and give source credit. | |
| 5. Answer: How does the place around a community create both opportunities and challenges? |
How does the place around a community create both opportunities and challenges?
Write a complete first body paragraph proving how place, resources, challenges, and human choices help communities grow strong.
R is the reason. E1 is the evidence (Q or P with source credit). E2 is your explanation of meaning, importance, and proof.
Begin with the assigned R. Include one direct quotation and one paraphrase from at least two approved sources. After each E1, write E2. End with a linking sentence.
Read your paragraph to a partner. Your partner identifies R, E1, E2, source credit, and corroboration.
Read each line. Check it when I can show it in my work. A secure research paragraph has a clear R that organizes the paragraph, accurate Q and P from at least two approved sources with source credit for every borrowed detail, sustained E2 that explains meaning, importance, and how the evidence proves the R after each E1, corroboration that connects two sources to the same reason, and a linking sentence connecting place and human choice that shows synthesis.
| Part | I can show... | Check |
|---|---|---|
| R and organization | Clear R organizes the paragraph. The reader can follow the reason, the evidence, and the researcher's explanation from beginning to end. | |
| Evidence selection | The evidence is accurate Q and P from at least two approved sources. Every detail is relevant to the R, not merely interesting. | |
| Source credit | Every borrowed detail is credited. A direct quotation has quotation marks and the source name. A paraphrase changes words and structure and names the source. | |
| E2 explanation | After each E1, the researcher writes E2 that explains what the evidence means, why it matters, and how it proves the R. The researcher's voice is louder than the source voice. | |
| Corroboration | Two sources confirm the same reason. The corroboration sentence explains what both sources prove together. | |
| Linking sentence | The paragraph ends with a linking sentence that connects place and human choice, showing that geography opens possibilities but people strengthen a community. |
Read the three responses below. Notice what improves from Low to Medium to High. Pay attention to source credit, the difference between Q and P, and how the researcher's E2 grows from repeating a fact to explaining meaning, importance, and proof. The Low response lists facts without a clear R or source credit. The Medium response adds relevant evidence and some source naming but needs deeper E2. The High response uses a clear R, accurate Q and P from two sources, source credit, sustained E2 for meaning, importance, and proof, corroboration, and a linking sentence. Use these samples to check your own Body Paragraph 1 before you turn it in. After reading all three, write which part of your own paragraph you want to make stronger.
| I can... | Not yet | Growing | Got it |
|---|---|---|---|
| Tell the difference between a report fact and a research move. | ☐ | ☐ | ☐ |
| Select evidence relevant to my R. | ☐ | ☐ | ☐ |
| Decide whether to use Q or P. | ☐ | ☐ | ☐ |
| Give source credit. | ☐ | ☐ | ☐ |
| Write E2 for meaning, importance, and proof. | ☐ | ☐ | ☐ |
| Use two sources to corroborate one R. | ☐ | ☐ | ☐ |
How does the place around a community create both opportunities and challenges?
Use one detail from a source you have not yet used. Give source credit and write E2.
Research: Use one new source or earlier passage not used in the independent U assignment. Include one E1 and at least two E2 sentences. Explain how the new evidence corroborates or extends the R.
Draw the PLACE chain for a new community. Label PLACE, RESOURCE, CHALLENGE, CHOICE, and IMPACT.
Choose one card to talk about with someone at home. Each one ends in 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 select evidence that proves my R. I explain meaning, importance, and proof.
This book holds my reading, thinking, writing, and reflection for this module.
Week 2 moves from the conditions of a place to the problems people notice within those conditions. I now use direct quotations, paraphrases, and corroborated evidence to prove that thoughtful problem solving helps communities grow.
How do communities become stronger when people study problems and choose solutions?
| What I learn | What I read | What I make |
|---|---|---|
| How noticing, questioning, investigating, and choosing solutions strengthen communities. The NOTICE, QUESTION, ACT, IMPACT pattern. How a familiar fact becomes new evidence with a research job. | "People Make the Difference: How Ideas and Actions Change Communities" (Medium stamina). Earlier passages about Franklin, Pasteur, Ford, Walton, laws, and community service. | A NOTICE-QUESTION-ACT-IMPACT chain, a Community Problem-Solution Chain Challenge recording sheet, Body Paragraph 2 with R, E1, E2, source credit, and corroboration, a Community Solution Summit, and an exit ticket. |
I will move from collecting facts to selecting evidence that proves the R: problem solving strengthens communities. I will use direct quotations and paraphrases, give source credit, write E2, corroborate with a second source, and recognize that one solution can have more than one effect. I will finish with Body Paragraph 2 for the research portfolio.
I will show what I know with the Community Problem-Solution Chain Challenge and its because statements, my Body Paragraph 2 draft with R, E1, E2, source credit, and corroboration from at least two sources, the Community Solution Summit where I teach the NOTICE-QUESTION-ACT-IMPACT pattern aloud and a listener identifies my strengths, and the five-question exit ticket.
| Stage | Day | What I do |
|---|---|---|
| Gather | Day 1 | I name a familiar problem-solution case and predict what makes a fact useful. |
| Reveal | Day 1 | I learn how to model R, Q, P, E2, and corroboration with Franklin and Ford. |
| Attempt | Day 2 | I play the Community Problem-Solution Chain Challenge with a partner, selecting and defending placements. |
| Discuss | Day 3 | I discuss which shared pattern repeats across the cases. |
| Use | Day 3 | I write Body Paragraph 2 independently with R, E1, E2, source credit, and a linking sentence. |
| Award | Day 4 | I point to a specific research strength in my draft and explain the evidence. |
| Target | Day 4 | I name the exact next action or curiosity that will improve my research. |
| Explain/Educate | Day 5 | I teach the research pattern at the Community Solution Summit and answer the 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 identify a main idea and relevant detail. I can retell or paraphrase a source without changing its meaning. I can name a source and record a short note. I can explain a sentence with because or this means.
Body Paragraph 2 begins with the second R, repeats E1 and E2 until the reason is proven, includes source credit and corroboration, and closes with a linking sentence. The final paper will use a SET introduction, three body paragraphs, and an RRR conclusion.
This shows my teacher what I already know about research. It is not for a grade. Work on your own. You may reread the source passage in Read and Interact as often as you want.
Tell what each word means in your own words.
| Word | What it means |
|---|---|
| notice | |
| question | |
| act | |
| impact |
Think of a person or group that made a community stronger. What problem did they notice? What question did they ask? What action did they choose? What changed?
"Franklin made a lightning rod." Is this a fact or evidence? Explain.
How do communities become stronger when people study problems and choose solutions?
"Notice a problem. Study it. Develop a possible solution." Is this a direct quotation (Q) or a paraphrase (P)? How do you know?
Ford's assembly line made cars more affordable. Name one effect on families and one effect on roads or businesses.
These are everyday words. Say each word, explain it in simple language, and use the oral frame.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| problem | PROB-lum | something that needs to be understood or improved | The problem was ___. |
| ask | ASK | to seek information or an answer | The person asked ___. |
| choose | CHOOZ | to select among possibilities | The group chose to ___. |
| change | CHAYNJ | to make or become different | The solution changed ___. |
| help | HELP | to make something easier or better | The idea helped by ___. |
| safe | SAYF | protected from danger | The solution made people safer because ___. |
| work | WURK | effort used to accomplish something | The work led to ___. |
| build | BILD | to make or develop | The team built ___. |
| idea | eye-DEE-uh | a thought or plan | The idea began when ___. |
| result | rih-ZULT | what happens because of an action | One result was ___. |
These are academic thinking words. They help you make research decisions, explain evidence, and talk about your writing.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| cause | KAWZ | why something happens | One cause of the problem was ___. |
| effect | ih-FEKT | what happens because of a cause or action | One effect of the solution was ___. |
| solution | suh-LOO-shun | a response intended to solve a problem | The solution addressed ___. |
| investigate | in-VES-tih-gayt | to study carefully to find evidence | The person investigated by ___. |
| corroborate | kuh-ROB-uh-rayt | to confirm information with another source | The second source corroborates ___. |
| relevant | REL-uh-vunt | directly useful for the point being proved | This evidence is relevant because ___. |
| perspective | per-SPEK-tiv | a way of seeing or understanding something | Another perspective suggests ___. |
| inference | IN-fur-ens | a conclusion based on evidence and reasoning | I can infer that ___. |
| reasoning | REE-zun-ing | thinking that connects evidence to a conclusion | My reasoning shows ___. |
| impact | IM-pakt | the important effect of an action or idea | The impact on the community was ___. |
These words belong especially to the sources and concepts in this module. When the words become familiar, the evidence becomes easier to understand and use.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| lightning rod | LYT-ning rod | a metal system that gives lightning electricity a safer path to the ground | Franklin developed the lightning rod to ___. |
| conductor | kun-DUK-ter | a material that allows electricity to travel | A conductor provides a path for ___. |
| microorganism | my-kroh-OR-guh-niz-um | a living thing too small to see without special tools | Pasteur studied microorganisms that ___. |
| pasteurization | pas-chur-uh-ZAY-shun | heating certain foods or liquids for a specific time to reduce harmful microorganisms | Pasteurization makes food safer by ___. |
| manufacturing | man-yuh-FAK-chur-ing | making products, often in large amounts | Ford changed manufacturing by ___. |
| assembly line | uh-SEM-blee line | a system in which a product moves through ordered work steps | The assembly line helped produce cars more ___. |
| retail | REE-tail | selling goods directly to customers | Walton's retail business offered ___. |
| law | LAW | an official rule used to organize and protect a community | Laws help communities by ___. |
| democracy | dih-MOK-ruh-see | a system in which citizens participate in decisions | Democracy means citizens can ___. |
| citizenship | SIT-uh-zun-ship | membership and responsible participation in a community or country | Citizenship means ___. |
| ballot | BAL-ut | a way to record a vote | A ballot lets people ___. |
| innovation | in-uh-VAY-shun | a new or improved idea, method, or product | An innovation can change a community by ___. |
Strong writers do not gather the most facts. They select the facts with the strongest jobs. A fact becomes evidence when it proves the R.
| Step | Question | Example |
|---|---|---|
| NOTICE | What real need or problem appeared? | Lightning could set buildings on fire. |
| QUESTION | What useful question guided the investigation? | How could electricity have a safer path? |
| ACT | What did the person or group investigate, make, or choose? | Franklin studied electricity and developed the lightning rod. |
| IMPACT | Who was affected and what changed? | Buildings had a safer response to lightning danger. |
| Mark | Meaning | Model |
|---|---|---|
| Q | Direct quotation with source credit | Passage 16 says, "Notice a problem. Study it. Develop a possible solution." |
| P | Paraphrase with source credit | Passage 16 explains that Ford used moving assembly-line production to make automobiles more efficient and affordable. |
| E2 | Researcher's own explanation | This proves that investigation came before the solution and that the effect reached daily life. |
| Level | Symbol | Hidden Question | Thinking Stage | Description |
|---|---|---|---|---|
| Level 1 • Red | Foundational | Repeats a source fact or follows a taught direction. | ||
| Level 2 • Orange | Emergent | Attempts a research move with support. | ||
| Level 3 • Yellow | Visible | Connects a source detail directly to the R. | ||
| Level 4 • Green | Independent | Combines evidence with reasoning and corroboration. | ||
| Level 5 • Blue | Reflective | Connects evidence, impacts, new challenges, and the larger community. |
The progression: Recall, name a problem, source, and pattern step; Skill, arrange a case and decide Q or P; Strategic, explain the R and corroborate with a second source; Extended, draft and revise a body paragraph.
| Part | Job | Sentence Frame |
|---|---|---|
| R | Name the reason. | Another way communities grow strong is when people solve problems. |
| E1 | Give Q or P and source credit. | Passage 16 says ___. |
| E2 | Explain meaning, importance, and proof. | This matters because ___. |
| Corroboration | Use a second source that agrees. | Passage ___ also shows ___. |
| Link | Return to the R and broader community. | Together, this evidence proves ___. |
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.
A community does not need everyone to have the same talent. It needs people who are willing to use different talents for useful purposes.
Passage 16, "People Make the Difference," shows that roads, buildings, stores, schools, parks, and homes do not make a community strong by themselves. People notice needs, ask questions, investigate, choose actions, and create change. Familiar cases include Franklin's lightning rod, Pasteur's pasteurization, Ford's assembly line, Walton's retail business, laws and rules, service, and speeches.
Look for the NOTICE-QUESTION-ACT-IMPACT pattern: Franklin noticed lightning fires, asked about electricity, developed the lightning rod, and buildings became safer. Pasteur noticed food danger, studied microorganisms, and pasteurization 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 |
Mark N for a need or problem. Mark Q for a question or investigation. Mark A for an action or chosen response. Mark I for an impact. Label each piece of evidence Q or P.
Look for how Ford's assembly line made cars affordable (multiple effects: travel, roads, businesses, jobs) and Walton's retail idea (jobs and services, but also affected other businesses). Notice: change can have more than one effect.
| 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 |
Is this detail only a fact, or does it prove a reason?
The NOTICE-QUESTION-ACT-IMPACT pattern helps you read a research source.
| Shape | Word | Question I ask myself |
|---|---|---|
| N | NOTICE | what real need or problem appeared? |
| Q | QUESTION | what useful question guided the investigation? |
| A | ACT | what did the person or group investigate, make, or choose? |
| I | IMPACT | who was affected and what changed? |
Think of a person who helped a community. What problem did that person notice? Do not name the solution yet. Start with the need.
| Pattern Step | Question | My Response |
|---|---|---|
| NOTICE | What real need or problem appeared? | |
| QUESTION | What useful question guided the investigation? | |
| ACT | What did the person or group investigate, make, or choose? | |
| IMPACT | Who was affected and what changed? |
Our R is that problem solving strengthens communities. A source fact becomes evidence only when it has a job. Passage 16 says, "Notice a problem. Study it. Develop a possible solution." That is a Q. Franklin studied lightning because buildings caught fire. That is a P. E2: the investigation came before the solution, and the impact reached daily life.
| Step | Franklin's Case |
|---|---|
| N: NOTICE | Lightning could set wooden buildings on fire. |
| Q: QUESTION | How could electricity have a safer path? |
| A: ACT | Study electricity and develop a lightning rod. |
| I: IMPACT | Buildings had a safer response to danger. |
| E2 | This proves a community can grow stronger when people investigate a real need before choosing an action. |
Cut on the dashed lines. Your pair gets a case: Franklin, Pasteur, Ford, Walton, laws, or the recess class. Arrange NOTICE, QUESTION, ACT, and IMPACT in order. Label one source statement Q, one P, and one E2. Defend every placement with because. The problem must appear before the action. Store all cards in your Practice Pocket.
This page prints on the back of the card page. Flip a card over to check its correct chain placement.
Cut on the dashed lines. Your pair gets a case: Franklin, Pasteur, Ford, Walton, laws, or the recess class. Arrange NOTICE, QUESTION, ACT, and IMPACT in order. Label one source statement Q, one P, and one E2. Defend every placement with because. The problem must appear before the action. Store all cards in your Practice Pocket.
This page prints on the back of the card page. Flip a card over to check its correct chain placement.
Place the cards in order. Then defend every placement with because. The problem must appear before the action so a reader can judge whether the response helped.
| Card | Sample (Ford case) | My Because Statement |
|---|---|---|
| NOTICE | Automobiles were expensive and unavailable to many ordinary families. | |
| QUESTION | How could a dependable automobile cost less? | |
| ACT | Ford used moving assembly-line production. | |
| IMPACT | Families traveled farther, roads mattered more, and businesses developed along travel routes. |
| Question | My thinking |
|---|---|
| What repeats across Franklin, Pasteur, Ford, and the other cases? | |
| Which source detail proves the R, and which detail is only interesting? | |
| How does a source about scientific investigation corroborate a source about manufacturing? | |
| Can one solution create more than one effect? Give an example. |
Independently write Body Paragraph 2. Begin with the assigned R: problem solving strengthens communities. Use one direct quotation from Passage 16 or Small Choices and one paraphrase from an earlier passage. Explain the problem, question or investigation, action, and at least one impact. Include repeated E1-E2 sets, source credit, corroboration, and a linking sentence.
Change can have more than one effect. When studying a person or idea, do not stop after asking, "What happened?" Also ask: Who was affected? What improved? What changed? Were there new challenges too?
Award yourself for a research move you can prove. Point to the R, a source-credit note, an E2 sentence, or a second source. Name exactly what the move did for your reader.
A target is not "My paper is bad." A target names the next action. Choose the one change that will improve your proof most, and write exactly where you will make it.
Today you will teach the learning rather than simply show the paper. Your listener should understand the question, the source, the evidence, and what the evidence proves. Use the oral frames, but speak naturally and point to your work.
| Oral Frame | My Response |
|---|---|
| The problem or need was... | |
| The useful question was... | |
| The person or group investigated or chose to... | |
| One direct quotation or paraphrase from my source is... | |
| One impact was... | |
| A second effect or possible challenge was... | |
| This pattern proves... |
Complete after reading the source passage and writing Body Paragraph 2.
| Prompt | Response |
|---|---|
| 1. Place these in order: IMPACT, ACT, NOTICE, QUESTION. | |
| 2. Choose Franklin, Pasteur, Ford, Walton, laws, or the recess class. Complete the NOTICE-QUESTION-ACT-IMPACT chain. | |
| 3. Name the source or sources. | |
| 4. Write one E2 sentence explaining why the impact matters. | |
| 5. How do communities become stronger when people study problems and choose solutions? |
How do communities become stronger when people study problems and choose solutions?
Write a complete second body paragraph proving how noticing, questioning, investigating, and choosing solutions strengthen communities.
R is the reason. E1 is the evidence (Q or P with source credit). E2 is your explanation of meaning, importance, and proof.
Begin with the assigned R. Include one direct quotation and one paraphrase from at least two approved sources. After each E1, write E2. End with a linking sentence.
Read your paragraph to a partner. Your partner identifies R, E1, E2, source credit, and corroboration.
Read each line. Check it when I can show it in my work. A secure research paragraph has a clear R that names problem solving as the thesis (central idea) reason, accurate Q and P from at least two approved sources with source credit for every borrowed detail, sustained E2 that explains meaning, importance, and how the evidence proves the R after each E1, corroboration that connects two sources to the same reason using the NOTICE-QUESTION-ACT-IMPACT pattern, at least one sentence recognizing that one solution can have more than one effect, and a clear linking sentence connecting problem solving and community strength.
| Part | I can show... | Check |
|---|---|---|
| R and organization | Focused R and logical NOTICE-QUESTION-ACT-IMPACT chain. The reader can follow the reason, the evidence, and the researcher's explanation from beginning to end. | |
| Evidence and source use | Q and P are accurate, credited, and varied. Every detail is relevant to the R, not merely interesting. | |
| E2 and corroboration | Sustained E2 proves R and a second source corroborates. The researcher's voice is louder than the source voice. | |
| Impact recognition | Multiple effects are named and explained. At least one sentence recognizes that one solution can have more than one effect. | |
| Linking sentence | A clear linking sentence connects problem solving and community growth. The paragraph ends by returning to the R and explaining what the evidence proves about strong communities. |
Read the three responses below. Notice what improves from Low to Medium to High. Pay attention to source credit, the difference between Q and P, and how the researcher's E2 grows from repeating a fact to explaining meaning, importance, and proof. The Low response lists cases without a clear R or source credit. The Medium response adds relevant evidence and some source naming but needs deeper E2 and full source credit. The High response uses a precise R, a direct quotation, a corroborating paraphrase, multiple effects, sustained E2 for meaning, importance, and proof, and a linking sentence. Use these samples to check your own Body Paragraph 2 before you turn it in. After reading all three, write which part of your own paragraph you want to make stronger and what you will add.
| I can... | Not yet | Growing | Got it |
|---|---|---|---|
| Name the problem before naming the solution. | ☐ | ☐ | ☐ |
| Decide whether to use a direct quotation or a paraphrase. | ☐ | ☐ | ☐ |
| Corroborate the pattern with a second source. | ☐ | ☐ | ☐ |
| Write E2 that explains an impact and why it matters. | ☐ | ☐ | ☐ |
| Recognize that one solution can have more than one effect. | ☐ | ☐ | ☐ |
| Teach the research pattern to another person. | ☐ | ☐ | ☐ |
How do communities become stronger when people study problems and choose solutions?
Use one detail from a source you have not yet used. Give source credit and write E2.
Research: Use one new source or earlier passage not used in the independent U Product. Include one E1 and at least two E2 sentences. Explain how the new evidence corroborates or extends the R.
Draw the chain for a new problem-solution case. Label NOTICE, QUESTION, ACT, and IMPACT.
Choose one card to talk about with someone at home. Each one ends in 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 select evidence that proves my R. I explain meaning, importance, and proof. I recognize that one solution can have more than one effect.
This book holds my reading, thinking, writing, and reflection for this module.
Week 3 turns from locations and famous solutions toward the choices people make every day. I synthesize poetry, biography, fiction, art, history, and civic examples. I also learn an essential research habit: different source forms have different jobs. A poem can support theme and significance, fiction can illustrate a behavior or decision, and nonfiction can provide factual evidence. A strong community needs many different talents, not one kind of hero.
How do people use choices, voices, talents, stories, and service to strengthen a community?
| What I learn | What I read | What I make |
|---|---|---|
| How people use choices, service, and memory to strengthen communities, and how different source forms carry different kinds of evidence. | Passage 16, "What Helps a Community Grow?" and selected earlier passages about communities. | A complete second body paragraph proving how problem solving strengthens communities, with source credit, E2, and corroboration. |
I will move from predicting what people give a community to writing a complete second body paragraph with a precise reason, evidence from more than one source, sustained E2 explanations, corroboration, and a linking sentence that returns to the thesis (central idea). I will also learn that a poem, fiction, and nonfiction each do a different job for a researcher, and I will practice teaching the research pattern to another person.
I will show what I know with the Community Problem-Solution Chain Challenge and its because statements, my Body Paragraph 2 draft with R, E1, E2, source credit, and corroboration from more than one source, and the Day 5 Community Solution Summit and module exit ticket.
| Stage | Day | What I do |
|---|---|---|
| Gather | Day 1 | I connect to what I already know about people and communities. |
| Reveal | Day 1 | I learn how source forms carry different kinds of evidence. |
| Attempt | Day 2 | I practice sorting contributions and defending placements. |
| Discuss | Day 3 | I explain why source decisions work. |
| Use | Day 3 | I write Body Paragraph 2 independently. |
| Award | Day 4 | I name evidence of my research growth. |
| Target | Day 4 | I choose my next revision step. |
| Explain/Educate | Day 5 | I teach the pattern and evidence to a listener. |
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 thesis (central idea) names the central idea and reasons. I can retell or paraphrase a source, name a source, and explain a sentence with because or this means.
I add Body Paragraph 2 to the same research paper. The paragraph begins with the second R, repeats E1 and E2 until the reason is proven, includes source credit and corroboration, and closes with a linking sentence.
This shows my teacher what I already know. It is not for a grade. Work on your own. You may reread the passage in Read and Interact as often as you want.
Read the prompt. Name the R (the reason the paragraph must prove). Identify the kind of evidence you will need.
Write one sentence that answers the prompt above. Use the topic, use the charge, and add your own answer.
Number these four sentences 1, 2, 3, 4 to show the order they belong in an informative response.
| Number | Sentence |
|---|---|
| ____ | Passage 16 says people notice problems, ask questions, and create solutions. |
| ____ | Another way communities grow strong is when people solve problems. |
| ____ | This proves that investigation comes before the solution. |
| ____ | One reason is that people ask useful questions before choosing an action. |
Write the first sentence of a response to the prompt. Remember that the first sentence tells the reader what you will prove.
Reason: People strengthen communities by solving problems. Copy one sentence from the passage that proves this reason. Then explain in one sentence why it proves the reason.
Write three or four sentences that answer the prompt from Part 1. Use your thesis (central idea), one reason, and one piece of evidence.
These are everyday words. Say each word, explain it in simple language, and use the oral frame.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| problem | PRAHB-lum | Something that needs to be understood or improved. | The problem was ___. |
| ask | ASK | To seek information or an answer. | The person asked ___. |
| choose | CHOOZ | To select among possibilities. | The group chose to ___. |
| change | CHAYNJ | To make or become different. | The solution changed ___. |
| help | HELP | To make something easier or better. | The idea helped by ___. |
| safe | SAYF | Protected from danger. | The solution made people safer because ___. |
| work | WURK | Effort used to accomplish something. | The work led to ___. |
| build | BILD | To make or develop. | The team built ___. |
| idea | eye-DEE-uh | A thought or plan. | The idea began when ___. |
| result | rih-ZULT | What happens because of an action. | One result was ___. |
These are academic thinking words. They help us make research decisions, explain evidence, and talk about our writing.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| cause | KAWZ | Why something happens. | One cause of the problem was ___. |
| effect | ih-FEKT | What happens because of a cause or action. | One effect of the solution was ___. |
| solution | suh-LOO-shun | A response intended to solve a problem. | The solution addressed ___. |
| investigate | in-VES-tih-gayt | To study carefully to find evidence. | The person investigated by ___. |
| corroborate | kuh-ROB-uh-rayt | To confirm information with another source. | The second source corroborates ___. |
| relevant | REL-uh-vunt | Directly useful for the point being proved. | This evidence is relevant because ___. |
| perspective | pur-SPEK-tiv | A way of seeing or understanding something. | Another perspective suggests ___. |
| inference | IN-fur-uns | A conclusion based on evidence and reasoning. | I can infer that ___. |
| reasoning | REE-zun-ing | Thinking that connects evidence to a conclusion. | My reasoning shows ___. |
| impact | IM-pakt | The important effect of an action or idea. | The impact on the community was ___. |
These words belong especially to the sources and concepts in this module. When the words become familiar, the evidence becomes easier to understand and use.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| lightning rod | LYT-ning rod | A metal system that gives lightning electricity a safer path to the ground. | Franklin developed the ___ to protect buildings. |
| conductor | kun-DUK-ter | A material that allows electricity to travel. | A ___ lets electricity move through it. |
| microorganism | my-kroh-OR-guh-niz-um | A living thing too small to see without special tools. | Pasteur studied ___ in food and liquids. |
| pasteurization | pas-chur-uh-ZAY-shun | Heating certain foods or liquids for a specific time to reduce harmful microorganisms. | ___ makes milk and juice safer to drink. |
| manufacturing | man-yuh-FAK-chur-ing | Making products, often in large amounts. | Ford improved ___ with the assembly line. |
| assembly line | uh-SEM-blee line | A system in which a product moves through ordered work steps. | The ___ made cars faster to build. |
| retail | REE-tail | Selling goods directly to customers. | Walton's ___ business served families. |
| law | LAW | An official rule used to organize and protect a community. | A ___ helps keep a community safe and fair. |
| democracy | dih-MOK-ruh-see | A system in which citizens participate in decisions. | In a ___, people help make the rules. |
| citizenship | SIT-uh-zun-ship | Membership and responsible participation in a community or country. | Good ___ means helping and respecting others. |
| ballot | BAL-ut | A way to record a vote. | A ___ lets each person share an opinion. |
| innovation | in-uh-VAY-shun | A new or improved idea, method, or product. | An ___ can solve a problem in a new way. |
My ideas grow from the passage and prompt. The tree shows how a strong response grows.
| Mark | What it means | |
|---|---|---|
| NOTICE | What real need or problem appeared? | Lightning could set buildings on fire. |
| QUESTION | What useful question guided the investigation? | How could electricity have a safer path? |
| ACT | What did the person or group investigate, make, or choose? | Franklin studied electricity and developed the lightning rod. |
| IMPACT | Who was affected and what changed? | Buildings had a safer response to lightning danger. |
SCR is usually a question. ECR is usually a statement.
| Mark | Meaning | Model |
|---|---|---|
| Q | Direct quotation with source credit | Passage 16 says, "Notice a problem. Study it. Develop a possible solution." |
| P | Paraphrase with source credit | Passage 16 explains that Ford used moving assembly-line production to make automobiles more efficient and affordable. |
| E2 | Researcher's own explanation | This proves that investigation came before the solution and that the effect reached daily life. |
Read from the bottom up. Each level names the kind of research thinking the student uses.
| Level | Symbol | Hidden Question | Student Thinking | Thinking Focus |
|---|---|---|---|---|
| Foundational (Level 1) | Repeats a source fact or follows a taught direction. | |||
| Emergent (Level 2) | Attempts a research move with support. | |||
| Visible (Level 3) | Connects a source detail directly to the R. | |||
| Independent (Level 4) | Combines evidence with reasoning and corroboration. | |||
| Reflective (Level 5) | Connects evidence, impacts, new challenges, and the larger community. |
Each level has a color label: Red, Orange, Yellow, Green, Blue.
These same levels apply when the prompt asks HOW. Each level names the depth of research thinking.
| Level | Symbol | Hidden Question | Student Thinking | Thinking Focus |
|---|---|---|---|---|
| Foundational (Level 1) | Repeats a source fact or follows a taught direction. | |||
| Emergent (Level 2) | Attempts a research move with support. | |||
| Visible (Level 3) | Connects a source detail directly to the R. | |||
| Independent (Level 4) | Combines evidence with reasoning and corroboration. | |||
| Reflective (Level 5) | Connects evidence, impacts, new challenges, and the larger community. |
| Prompt type | What it asks me to do | Example |
|---|---|---|
| WHY | Explain a reason, a purpose, or why something matters. | Write a complete second body paragraph proving how noticing, questioning, investigating, and choosing solutions strengthen communities. |
| HOW | Analyze how parts work together or how something happens. | Explain why a strong community needs many different talents, not one kind of hero. |
Research evidence must have a job. A direct quotation preserves exact words when the wording is clear or important. A paraphrase condenses an idea when the meaning matters more than the wording. E2 explains meaning, importance, and proof.
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 grow strong when people notice problems, ask useful questions, investigate with sources, choose among responses, and study the impact. A strong community needs many different talents, not one kind of hero.
Passage 16 shows that roads, buildings, stores, schools, parks, and homes do not make a community strong by themselves. People notice needs, ask questions, investigate, choose actions, and create change.
Underline the need or problem (N). Box the question or investigation (Q). Circle the action or chosen response (A). Star the impact, including a second effect or challenge (I). Label the evidence form Q or P and write source credit. Write what the evidence proves (E2).
| 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 |
Use the NOTICE-QUESTION-ACT-IMPACT pattern to annotate the passage. Underline the need or problem (N). Box the question or investigation (Q). Circle the action or chosen response (A). Star the impact (I).
Underline the need or problem (N). Box the question or investigation (Q). Circle the action or chosen response (A). Star the impact, including a second effect or challenge (I). Label the evidence form Q or P and write source credit. Write what the evidence proves (E2).
| 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 |
What job does each source form have in research? A poem can support theme and significance. Fiction can illustrate a behavior or decision. Nonfiction can provide factual evidence.
The prompt gives me a research task. I identify the R, choose my evidence, decide Q or P, write source credit, and explain with E2.
| Shape | Word | Question I ask myself |
|---|---|---|
| R | Name the reason the paragraph proves. | |
| E1 (Q or P) | Choose a direct quotation or paraphrase and name the source. | |
| E2 | Explain meaning, importance, and how it proves the R. | |
| Corroboration | Use a second source that agrees with the pattern. |
Imagine a town with roads, homes, schools, parks, and no people. Is it already a strong community? Turn your prediction into a reason. What can people give that buildings and resources cannot give by themselves?
People give communities honesty, responsibility, service, voice, creativity, memory, cooperation, and care. The week's reason: people make responsible choices, serve others, and preserve important stories and traditions.
| Source Form | Its Job in Research |
|---|---|
| Poem | Supports theme and significance. |
| Fiction | Illustrates a behavior or a decision. |
| Nonfiction | Provides factual evidence. |
| Art or Memory | Preserves stories and traditions. |
Model the sequence: R, source, direct quotation or paraphrase, source credit, E2, and corroboration. E2 explains what the evidence means, why it matters, and how it proves the reason.
| Mark | Meaning | Model |
|---|---|---|
| Q | Direct quotation with source credit | Passage 16 says, "Notice a problem. Study it. Develop a possible solution." |
| P | Paraphrase with source credit | Passage 16 explains that Ford used moving assembly-line production to make automobiles more efficient and affordable. |
| E2 | Researcher's own explanation | This proves that investigation came before the solution and that the effect reached daily life. |
Use this pattern to turn a familiar fact into research evidence. Name the problem before choosing evidence. Each case must be treated as evidence with a job, not as a biography list.
| Pattern Step | Question | Example |
|---|---|---|
| NOTICE | What real need or problem appeared? | Lightning could set buildings on fire. |
| QUESTION | What useful question guided the investigation? | How could electricity have a safer path? |
| ACT | What did the person or group investigate, make, or choose? | Franklin studied electricity and developed the lightning rod. |
| IMPACT | Who was affected and what changed? | Buildings had a safer response to lightning danger. |
Read the card. Name the source form. Decide whether it works as a FACT, EXAMPLE, THEME, or SIGNIFICANCE. Place it on the correct exhibit mat. Explain your placement with a because statement.
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.
Read the card. Name the source form. Decide whether it works as a FACT, EXAMPLE, THEME, or SIGNIFICANCE. Place it on the correct exhibit mat. Explain your placement with a because statement.
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.
Read every card. Identify its source form. Decide whether it works as a FACT, EXAMPLE, THEME, or SIGNIFICANCE. Place it only when you can explain how it helps prove the reason.
| Exhibit Mat | Source Form | Use Label | Community Impact |
|---|---|---|---|
| Hope and Voice | |||
| Service | |||
| Art and Culture | |||
| Writing and Memory | |||
| Honesty | |||
| Dependability | |||
| Inclusion and Decision Making |
Explain why each source form has a different job. Poetry uses voice and image to support theme and significance. Fiction illustrates choices and consequences. Nonfiction and biography support factual claims. Art and writing preserve memory.
| Source Form | Its Job in Research | Example This Week |
|---|---|---|
| Poem | Supports theme and significance. | A poem shows why service and hope matter to a community. |
| Fiction | Illustrates a behavior or a decision. | A story shows a character making an honest, responsible choice. |
| Nonfiction | Provides factual evidence. | An article gives facts about how people helped a community grow. |
| Art or Memory | Preserves stories and traditions. | A painting or a recorded memory keeps an important story alive. |
Begin with the reason that responsible choices, service, voice, art, and stories strengthen or preserve communities. Use one short quotation from a poem and one paraphrase from a nonfiction source. Identify each source form, give source credit, explain meaning, importance, and community impact, then add a corroborating sentence.
| Part | Job | Sentence Frame |
|---|---|---|
| R | Name the reason. | Another way communities grow strong is when people ___. |
| E1 | Give Q or P and source credit. | Passage ___ says ___ OR Passage ___ explains ___. |
| E2 | Explain meaning, importance, and proof. | This matters because ___. |
| Corroboration | Use a second source that agrees. | Passage ___ also shows ___. |
| Link | Return to the R and broader community. | Together, this evidence proves ___. |
| Plan Step | My Notes |
|---|---|
| R: My reason | |
| NOTICE: The problem or need | |
| QUESTION: The useful question | |
| ACT: What was investigated or chosen | |
| E1: Q or P with source credit | |
| E2: Meaning, importance, and proof | |
| Corroboration: A second source | |
| IMPACT: One effect and another effect or challenge | |
| Link: Return to the thesis (central idea) |
Point to the thesis (central idea), a quotation, a paraphrase, a source credit, an E2 sentence, or a corroborating source. Name the research move you can prove.
Name exactly what you will change, where you will change it, and how you will know it is complete.
Teach the learning rather than simply show the paper. Your listener should understand your thesis (central idea), reason, source form, quotation or paraphrase, source credit, and E2. Explain what the evidence proves, then connect it to another contribution.
| Frame | My Response |
|---|---|
| My exhibit represents ___. | |
| The source form is ___. | |
| I can use it as a fact, example, theme, or significance because ___. | |
| One quotation or paraphrase is ___. | |
| This contribution strengthens or preserves the community by ___. | |
| A different contribution is ___. | |
| Together, these examples prove ___. |
Listen carefully. Identify the thesis (central idea), one of the three reasons, Q or P, source credit, and one specific E2 strength. Then ask one why or how question.
Complete each item on your own.
Place the revised paragraph, source notes, corroboration, and exit ticket in the research portfolio. Research is an infinity cycle: explaining what we know creates the next question.
Write a complete second body paragraph proving how noticing, questioning, investigating, and choosing solutions strengthen communities.
Thesis (central idea) and reasons, Green. Evidence, Yellow. Explanation, Red or Pink. Reflective thinking, Blue.
Begin with the R. Use one direct quotation or paraphrase with source credit. Write E2 explaining meaning, importance, and proof. Corroborate with a second source. Recognize more than one effect. Close with a linking sentence.
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 |
|---|---|---|
| R and focus | My R names problem solving as the reason. | |
| Evidence and source use | I used Q or P with source credit from more than one source. | |
| E2 and corroboration | My E2 explains meaning, importance, and proof, and I corroborated. | |
| Impact and clarity | I named more than one effect and linked back to the thesis (central idea). |
Read the three responses to this prompt. Notice what improves from Low to Medium to High.
This is the target. Notice how every part of the narrative has a job for the reader.
| TRAILS | Evidence from the High sample | Why it works |
|---|
| I can... | Not yet | Growing | Got it |
|---|---|---|---|
| I can name the problem before naming the solution. | ☐ | ☐ | ☐ |
| I can decide whether evidence is a direct quotation or a paraphrase. | ☐ | ☐ | ☐ |
| I can corroborate a pattern with a second source. | ☐ | ☐ | ☐ |
| I can write E2 that explains an impact and why it matters. | ☐ | ☐ | ☐ |
| I can recognize that one solution can have more than one effect. | ☐ | ☐ | ☐ |
How do people use choices, voices, talents, stories, and service to strengthen a community?
Choose a problem someone in your community noticed. Name the NOTICE, QUESTION, ACT, and IMPACT. Explain what evidence you would use and whether the solution had more than one effect.
Transfer Prompt: How do people use choices, voices, talents, stories, and service to strengthen a community? Use one new source or earlier passage not used in the independent U Product. Include one E1, at least two E2 sentences, source credit, and at least one effect.
Take these tasks home. Each one takes a few minutes and ends with a conversation.
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.
Week 4 is the convergence point. I assemble, revise, and publish the thinking built during the first three weeks and across the Grade 3 passage sequence. Research grows when a familiar fact becomes new evidence.
How can a researcher combine a year of reading and writing into one clear, organized proof?
| What I learn | What I read | What I make |
|---|---|---|
| How to combine a year of reading and writing into one clear, organized proof. | All Cluster 8 sources, earlier Grade 3 passages, and my notes. | A published research paper, source list, exhibit, presentation, and reflection. |
I will turn three weekly paragraphs into one paper and one proof.
I will show what I know with a published five-paragraph research paper, source list, multimodal community-strength exhibit, oral presentation, and final reflection.
| Stage | Day | What I do |
|---|---|---|
| Gather | Day 1 | Gather the year's research. |
| Reveal | Day 1 | See the paper architecture. |
| Attempt | Day 2 | Play the Assembly Race. |
| Discuss | Day 3 | Justify source credit and E2. |
| Use | Day 3 | Assemble my own paper. |
| Award | Day 4 | Name evidence of growth. |
| Target | Day 4 | Name one precise next move. |
| Explain/Educate | Day 5 | Teach a real audience. |
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.
Read the TEKS code. Then say the job in your own words.
| TEKS | How I say it |
|---|---|
| 3.11B(i) | I organize one paper with an introduction, connected body paragraphs, transitions, and a conclusion. |
| 3.11B(ii) | I use specific facts, quotations, paraphrases, and explanations to develop my idea. |
| 3.11B(iii) | I choose relevant evidence and explain how it connects to my reason. |
| 3.13A-H | I plan research, use varied sources, give credit, combine evidence with my thinking, and present my proof. |
| 3.11C(i-x) | I revise ideas, order, connections, sentences, and word choice so my paper is clear. |
| 3.11D(i-xxxii) | I edit conventions carefully before I publish. |
Match each TEKS code to the job it gives me. Write the code beside its job.
| Job it gives me | TEKS code | Jot the job in my words |
|---|---|---|
| 3.11B(i) | Organize one paper with an introduction, body paragraphs, transitions, and a conclusion. | |
| 3.11B(ii) | Develop my idea with specific facts, quotations, paraphrases, and explanations. | |
| 3.11B(iii) | Choose relevant evidence and explain how it connects to my reason. | |
| 3.13A-H | Plan research, use varied sources, give credit, combine evidence with my thinking, and present my proof. | |
| 3.11C(i-x) | Revise ideas, order, connections, sentences, and word choice so my paper is clear. | |
| 3.11D(i-xxxii) | Edit conventions carefully before I publish. |
I have practiced several writing modes during the year. I know that a thesis (central idea) answers a prompt, evidence comes from a source, and explanation comes from the writer. I can locate details in numbered or titled passage sections. I bring weekly body paragraphs, source records, Q and P evidence cards, notes, and source logs.
The research paper gathers the year's writing. Narrative, informational, opinion/argumentative, compare-contrast, cause-effect, problem-solution, procedural, poetic, descriptive, and reflective thinking can work together inside one sustained product. The researcher's voice remains louder than the source voices.
This shows my teacher what I already know. It is not for a grade. Work on your own. You may reread the source in Read and Interact as often as you want.
Label each sentence: S, T, R, or E2.
| Label | Sentence |
|---|---|
| ____ | Communities do not become strong by accident; they grow through the relationship between places, problems, and people. |
| ____ | Communities grow strong when people use the resources of a place, solve problems together, and make choices that help others and preserve what matters. |
| ____ | Another way communities grow strong is when people notice problems, ask questions, and create solutions together. |
| ____ | This shows that investigation can lead to a solution that helps others. |
Reason: Another way communities grow strong is when people notice problems, ask questions, and create solutions together. Find one detail in the source that proves this reason. Then explain how it proves the reason.
These are everyday words you may already know, but we will make them precise enough for research. Say each word, explain it in simple language, and use the oral frame.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| begin | bih-GIN | to start | My introduction begins with ___. |
| middle | MID-ul | the central part | The middle proves ___. |
| end | END | the final part | My conclusion ends with ___. |
| order | OR-der | the arrangement of parts | The best order is ___. |
| read | REED | to understand written words | I read my draft to check ___. |
| write | RYT | to communicate with written language | I write to prove ___. |
| check | CHEK | to examine for accuracy | I check my source credit for ___. |
| fix | FIKS | to correct or improve | I fixed the sentence by ___. |
| share | SHAIR | to communicate with others | I will share my research by ___. |
| explain | ik-SPLAYN | to make meaning clear | My explanation shows ___. |
These are academic thinking words. They help us make research decisions, explain evidence, and talk about the structure of our writing. Say each word and use it in a sentence about this module.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| thesis (central idea) | THEE-sis | the simple answer the entire paper will prove | My thesis (central idea) states ___. |
| cohesion | koh-HEE-zhun | the quality of ideas fitting and flowing together | I improved cohesion by ___. |
| transition | tran-ZISH-un | a word or phrase that connects ideas | The transition connects ___. |
| revise | rih-VYZ | to improve ideas, organization, sentences, or word choice | I revised ___. |
| edit | ED-it | to correct grammar, punctuation, capitalization, and spelling | I edited ___. |
| conventions | kun-VEN-shunz | the agreed rules of written language | I checked the conventions in ___. |
| citation | sy-TAY-shun | information that gives credit to a source | My citation identifies ___. |
| source list | SORS LIST | an organized record of sources used | My source list includes ___. |
| publish | PUB-lish | to prepare and share final work | I will publish by ___. |
| presentation | prez-un-TAY-shun | an organized explanation shared with an audience | My presentation teaches ___. |
These words belong especially to the passages and concepts in this module. When the words become familiar, the evidence becomes easier to understand and use.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| SET | S-E-T | Statement of Purpose, Evidence-Reference Transition, and thesis (central idea) | My SET introduction begins with ___. |
| evidence-reference transition | EV-uh-dens REF-er-ens tran-ZISH-un | the E sentence naming the broad evidence areas used in the paper | My E sentence names ___. |
| R-E1-E2 | R, E one, E two | Reason or Way, Evidence, and Explanation | My R-E1-E2 paragraph proves ___. |
| R1-R2-R3 | R one, R two, R three | Restate, Reference evidence collectively, and Reflect | My R3 reflects ___. |
| direct quotation | dy-REKT kwoh-TAY-shun | a source's exact words inside quotation marks | My direct quotation is ___. |
| paraphrase | PAIR-uh-frayz | a source idea expressed with new words and sentence structure | My paraphrase says ___. |
| source credit | sors KRED-it | language naming where borrowed information came from | My source credit names ___. |
| synthesis | SIN-thuh-sis | a new understanding created by combining evidence and thinking | My synthesis shows ___. |
| multimodal | mul-tee-MOH-dul | communicating through more than one form, such as writing, speaking, maps, images, or models | My multimodal exhibit uses ___. |
| exhibition | ek-suh-BISH-un | a public display of completed work | At the exhibition, I will show ___. |
| bibliography | bib-lee-OG-ruh-fee | a list of sources used in research | My bibliography lists ___. |
| publication | pub-lih-KAY-shun | the final prepared version shared with readers | My publication is ready when ___. |
| Anchor Chart | Student-Facing Content |
|---|---|
| One Paper, One Proof | SET introduction; three R-E1-E2 body paragraphs; R1-R2-R3 conclusion. |
| Research Move | R, source, Q or P, source credit, E2. |
| Evidence Jobs | Q is exact source language; P is the source idea in new words and structure; E2 is the student's own reasoning. |
| Paper Part | Job | Model |
|---|---|---|
| S | State the large purpose. | Communities do not become strong by accident. |
| E | Name broad evidence areas. | Research from geography, history, science, civic life, art, and biography reveals a repeated pattern. |
| T | State a simple thesis (central idea) with three reasons. | Communities grow strong when people use a place, solve problems, and make choices that help others. |
| R-E1-E2 | Prove one reason with evidence and explanation. | Place, source, Q or P, source credit, and E2 repeat until proven. |
| R1-R2-R3 | Close the proof. | Restate, refer to evidence as a whole, reflect on the big picture. |
| Step | Example |
|---|---|
| NOTICE | Benjamin Franklin noticed lightning could damage buildings and start fires. |
| QUESTION | He studied electricity and the danger. |
| ACT | He helped develop the lightning rod. |
| IMPACT | His work gave people a way to better protect buildings during storms. |
First name the reason to prove. Next ask whether the detail is relevant. Then decide whether the source's exact words deserve a quotation or whether the idea should be paraphrased. Finally, add E2 because evidence cannot explain itself.
| Level | Symbol | Hidden Question | Description | Module Evidence |
|---|---|---|---|---|
| Level 1 Foundational • Red | Repeats information exactly as taught with little independent thinking. | Names paper parts and source forms. | ||
| Level 2 Emergent • Orange | Begins trying ideas independently but may be uncertain. | Sorts cards and removes a distractor with support. | ||
| Level 3 Visible • Yellow | Connects ideas directly to textual evidence or proof from a source. | Uses because to connect E1 to the reason. | ||
| Level 4 Independent • Green | Combines evidence with personal reasoning and applies understanding to a claim. | Writes sustained E2 and revises for cohesion. | ||
| Level 5 Reflective • Blue | Connects evidence to the world, lessons, themes, or broader understanding. | Writes R3 and proposes a community action. |
Each level has a color label and a symbol: Red circle, Orange square, Yellow inverted triangle, Green triangle, Blue diamond.
| Thinking Move | Student Task | Teacher Look-For |
|---|---|---|
| Recall | Identify each paper part and its purpose. | Accurate labels for S, E, T, R, E1, E2, R1, R2, R3. |
| Skill | Categorize model sentence cards and place them correctly. | Source, evidence, explanation, choice, impact, theme, or structure is named. |
| Strategic | Align every R beneath one thesis (central idea), add source credit, and revise cohesion. | Every piece of evidence has a job and an explanation. |
| Extended | Publish a cohesive, edited paper and reflect on a global lesson. | R3 reaches the larger lesson without adding new evidence. |
| Highlight | Meaning | Example from the Module |
|---|---|---|
| R | Reason | People notice problems, ask questions, and create solutions together. |
| Q | Direct quotation | "Notice a problem. Study it. Develop a possible solution." |
| P | Paraphrase | Pasteur's research helped people understand germs and make certain foods safer. |
| E2 | Researcher's explanation | This shows that investigation can lead to a solution that helps others. |
| Credit | Source identity | Source Passage 1 explains... |
| Annotation Step | Student Action |
|---|---|
| 1. Read | Reread the selected source section and name the source form. |
| 2. Select | Choose the smallest set of strongest evidence for the R. |
| 3. Label | Mark Q or P, then add source credit. |
| 4. Explain | Write E2 until meaning, importance, and proof are clear. |
| 5. Connect | Place the evidence beneath the thesis (central idea) and paragraph reason. |
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.
Strong communities need inventors, scientists, artists, leaders, volunteers, neighbors, and students who are willing to help. Each action begins with a choice. People strengthen communities when they use their ideas, talents, and actions to help solve problems and meet needs.
A thesis (central idea) answers a prompt. Evidence comes from a source, and explanation comes from the writer. A direct quotation is not automatically better than a paraphrase. The writer chooses based on the job of the evidence. A strong researcher selects the smallest set of strongest evidence.
What did the person notice, ask, do, and change? Mark R, Q, P, E2, and source credit.
| 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.
The questions a researcher asks and the Big Idea that answers them.
| 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 R does this evidence serve? Is it Q or P? What is my E2?
I annotate for a paper job, not for decoration. I mark the reason, source, evidence form, source credit, and explanation.
| Shape | Word | Question I ask myself |
|---|---|---|
| R | The reason or way this paragraph must prove. | Which part of the thesis (central idea) does this serve? |
| Q | Exact source words inside quotation marks. | Why are these exact words worth keeping? |
| P | A source idea in new words and structure. | Did I change words and sentence structure while keeping meaning? |
| E2 | The researcher's meaning, importance, and proof. | What does this mean, why does it matter, and how does it prove R? |
| Credit | Language naming where borrowed information came from. | Can the reader identify the source? |
Our purpose today: gather the year's thinking, reveal the final research prompt, and see how SET, repeated R-E1-E2, and R1-R2-R3 work together.
This quotation is accurate, memorable, and useful. Is it a complete research paper?
| Paper Part | Job |
|---|---|
| SET introduction | S states the large purpose; E references broad evidence areas; T gives a simple thesis (central idea) with a noun, verb, and clear answer. |
| Body paragraphs | Each paragraph begins with one R and repeats E1-E2 until the reason is thoroughly proven and explained. |
| R1-R2-R3 conclusion | R1 restates the thesis (central idea) in new words; R2 references the evidence collectively; R3 reflects on the global theme or big takeaway. |
First I name the R I must prove. Next I ask whether the detail is relevant. Then I decide whether the source's exact words deserve a quotation or whether I should paraphrase the idea. Finally, I add E2 because evidence cannot explain itself.
Show Q with two fingers, P with one open palm, or E2 by pointing to your head. Then write the job.
| Statement | Q, P, or E2? |
|---|---|
| The source says, "A place gives people resources and challenges." | |
| The simulated website explains that every location offers useful resources and difficulties. | |
| This matters because people must decide how to use the help and respond to the difficulty. |
Cut on the dashed lines. Spread the paragraph mats in order: SET, PLACE, PROBLEM, PEOPLE, and R1-R2-R3. Place each card and defend it with a because statement. Store all cards in your Practice Pocket.
This page prints on the back of the card page. Flip a card over to check its paper job.
Cut on the dashed lines. Spread the paragraph mats in order: SET, PLACE, PROBLEM, PEOPLE, and R1-R2-R3. Place each card and defend it with a because statement. Store all cards in your Practice Pocket.
This page prints on the back of the card page. Flip a card over to check its paper job.
The goal is not to move the fastest. The goal is to make every decision visible and defend it with a because statement.
Roles: Structure Captain, Evidence Auditor, Cohesion Coach, and Reader-Defender.
Directions: spread the mats in order; shuffle cards and distractors; build SET; build each body paragraph with R, E1, E2, E1, E2, and a linking sentence; build R1-R2-R3 without copying the thesis (central idea) exactly or adding new evidence; remove irrelevant, repeated, or uncredited facts; read aloud and add transitions; answer one challenge question before checking the key.
BEFORE ASSEMBLING: What is the thesis (central idea) my whole paper will prove? Say it in your own words before you place any paragraph.
PLACING EVIDENCE: Does this sentence do a paper job: S, E, T, R, E1, E2, or a link? A fact with no job is a distractor, even when it is true.
| Paragraph Mat | Cards we placed |
|---|---|
| SET | |
| PLACE | |
| PROBLEM | |
| PEOPLE | |
| R1-R2-R3 |
Yesterday the cards made our decisions visible. Today use the source, the R, and the paper job in your response.
| Question | My thinking |
|---|---|
| What makes one paper instead of three separate pieces? | |
| When does source credit appear? | |
| What does my researcher voice explain? |
AFTER EVIDENCE: Evidence cannot explain itself. After each E1, write E2 that explains meaning, importance, and how the evidence proves the R.
An award is not vague praise. Point to evidence on your own paper and name the research behavior it proves.
Award choices: answered the prompt; organized ideas so they flow; revised and edited carefully; used quotations and paraphrases ethically; explained more than the sources say alone; or wrote a conclusion that reflects on a larger lesson.
A target names the next action. Choose the one change that will improve your proof most, and write exactly where you will make it.
Target choices: strengthen the thesis (central idea), fill missing evidence, reorder or connect ideas, improve sentence structure or word choice, repair quotation marks or source-list information, or identify a new community question.
REVISE BEFORE YOU EDIT: Revise ideas, order, and cohesion first. Then edit grammar, punctuation, capitalization, and spelling.
Teach the learning rather than simply show the paper. Your listener should understand the question, the source, the evidence, and what the evidence proves.
| Oral Frame | My words |
|---|---|
| My research question was... | |
| My thesis (central idea) was... | |
| My PLACE reason was... and one strong piece of evidence was... | |
| My PROBLEM reason was... and the impact I explained was... | |
| My PEOPLE reason was... and the source form I used was... | |
| My strongest direct quotation was... because... | |
| My strongest paraphrase was... | |
| My largest takeaway is... | |
| One action I can take is... |
Listener: listen for a clear R or thesis (central idea), identify Q or P, listen for source credit, ask one why or how follow-up question, and name one specific strength in the E2 explanation.
1. Research question: How can a researcher combine a year of reading and writing into one clear, organized proof?
2. Show the evidence jobs: Label each sentence Q, P, or E2.
| Sentence | Q, P, or E2 |
|---|---|
| A. The source says, "A place gives people resources and challenges." | |
| B. A location can offer help and difficulty at the same time. | |
| C. This matters because people must decide how to use the help and respond to the difficulty. |
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 |
|---|---|---|
| Answering the Prompt and Completing the Assignment | Fully answers the prompt and proves a simple thesis (central idea). Includes SET, three R-E1-E2 paragraphs, R1-R2-R3, quotations, paraphrases, source credit, source list, and project components. | |
| Organization and Cohesiveness | Ideas are organized from SET through R1-R2-R3. Each body paragraph stays focused on one R, repeats E1-E2 logically, and connects to the thesis (central idea). | |
| Editing, Revising, Grammar, Spelling, and Vocabulary | Demonstrates careful revising and editing. Sentences are clear, vocabulary is precise, and conventions are mostly correct. |
Read the three responses to this prompt. Notice what improves from Low to Medium to High.
This is the target. Every paragraph aligns with the same thesis (central idea), uses a reason, connects evidence with E2, and transitions to the next reason.
| Model Evidence | Source Form | Researcher Explanation |
|---|---|---|
| "A place gives people resources and challenges." | Direct quotation from Community Quest Kids, labeled simulated | The exact words show both help and difficulty, so human choices determine how a community responds. |
| The Nile provided water, fertile soil, fish, and transportation. | Paraphrase from an earlier passage | These resources supported several needs, but people still had to organize their lives around the river. |
| Franklin noticed lightning, studied electricity, and helped develop the lightning rod. | Paraphrase from Source Passage 1 | The action followed a question and helped protect buildings during storms. |
| I can... | Not yet | Growing | Got it |
|---|---|---|---|
| Write a SET introduction with S, E, and a simple thesis (central idea). | ☐ | ☐ | ☐ |
| Begin each body paragraph with one clear R and repeat E1-E2. | ☐ | ☐ | ☐ |
| Give source credit for each quotation and paraphrase. | ☐ | ☐ | ☐ |
| Write an R1-R2-R3 conclusion that adds no new evidence. | ☐ | ☐ | ☐ |
| Revise across paragraphs so my paper reads as one proof. | ☐ | ☐ | ☐ |
| Edit conventions and complete an honest source list. | ☐ | ☐ | ☐ |
How can a researcher combine a year of reading and writing into one clear, organized proof?
Write a brief response answering: How can a researcher combine a year of reading and writing into one clear, organized proof? Use one new source or earlier passage not used in the independent assignment. Include one E1 and at least two E2 sentences.
Expert Reflection: Explain how the source, evidence form, and E2 explanation create one new understanding.
Draw one paper, one proof. Label the SET introduction, the PLACE, PROBLEM, and PEOPLE body paragraphs, and the R1-R2-R3 conclusion, and write each part's job.
Teach someone at home what you learned. 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.
Research grows when a familiar fact becomes new evidence.