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Grade 4 • Cluster 2 • Module 1 • Getting Started
TEKS 4.12B(i) • S2
How to Use My Workbook
This book holds my reading, thinking, writing, and reflection for this module.
My Name and My Goal for This Module
Pocket Practice: keep your game cards in a folder or envelope while you work on this module.
Grade 4 • Cluster 2 • Module 1 • Meet My Week
TEKS 4.12B(i) • S2-S3
STUDENT WORKBOOK
Meet My Week
Growing the Tree
Why This Matters to Me
I learn that an Extended Constructed Response (ECR) grows like a tree: the roots are the passage and the prompt, the trunk is the thesis (central idea), and the branches are the reason or way, the evidence, and the explanation.
Essential Question
How does understanding the passage, the prompt, and the parts of an ECR help us build a strong informative response?
My Week Tracker
Check off each day after you finish that day's work.
My First Thinking
Grade 4 • Cluster 2 • Module 1 • Meet My Week
TEKS 4.12B(i) • S27
I Can
I can name the parts of an informative ECR: roots, trunk, and branches.
I can read an ECR prompt as a statement and mark the NOI, VOI, and WHY/HOW clue.
I can write a thesis (central idea) that answers the prompt with a clear central idea.
I can support my thesis (central idea) with evidence and an explanation that connects back to it.
I Will
I will use the passage and the prompt as the roots of my thinking.
I will speak about my thinking, record my work, and explain how my choices strengthen the response.
I will tell evidence apart from explanation and use both.
I will make sure every branch connects back to the trunk.
The I Can I want to reach first, and why
Grade 4 • Cluster 2 • Module 1 • Meet My Week
TEKS 4.12B(i) • S10-S14
My Week at a Glance
What I learn
What I read
What I make
How an ECR grows from a passage and prompt (roots) to a thesis (central idea) (trunk) to a reason or way, evidence, and explanation (branches).
Two nonfiction passages: "The Energy We Use Everyday," about renewable and nonrenewable resources, and "Columbus's Arrival," about Columbus's 1492 voyage.
An ECR tree for an informative prompt: the NOI circled, the VOI boxed, the WHY/HOW clue in a triangle, and a thesis (central idea) grown with one evidence detail and one explanation that connects back to the thesis (central idea).
Where We Are Going
I will move from listening to how an ECR tree grows, to looking for the prompt's NOI, VOI, and WHY/HOW clue, to marking a prompt and building my own tree with a thesis (central idea), evidence, and explanation. I will finish by teaching a partner one part of the ECR tree.
I'll Know I've Got It When...
Check Myself
How I Will Show What I Know
I will show what I know with a sorted set of Thesis (Central Idea), Evidence, and Explanation cards from BOOM BOOM GRAB, an independent ECR tree with the NOI, VOI, and clue marked and the three branches filled in, and a Turn-and-Teach explanation of one part of the ECR tree.
My GRADUATE Learning Path
Stage
Day
What I do
Gather
Day 1
Pencils down first, I listen to the whole explanation without writing, then sketch the ECR tree from memory: roots equal passage and prompt, trunk equals thesis (central idea), and three branches equal reason or way, evidence, and explanation, adding an arrow to show every branch connects back to the trunk. Then I cover my sketch and name the roots, trunk, and three branches aloud from memory, remembering roots strong, trunk tall, branches growing.
Reveal
Day 1
I learn that an ECR prompt is a statement, not a question, and that ECR only has two types, WHY and HOW. I practice marking the NOI (Noun of Importance) in a red circle, the VOI (Verb of Importance) in a blue box, and the WHY/HOW clue in a green triangle, using the ECR Tree chart and the SCR vs. ECR chart glued into my Interactive Notebook.
Attempt
Day 2
I play BOOM BOOM GRAB: Tree Style with a partner: three tree cards sit between us, I listen to a sentence from The Energy We Use Everyday or Columbus's Arrival, the first person to grab the matching tree card wins a point, and I justify why it is a Thesis (Central Idea), Evidence, or Explanation card, then I record the sorted sets in my Interactive Notebook.
Discuss
Day 3
I discuss why evidence alone is not enough (it does not explain anything), what happens if a response skips the thesis (central idea) (no trunk, no tree), and why ECR prompts require WHY or HOW thinking instead of a short answer, connecting my discussion back to the module's overarching question about how a strong informative response is built.
Use Again
Day 3
I build my own ECR tree for an informative prompt: I circle the NOI, box the VOI, triangle the clue, then grow a thesis (central idea) with one piece of exact-words evidence and one explanation that connects the evidence back to the thesis (central idea). I also run a 90-second conventions check on one of my sentences, checking subject-verb agreement, nouns, spelling patterns, and high-frequency words.
Award
Day 4
I give myself credit for the parts of my ECR tree that are growing strong today, such as a clear thesis (central idea) on the trunk, a correctly marked prompt, or evidence I connected to my thesis (central idea), and I complete the sentence: one part of my ECR tree that is growing strong is ___ because ___. I might even draw a leaf on my tree for each part I got right.
Target
Day 4
I choose one precise next goal, prompt analysis, thesis (central idea), evidence, or explanation, and I write a sentence explaining why that goal will help my tree grow taller, thinking about curiosity questions like how stronger explanations make writing more powerful and what happens when evidence is weak.
Explain/Educate
Day 5
I teach a partner one part of the ECR tree using a sentence frame: the ___ of an ECR is ___, it matters because ___, for example ___, and then I answer the module's overarching question about how understanding the passage, the prompt, and the parts of an ECR help build a strong informative response.
Grade 4 • Cluster 2 • Module 1 • Meet My Week
TEKS 4.12B(i) • S2-S3
Say It Together!
These are the exact TEKS this module teaches. Read the code, then say the job in your own words.
4.12B(i):
I can compose an informative text that conveys information about a topic using a clear central idea.
4.11B(i):
I can develop my draft into a focused, structured, and coherent piece of writing with purposeful structure.
Call and Response
Read this together as a class before we start.
Teacher asks: "What are the parts of an ECR tree?"
Class answers: "Roots, trunk, branches!"
One TEKS I want to practice today
Grade 4 • Cluster 2 • Module 1 • Get Ready
TEKS 4.12B(i) • S28-S29
STUDENT WORKBOOK
Get Ready
Before I begin
Before We Begin: What Do I Already Know?
I already know how to find details in a passage and tell the difference between a fact and what the fact shows.
A connection I can make
Remember It!
One idea I remember
Grade 4 • Cluster 2 • Module 1 • Get Ready
TEKS 4.12B(i) • S32-S34
Ready Check
Watch Out! Common Mix-Up Watch out! Evidence is not the same as explanation. Quoting the text is not enough: you must also explain what it proves.
Where This Fits in My Writing
Growing an ECR tree is the goal of this whole module: mark the prompt, then build a thesis (central idea), evidence, and explanation that connects back to it.
This shows my teacher what I already know. It is not for a grade. Work on your own. You may reread The Energy We Use Everyday passage in Read and Interact as often as you want.
Part 1: Prompt Analysis
Read the prompt. Circle the NOI (Noun of Importance) in red. Box the VOI (Verb of Importance) in blue. Draw a green triangle around the clue word.
Explain how renewable and nonrenewable resources affect decisions about energy use.
Part 2: Thesis (Central Idea)
Write one sentence that answers the prompt above. Use the NOI, use the VOI, and add your own answer.
Reason: Renewable resources have several advantages, but they also have limitations. Copy one sentence from the passage that proves this reason. Then explain in one sentence why it proves the reason.
The sentence I copied from the passage
Why it proves the reason
Part 6: Passage-Based Paragraph
Write three or four sentences that answer the prompt from Part 1. Use your thesis (central idea), one reason, and one piece of evidence.
My paragraph
Grade 4 • Cluster 2 • Module 1 • Words I Need
TEKS 4.12B(i) • S36
STUDENT WORKBOOK
Words I Need
Tier 1, everyday words
Say each word. Then use one word in a sentence about the ECR tree.
Word
Say it
What it means
Sentence frame
idea
IH-dee-uh
a thought about something
My idea about the passage is ___.
reason
REE-zun
why something is true or happens
One reason is ___.
show
SHOH
to make something known
The text shows that ___.
explain
ik-SPLAYN
to make an idea clear
I explain my idea by ___.
answer
AN-sur
what you say to a prompt
My answer to the prompt is ___.
prove
PROOV
to show something is true
I can prove my idea by ___.
build
BILD
to make something part by part
I build my response by ___.
plan
PLAN
to think out before writing
My plan is to ___.
connect
kuh-NEKT
to link two things together
I connect the evidence to my thesis (central idea) by ___.
support
suh-PORT
to hold up or back up an idea
I support my thesis (central idea) with ___.
Use one Tier 1 word in a sentence
Grade 4 • Cluster 2 • Module 1 • Words I Need
TEKS 4.12B(i) • S37
Words I Need: Tier 2, academic words
Say each word. Then use it to talk about the thesis (central idea), evidence, and explanation in an ECR.
Word
Say it
What it means
Sentence frame
thesis (central idea)
THEE-sis
the clear central idea a response will prove
My thesis (central idea) is ___.
evidence
EV-uh-duns
proof from the text (often exact words)
My evidence is ___.
explanation
ek-spluh-NAY-shun
the writer's thinking about what the evidence means
My explanation shows ___.
prompt
PROMPT
the statement that tells you what to write about
The prompt asks me to ___.
analyze
AN-uh-lyz
to look closely at parts to understand the whole
I analyze the prompt by ___.
response
ree-SPONS
the writing you build to answer the prompt
My response includes ___.
inform
in-FORM
to give information about a topic
This response informs the reader about ___.
structure
STRUK-chur
the way the parts are organized
The structure of my ECR is ___.
central idea
SEN-truhl eye-DEE-uh
the main point the whole response is about
The central idea is ___.
transition
tran-ZISH-un
a word that links ideas (because, however, in addition)
I use the transition ___ to ___.
Use one Tier 2 word in a sentence
Grade 4 • Cluster 2 • Module 1 • Words I Need
TEKS 4.12B(i) • S38
Words I Need: Tier 3, passage words
These words come from The Energy We Use Everyday and Columbus's Arrival.
HOW prompts ask about the way something works or the way parts fit together.
Level
Symbol
Hidden Question
Student Thinking
Thinking Focus
Level 1
Student follows directions or repeats information exactly as taught with little independent thinking.
Foundational
Level 2
Student begins trying ideas independently but may be uncertain or inconsistent.
Emergent
Level 3
Student connects ideas directly to textual evidence.
Visible
Level 4
Student combines evidence with personal reasoning, applying understanding to a claim.
Independent
Level 5
Student connects evidence to the world, morals, lessons, or broader understanding.
Reflective
The Difference Between WHY and HOW
Prompt type
What it asks me to do
Example
WHY
Explain a reason, a purpose, or why something matters.
Explain why Columbus's arrival affected people in the Americas in important ways.
HOW
Analyze how parts work together or how something happens.
Explain how renewable and nonrenewable resources affect decisions about energy use.
ECR only has two types: WHY and HOW. A prompt is a statement to respond to, not a question to answer briefly.
A thinking level I want to try
Grade 4 • Cluster 2 • Module 1 • Read & Interact
TEKS 4.12B(i) • S39,S44,S48-S49
STUDENT WORKBOOK
Read & Interact
Read with a purpose
Dot, Discover, Drop
DOT: Place a small dot above any unfamiliar word. DISCOVER: Find the pronunciation or the meaning. DROP: Erase the dot once the word is understood.
TRACKS Legend
Letter
Category
Definition and Examples
Required Pastel Color
T
Time
Age, era, dates, cultural details, or historical details. Often adjectives.
Pastel Green
R
Reactions
Reactions, solutions, resolutions, or effects. Often verbs/adverbs.
Pastel Purple
A
Actions
Actions, problems, conflicts, or causes. Often verbs/adverbs.
Pastel Yellow
C
Character, Concept, Creature
Names of characters/people/animals, or major concepts as the central idea. Often nouns/proper nouns.
Pastel Yellow
K
Key Knowledge
All other important info needed for the passage's meaning not in another TRACKS category (background knowledge).
Pastel Orange
S
Scenery / Setting
Setting characteristics acknowledged/measured through the five senses.
Pastel Green
TRACKS marks evidence in the passage. Highlight the smallest meaningful phrase. The shapes Circle, Box, and Triangle are used only to analyze the prompt.
Connect It to Our World
Understanding renewable and nonrenewable resources, and understanding how an event like Columbus's arrival had lasting effects on land, culture, and people, helps students build responsibility when they think and write about the world around them.
Background I Need
"The Energy We Use Everyday" explains renewable resources (wind, water, sunlight, plants, and animals) and nonrenewable resources (coal, oil, and natural gas). "Columbus's Arrival" explains Christopher Columbus's 1492 voyage, his claim of land for Spain, and the lasting effects on Native American groups such as the Taino and the Carib.
Words I dotted while reading
Grade 4 • Cluster 2 • Module 1 • Read & Interact
TEKS 4.12B(i) • S47-S49
The Energy We Use Everyday
Nonfiction passage. Low Stamina. Read every paragraph. Use Dot, Discover, Drop.
1Have you ever wondered where the energy you use each day comes from? When you turn on lights, charge a device, or travel in a car, you are using energy produced from natural resources found on Earth.
2Some of these resources are called renewable. Renewable resources can be replaced over time and used again. Examples include wind, water, sunlight, plants, and animals. The sun provides energy each day, and wind can be used to generate electricity. In addition, plants and animals can be grown and replaced through careful management.
3Renewable resources have several advantages. They do not run out easily, and they often cause less damage to the environment. However, they also have limitations. Renewable energy sources are not always available. For example, solar energy depends on sunlight, and wind energy depends on weather conditions. This can cause mismanagement of energy resources if people do not plan carefully.
4Other resources are known as nonrenewable. These include coal, oil, and natural gas, which form deep underground over millions of years. Because they take so long to develop, they cannot be replaced quickly once they are used.
5Nonrenewable resources provide a large and steady supply of energy, which makes them useful.
6However, their use can lead to pollution and environmental damage. In addition, these resources are limited and may eventually be used up.
7Understanding the advantages and disadvantages helps build responsibility when making decisions about energy use.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 4 • Cluster 2 • Module 1 • Read & Interact
TEKS 4.12B(i) • S47-S49
Columbus's Arrival
Nonfiction passage. Low Stamina. Read every paragraph. Use Dot, Discover, Drop.
1In 1492, Christopher Columbus sailed across the Atlantic Ocean searching for a new route to Asia. Instead, he reached islands in the Caribbean. When he arrived, he claimed the land for Spain, even though Native American groups such as the Taino and the Carib already lived there.
2By claiming the land, Columbus helped Spain begin to explore and settle in the Americas. This was important because it led to more Spanish expeditions and the growth of Spain's influence in the region.
3Columbus and his crew also brought their beliefs with them. They wanted to spread Christianity to the people they met. Over time, missionaries traveled to the Americas to teach Native Americans about this religion. This changed many traditions and ways of life.
4At first, some Native American groups, like the Taino, showed friendliness toward Columbus and his crew by trading and cooperating with them. However, these relationships did not always stay peaceful. Conflicts developed over land, resources, and control. The Carib were known for resisting the Spanish, which led to fighting between the groups.
5Today, Columbus's journey is remembered and retold in different ways. Columbus Day recognizes his voyage, but many people also think about how his arrival affected Native Americans.
6Columbus's actions had lasting effects on land, culture, and the people who lived in the Americas.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 4 • Cluster 2 • Module 1 • Read & Interact
TEKS 4.12B(i) • S48-S49
Annotate: The Energy We Use Everyday
the renewable and nonrenewable resources, and their advantages and limitations
TRACKS mark
Color label
What I found (paragraph number and words)
T: Time
Pastel Green
R: Reactions
Pastel Purple
A: Actions
Pastel Yellow
C: Character, Concept, Creature
Pastel Yellow
K: Key Knowledge
Pastel Orange
S: Scenery / Setting
Pastel Green
Highlight the smallest meaningful phrase. If I cannot say why I highlighted it, I should not highlight it.
My best TRACKS phrase and why I chose it
Grade 4 • Cluster 2 • Module 1 • Read & Interact
TEKS 4.12B(i) • S44,S48-S49
Annotate: Columbus's Arrival
the effects of Columbus's arrival on land, culture, and the people of the Americas
TRACKS mark
Color label
What I found (paragraph number and words)
T: Time
Pastel Green
R: Reactions
Pastel Purple
A: Actions
Pastel Yellow
C: Character, Concept, Creature
Pastel Yellow
K: Key Knowledge
Pastel Orange
S: Scenery / Setting
Pastel Green
STOP & THINK
Which detail helps a reader understand why these everyday moments matter?
My thinking
Grade 4 • Cluster 2 • Module 1 • Read & Interact
TEKS 4.12B(i) • S48-S49
My Prompt Marking Notes
The prompt gives me a NOI (Noun of Importance), a VOI (Verb of Importance), and a clue word. I can use the shapes to slow down and see the job.
Shape
Word
Question I ask myself
Red circle
NOI (Noun of Importance)
What is this prompt about?
Blue box
VOI (Verb of Importance)
What must I do?
Green triangle
Clue word
Does the prompt ask WHY or HOW?
Circle the NOI (Noun of Importance) in red. Box the VOI (Verb of Importance) in blue. Triangle the WHY/HOW clue word in green.
Explain why Columbus's arrival affected people in the Americas in important ways.
ELPS today: 4(F)(ix) Write to narrate, describe, explain, respond, or justify with supporting evidence using appropriate content for [a] specific purpose
STUDENT WORKBOOK
Day 1: Gather + Reveal
The ECR tree grows from roots to trunk to branches
1. Gather: Listen and Sketch the ECR Tree
Pencils down first. Listen to the whole explanation. Then sketch: ROOTS = passage + prompt, TRUNK = thesis (central idea), BRANCH 1 = reason/way, BRANCH 2 = evidence, BRANCH 3 = explanation. Add one arrow showing that every branch must connect back to the trunk.
Fresh Recall: cover your sketch and name the roots, trunk, and three branches from memory.
2. Reveal: Build the Thinking Tree Together
STOP & THINK
ECR prompts are NOT questions: they are STATEMENTS. Read these two statements: "Explain why Columbus's arrival affected people in the Americas in important ways." and "Explain how renewable and nonrenewable resources shape energy decisions."
An Extended Constructed Response grows like a tree.
Tree Part
ECR Part
Roots
Passage + Prompt (everything starts here)
Trunk
Thesis (Central Idea) (your main answer / central idea)
Branch 1
Reason or Way
Branch 2
Evidence
Branch 3
Explanation
Say it together: "Roots... Trunk... Branches!" Every branch must connect back to the trunk.
SCR vs. ECR
SCR
ECR
Comes from a question
Comes from a statement
Short response
Extended response
One main idea, briefly supported
A thesis (central idea) grown with reasons or ways, evidence, and explanation
STOP & THINK
Look at the two prompt statements from today: "Explain why Columbus's arrival affected people in the Americas in important ways." and "Explain how renewable and nonrenewable resources shape energy decisions." How can you tell each one is a statement and not a question?
NOI (Noun of Importance): what the prompt is about.
Blue Box
VOI (Verb of Importance): what you must do.
Green Triangle
Clue Words: the WHY or HOW that tells you the ECR type.
Day 1 Closing
Complete: "The roots of an ECR are ___, the trunk is ___, and the branches are ___."
My completed sentence
Grade 4 • Cluster 2 • Module 1 • Day 2 • ATTEMPT
TEKS 4.12B(i) • S50
STUDENT WORKBOOK
Day 2: Attempt
BOOM BOOM GRAB: Tree Style
✂ Cut out these cards (sheet 1 of 2)
Cut on the dashed lines. Keep the 3 tree cards in the middle of the table and the 6 sentence cards in a stack. Store all cards in your Pocket Practice.
THESIS (CENTRAL IDEA)
EVIDENCE
EXPLANATION
Columbus's arrival changed the lives of Native Americans.
The text says Columbus claimed land for Spain.
This shows that Spain wanted control over new land.
Grade 4 • Cluster 2 • Module 1 • Day 2 • ATTEMPT
TEKS 4.12B(i) • S50
Self-Check (back of cards) (sheet 1 of 2)
This page prints on the back of the card page. Each answer sits behind its own card, so flip a card over to check yourself. Keep the cards in Pocket Practice when you finish.
EVIDENCE a branch. It comes straight from the passage.
THESIS (CENTRAL IDEA) the trunk. It answers the prompt.
Thesis (Central Idea)
EXPLANATION a branch. It tells what the evidence shows.
Explanation
Evidence
Grade 4 • Cluster 2 • Module 1 • Day 2 • ATTEMPT
TEKS 4.12B(i) • S50
STUDENT WORKBOOK
Day 2: Attempt
BOOM BOOM GRAB: Tree Style
✂ Cut out these cards (sheet 2 of 2)
Cut on the dashed lines. Keep the 3 tree cards in the middle of the table and the 6 sentence cards in a stack. Store all cards in your Pocket Practice.
Energy choices are shaped by the advantages and limitations of different resources.
The passage states, "Renewable energy sources are not always available."
This shows communities must plan carefully when some renewable sources are not always available.
Grade 4 • Cluster 2 • Module 1 • Day 2 • ATTEMPT
TEKS 4.12B(i) • S50
Self-Check (back of cards) (sheet 2 of 2)
This page prints on the back of the card page. Each answer sits behind its own card, so flip a card over to check yourself. Keep the cards in Pocket Practice when you finish.
Evidence
Thesis (Central Idea)
Explanation
Grade 4 • Cluster 2 • Module 1 • Day 2 • ATTEMPT
TEKS 4.12B(i) • S43-S44
ELPS today: 4(D)(iii) Write content-area texts using a variety of transition words
STUDENT WORKBOOK
Day 2: Attempt
BOOM BOOM GRAB: Tree Style
BOOM BOOM GRAB: Directions
Work with a partner. Between you, place three tree cards: Thesis (Central Idea), Evidence, Explanation. Listen to the sentence. The first person to grab the correct tree card wins a point. Be ready to justify your choice.
Set A: Columbus's Arrival
Sentence
Answer
Columbus's arrival changed the lives of Native Americans.
Thesis (Central Idea)
The text says Columbus claimed land for Spain.
Evidence
This shows that Spain wanted control over new land.
Explanation
Set B: The Energy We Use Everyday
Sentence
Answer
Energy choices are shaped by the advantages and limitations of different resources.
Thesis (Central Idea)
The passage states, "Renewable energy sources are not always available."
Evidence
This shows communities must plan carefully when some renewable sources are not always available.
Explanation
Reminder to Students: Add these examples to your Interactive Notebook. These will help you review anytime!
STOP & THINK
Why is Set A's first sentence a thesis (central idea) and not evidence?
My answer
Grade 4 • Cluster 2 • Module 1 • Day 2 • ATTEMPT
TEKS 4.12B(i) • S43-S44
Day 2 Closing
Record the sorted sets in your notebook. Say aloud why each card is a thesis (central idea), evidence, or explanation.
One card I sorted and why
Grade 4 • Cluster 2 • Module 1 • Day 3 • DISCUSS + USE AGAIN
TEKS 4.12B(i) • S45-S46
ELPS today: 4(F)(x) Write to narrate, describe, explain, respond, or justify with supporting evidence using appropriate style for [a] specific purpose
STUDENT WORKBOOK
Day 3: Discuss + Use Again
What makes the tree strong?
Discuss: What Makes the Tree Strong?
Why is evidence not enough by itself? Evidence shows, but explanation GROWS the idea.
What would happen if we skipped the thesis (central idea)? No main idea, no trunk, no tree.
Why do we only use WHY or HOW in ECR? So we explain more, thinking deeply, not just answering quickly.
STOP & THINK
How do the passage, the prompt, and the parts of an ECR work together to build a strong informative response?
My answer
Grade 4 • Cluster 2 • Module 1 • Day 3 • DISCUSS + USE AGAIN
TEKS 4.12B(i) • S45-S46
Use Again: Independent Tree Builder
Circle the NOI (Noun of Importance) in red. Box the VOI (Verb of Importance) in blue. Triangle the WHY/HOW clue word in green.
Explain how renewable and nonrenewable resources affect decisions about energy use.
Draw a tree with roots, trunk, and three branches. Circle the NOI (renewable and nonrenewable resources). Box the VOI (affect). Triangle the clue word (how). Add a thesis (central idea), one evidence detail, and one explanation.
Choose one sentence from your ECR work. Revise it for clearer sentence structure and stronger word choice. Then check subject-verb agreement, singular/plural/common/proper nouns, spelling patterns, and high-frequency words.
Teacher Model: "Columbus claimed land for Spain." Revision example: "Columbus's arrival changed control of the land when he claimed it for Spain."
Day 3 Closing
Underline the thesis (central idea) on your trunk and star the branch that connects most clearly back to it.
Grade 4 • Cluster 2 • Module 1 • Day 4 • AWARD + TARGET
TEKS 4.12B(i) • S47-S48
ELPS today: 4(C)(i) Write using a combination of both high-frequency words and content-area vocabulary
STUDENT WORKBOOK
Day 4: Award + Target
Give yourself credit and choose a next goal
Award
Complete: "One part of my ECR Tree that is growing strong is ___ because ___."
My completed sentence
Target
Choose a precise next goal. Which part needs more practice: prompt analysis, thesis (central idea), evidence, or explanation? Write one specific goal.
My next ECR-tree goal
Day 4 Closing
Complete: "My next ECR-tree goal is ___ because ___."
Grade 4 • Cluster 2 • Module 1 • Day 5 • EXPLAIN TO OTHERS
TEKS 4.12B(i) • S49-S50
ELPS today: 4(F)(ii) Write to narrate, describe, explain, respond, or justify with supporting details using appropriate style for [a] specific purpose
STUDENT WORKBOOK
Day 5: Explain to Others
Turn and Teach
Turn and Teach
Teach one ECR Tree part to your partner. You must say: what it is; why it matters; and one example from today.
Sentence Frame: "The ___ of an ECR is ___. It matters because ___. For example, ___."
What I taught my partner
Grade 4 • Cluster 2 • Module 1 • Day 5 • EXPLAIN TO OTHERS
TEKS 4.12B(i) • S49-S50
Module Overarching Question: Answer
How does understanding the passage, the prompt, and the parts of an ECR help us build a strong informative response?
Understanding the passage and prompt gives the response strong roots, while knowing the ECR parts gives the writer a structure for turning a clear thesis (central idea) into reasons or ways, evidence, and explanation.
Finish: "One part of the ECR tree I can teach someone else is ___ because ___."
My completed sentence
Grade 4 • Cluster 2 • Module 1 • Write More
TEKS 4.12B(i) • S62-S63
STUDENT WORKBOOK
Write More
Plan, draft, revise, edit, and share
My Writing Assignment
Write a short response to this prompt:
Circle the NOI (Noun of Importance) in red. Box the VOI (Verb of Importance) in blue. Triangle the WHY/HOW clue word in green.
Explain how renewable and nonrenewable resources affect decisions about energy use.
My Plan
Mark the prompt: circle the NOI, box the VOI, triangle the WHY/HOW clue.
Write a clear thesis (central idea) (your central idea and answer to the prompt).
Choose the author's exact words as evidence.
Explain what the evidence proves and connect it back to the thesis (central idea).
Two possible reasons from the passage
The stronger reason is...
Color Words I Can Use
Thesis (central idea) and reasons, Green. Evidence, Yellow. Explanation, Red or Pink. Reflective thinking, Blue.
My thesis (central idea) starter
Grade 4 • Cluster 2 • Module 1 • Write More
TEKS 4.12B(i) • S71
My Draft
Use my shaped prompt and my plan. Write a clear response.
Draft, page 1
A sentence I want to keep
Grade 4 • Cluster 2 • Module 1 • Write More
TEKS 4.12B(i) • S72
Revise, Edit, and Share
Revise
Edit
My improved sentence
Share
Choose one: read to a partner, share in author's chair, join a gallery walk, or add your prompt to a class booklet.
My sharing plan
Grade 4 • Cluster 2 • Module 1 • Write More
TEKS 4.12B(i) • S51-S53,S64
Before I Turn It In
Read each line. Check it when I can show it in my work.
Part
I can show...
Check
Prompt parts
I marked the NOI, the VOI, and the clue word.
Prompt type
I named WHY or HOW and used the clue word.
Writing
My answer matches the job in the prompt.
Conventions
I used complete sentences and capital letters.
Study the Samples
Read the three responses to this prompt. Notice what improves from Low to Medium to High.
Explain how renewable and nonrenewable resources affect decisions about energy use.
Low Energy comes from resources. The text says there are renewable and nonrenewable ones. This is important. There is no clear thesis (central idea), the evidence is not exact, and the explanation ("this is important") does not prove anything. Add a thesis (central idea) on the trunk, quote exact words as evidence, and explain how the evidence connects to energy decisions.
Medium Renewable and nonrenewable resources affect energy decisions. The text states, "Renewable energy sources are not always available." This shows renewable energy has a limitation. The response stops at one branch and does not connect the explanation fully back to the thesis (central idea) about decisions. Connect the explanation back to the central idea: people must weigh advantages and limitations when they decide.
High Renewable and nonrenewable resources both affect energy decisions because each has advantages and limitations. The text states, "Renewable energy sources are not always available," and it explains that nonrenewable resources "cannot be replaced quickly once they are used." This shows people must plan carefully and weigh advantages against limitations when they choose an energy resource. Every branch connects back to the trunk: exactly what a strong ECR tree looks like.
How does understanding the passage, the prompt, and the parts of an ECR help us build a strong informative response?
The answer Understanding the passage and prompt gives the response strong roots, while knowing the ECR parts gives the writer a structure for turning a clear thesis (central idea) into reasons or ways, evidence, and explanation.
My Final Thinking (in my own words)
What Changed in My Thinking?
At first I thought...
Now I think...
Try It Another Way
Use a question from your day. Say the NOI, the VOI, and the clue word. Tell whether it asks WHY or HOW. Then explain the job.
Choose one card to talk about with someone at home. End with a conversation, not a worksheet.
Grow an Idea Start with a main idea out loud ("Our family works best as a team"). Then grow it: give one reason, one example, and one sentence that explains why the example proves the idea. This is the same thesis (central idea)-evidence-explanation habit we practice this week.
Family member signature: ____________________
Why or How Take turns making a statement, then ask each other "Why?" or "How do you know?" Practice answering with a full explanation, not just a few words. Growing a reason into an explanation is the heart of this week's work.
Family member signature: ____________________
One Question to Ask at Home "What is your main idea, and what proof from the reading grows out of it?" When they make a point, ask them to add "because" or "this shows that..." to explain it.
Family member signature: ____________________
My Family Conversation Notes
What did I teach? What did my family member remember?
Every time I get a score or a grade on my work in this module, I write it here. This can be an exit ticket, a short answer, or a rubric score from my teacher.
Date
What I did (for example exit ticket, short answer, rubric)
My score
My next goal
Why This Helps Me
This chart shows how my scores change over the whole module, not just on one day.
Add a new row every time I get feedback, a score, or a grade on my work.
I can keep this page with my other work. It shows how my thinking grew.
The most useful word I learned
The prompt part I can find fastest
My Strong Roots
I am ready to grow the next part of my writing tree.
A note to my future writer self
My Proud Moment This Week
Grade 4 • Cluster 2 • Module 2 • Getting Started
TEKS 4.12B • S2
How to Use My Workbook
This book holds my reading, thinking, writing, and reflection for this module.
My Name and My Goal for This Module
Pocket Practice: keep your game cards in a folder or envelope while you work on this module.
Grade 4 • Cluster 2 • Module 2 • Meet My Week
TEKS 4.12B • S2-S3
STUDENT WORKBOOK
Meet My Week
Writing Thesis (Central Idea) Statements
Why This Matters to Me
You learned in Module 1 that the thesis (central idea) is the trunk of the ECR Tree. This module zooms in on the trunk: a strong ECR thesis (central idea) has three pieces, the Noun of Importance (from the prompt), the Verb of Importance (from the prompt), and the Answer (from you). Using the two Cluster 2 passages at Medium Stamina, you learn that WHY prompts need a complex sentence with a subordinator and HOW prompts need a simple sentence with a preposition, and you notice cause/effect, comparison, and advantages/limitations.
Essential Question
How can the words in an ECR prompt guide us to build a strong thesis (central idea) statement?
My Week Tracker
Check off each day after you finish that day's work.
My First Thinking
Grade 4 • Cluster 2 • Module 2 • Meet My Week
TEKS 4.12B • S27
I Can
I can use the prompt to build a complete thesis (central idea) with the noun, the verb, and my answer.
I can find the Noun of Importance and the Verb of Importance in a prompt.
I can decide whether a prompt is WHY or HOW and use the matching sentence type.
I can add my own answer to complete a strong thesis (central idea).
I Will
I will use the passage, speak about my thinking, and record my work.
I will explain how my choices strengthen the response.
I will keep the noun and verb from the prompt and add my own answer.
I will notice informational relationships such as cause and effect.
The I Can I want to reach first, and why
Grade 4 • Cluster 2 • Module 2 • Meet My Week
TEKS 4.12B • S10-S14
My Week at a Glance
What I learn
What I read
What I make
The big skill: building a strong thesis (central idea) from three pieces, the Noun of Importance, the Verb of Importance, and my own Answer. The clue words: WHY (a because sentence) and HOW (a through or by sentence). I also notice cause and effect.
The Energy We Use Everyday (renewable and nonrenewable resources) and Columbus's Arrival (Columbus's 1492 voyage), both at Medium Stamina.
The Thesis (Central Idea) Builder Trail and the Prompt-to-Thesis (Central Idea) Foldable.
Where We Are Going
By the end of this module, I will build a thesis (central idea) that keeps the noun and verb from the prompt, adds my own answer, and matches the sentence type to WHY or HOW. I will also notice cause and effect, comparison, and advantage and limitation in my two passages.
I'll Know I've Got It When...
Check Myself
How I Will Show What I Know
Explain how renewable and nonrenewable resources shape energy decisions.
My GRADUATE Learning Path
Stage
Day
What I do
Day 1
Gather + Reveal
I label thesis (central idea) statements as WHY or HOW, then learn the three thesis (central idea) pieces, the Noun of Importance, the Verb of Importance, and the Answer, and the sentence type that matches each prompt, WHY as a complex sentence with a subordinator and HOW as a simple sentence with a preposition.
Day 1
Gather
After each thesis (central idea) I hear, I label the relationship: WHY means a reason relationship; HOW means a method or means relationship, and I finish the frame the thesis (central idea) works because ___ connects ___ to ___, then tell a partner one clue that usually signals WHY and one clue that usually signals HOW, closing my notes for Fresh Recall.
Day 1
Reveal
The noun of importance tells what the prompt is mostly about; the verb of importance tells what the writer must explain; the answer comes from me, and I glue the What a Thesis (Central Idea) Needs chart and the WHY/HOW charts into my interactive notebook for later review, studying the WHY model and the HOW model the teacher shows me.
Day 2
Attempt
I attempt the module skill through Thesis (Central Idea) Builder Trail: I spin Noun, Verb, Answer, or Type and complete the matching part of a thesis (central idea) from a prompt card about energy resources or Columbus, moving one space for a correct answer and two for extra-strong academic language, then place my thesis (central idea) helper chart in my Interactive Notebook.
Day 3
Discuss
I discuss why a thesis (central idea) cannot copy the prompt, why a WHY thesis (central idea) needs a complex sentence with a subordinator, why a HOW thesis (central idea) uses a simple sentence with a preposition, and what cause, effect, and comparison add to a thesis (central idea), connecting back to our Overarching Question.
Day 3
Use Again
I use the Prompt-to-Thesis (Central Idea) Foldable, folding a page into four flaps, Prompt, Noun + Verb, Type, and Thesis (Central Idea), and completing the work under each flap for four different prompts about Columbus and energy resources, then run a Quality Check on my own thesis (central idea): underline the NOI, box the VOI, bracket my answer, and label WHY or HOW.
Day 4
Award + Target
I underline the part of my thesis (central idea) that came from me and complete the sentence my thesis (central idea) is strong because ___, then choose one target: find the NOI, find the VOI, identify WHY/HOW, build the sentence, or strengthen word choice, and set my next thesis (central idea) goal for tomorrow's writing.
Day 5
Explain to Others
I teach my partner what the three pieces are, how to know whether a prompt is WHY or HOW, and one example thesis (central idea) I built this week, using sentence frames to guide my explanation of each part, and together we answer our Module Overarching Question: how the words in an ECR prompt guide us to build a strong thesis (central idea) statement.
Grade 4 • Cluster 2 • Module 2 • Meet My Week
TEKS 4.12B • S2-S3
Say It Together!
These are the exact TEKS this module teaches. Read the code, then say the job in your own words.
4.11B(i):
I can organize my writing with an introduction and purposeful structure.
4.12B(i):
I can compose informational texts, including brief compositions that convey information about a topic, using a clear central idea.
Call and Response
Read this together as a class before we start.
Teacher asks: "My noun of importance is ___. My verb of importance is ___. My answer is ___. This is a ___ (WHY/HOW) thesis (central idea), so I used a ___ sentence."
Class answers: "Noun, verb, answer, that is our thesis (central idea) plan! A strong thesis (central idea) holds our whole response together."
One TEKS I want to practice today
Grade 4 • Cluster 2 • Module 2 • Get Ready
TEKS 4.12B • S28-S29
STUDENT WORKBOOK
Get Ready
Before I begin
Before We Begin: What Do I Already Know?
I already know from Module 1 that the thesis (central idea) is the trunk of the ECR Tree. This week I will use passage copies (Medium Stamina), interactive notebooks, glue, scissors, crayons or colored pencils, sentence strips, a spinner labeled Noun / Verb / Answer / Type, a gameboard and game pieces, Pencil Guy markers, Thesis (Central Idea) cards, and prompt cards to build the trunk from three pieces.
A connection I can make
Remember It!
One idea I remember
Grade 4 • Cluster 2 • Module 2 • Get Ready
TEKS 4.12B • S32-S34
Ready Check
Watch Out! Common Mix-Up Students often think a thesis (central idea) is just a copied prompt with one extra word added, so listen for responses that sound almost identical to the original prompt. Another common misconception is that students may know the answer but forget to keep the noun and verb from the prompt. Some students will mix up why and how, which shows up when they use the wrong sentence type. Others may write a sentence fragment after a subordinator, especially in why responses. Some students also struggle to create an answer that is broad enough to support a full essay.
Where This Fits in My Writing
This week's thesis (central idea) work builds directly into the informational ECR response I will write in Additional Writing Opportunity. The teacher may read a passage aloud, reread it, and let me use the What a Thesis (Central Idea) Needs chart, the WHY/HOW charts, and sentence frames, but I still find the noun and verb, choose the sentence type, and add my own answer.
This shows my teacher what I already know. It is not for a grade. Work on your own. You may reread the passages in Read and Interact as often as you want.
Part 1: Prompt Analysis
Read the prompt. Circle the topic in red. Draw a yellow box around the charge. Draw a green triangle around the clue word.
Explain how renewable and nonrenewable resources shape energy decisions.
Part 2: Thesis (Central Idea)
Write one sentence that answers the prompt above. Use the topic, use the charge, and add your own answer.
Reason: Renewable resources do not run out easily, but they are not always available. Copy one sentence from the passage that proves this. Then explain in one sentence why it proves the point.
The sentence I copied from the passage
Why it proves the reason
Part 6: Passage-Based Paragraph
Write three or four sentences that answer the prompt from Part 1. Use your thesis (central idea), one reason, and one piece of evidence.
My paragraph
Grade 4 • Cluster 2 • Module 2 • Words I Need
TEKS 4.12B • S36
STUDENT WORKBOOK
Words I Need
Tier 1, everyday words
Before we begin, let's preview the words we will use to talk about prompts, thesis (central idea) pieces, and informational relationships, everyday words, academic words, and words from our two passages.
Word
Say it
What it means
Sentence frame
noun
a person, place, thing, or idea
The noun of importance is ___.
verb
an action or state word
The verb of importance is ___.
answer
your response to the prompt
My answer is ___.
ask
to put a question
The prompt asks me to ___.
build
to make part by part
I build my thesis (central idea) by ___.
word
a unit of language
A stronger word here is ___.
reason
why something is true
One reason is ___.
way
how something happens
One way is ___.
cause
what makes something happen
The cause was ___.
effect
what happens because of a cause
The effect was ___.
Use one Tier 1 word in a sentence
Grade 4 • Cluster 2 • Module 2 • Words I Need
TEKS 4.12B • S37
Words I Need: Tier 2, academic words
Before we begin, let's preview the words we will use to talk about prompts, thesis (central idea) pieces, and informational relationships, everyday words, academic words, and words from our two passages.
Word
Say it
What it means
Sentence frame
thesis (central idea)
the clear central idea a response will prove
My thesis (central idea) is ___.
prompt
the statement that tells you what to write about
The prompt asks me to ___.
analyze
to look closely at parts to understand the whole
I analyze the prompt by ___.
response
the writing you build to answer the prompt
My response begins with ___.
complex sentence
a sentence with a subordinator
A complex sentence uses ___.
simple sentence
a sentence with one complete thought
A simple sentence states ___.
subordinator
a word like because or since that adds a reason
I use ___ to show a reason.
preposition
a word like through or by that names a method
I use ___ to name the method.
noun of importance
the main topic word in the prompt
The noun of importance is ___.
verb of importance
the word that tells what to explain
The verb of importance is ___.
Use one Tier 2 word in a sentence
Grade 4 • Cluster 2 • Module 2 • Words I Need
TEKS 4.12B • S38
Words I Need: Tier 3, passage words
Before we begin, let's preview the words we will use to talk about prompts, thesis (central idea) pieces, and informational relationships, everyday words, academic words, and words from our two passages.
HOW prompts ask about the way something works or the way parts fit together.
Level
Symbol
Hidden Question
Student Thinking
Thinking Focus
Level 1
Student follows directions or repeats information exactly as taught with little independent thinking.
Foundational
Level 2
Student begins trying ideas independently but may be uncertain or inconsistent.
Emergent
Level 3
Student connects ideas directly to textual evidence.
Visible
Level 4
Student combines evidence with personal reasoning, applying understanding to a claim.
Independent
Level 5
Student connects evidence to the world, morals, lessons, or broader understanding.
Reflective
The Difference Between WHY and HOW
Prompt type
What it asks me to do
Example
WHY
Explain a reason, a purpose, or why something matters.
Explain why Columbus's arrival affected people in the Americas in important ways.
HOW
Analyze how parts work together or how something happens.
Explain how renewable and nonrenewable resources shape energy decisions.
WHY prompts must be answered with a complex sentence with a subordinator: because, since, although, while, after, before, when, if. HOW prompts must be answered with a simple sentence with a preposition: by, through, with, during, across, in.
A thinking level I want to try
Grade 4 • Cluster 2 • Module 2 • Read & Interact
TEKS 4.12B • S39,S44,S48-S49
STUDENT WORKBOOK
Read & Interact
Read with a purpose
Dot, Discover, Drop
DOT: Place a small dot above any unfamiliar word. DISCOVER: Find the pronunciation or the meaning. DROP: Erase the dot once the word is understood.
TRACKS Legend
Letter
Category
Definition and Examples
Required Pastel Color
T
Time
Age, era, dates, cultural details, or historical details. Often adjectives.
Pastel Green
R
Reactions
Reactions, solutions, resolutions, or effects. Often verbs/adverbs.
Pastel Purple
A
Actions
Actions, problems, conflicts, or causes. Often verbs/adverbs.
Pastel Yellow
C
Character, Concept, Creature
Names of characters/people/animals, or major concepts as the central idea. Often nouns/proper nouns.
Pastel Yellow
K
Key Knowledge
All other important info needed for the passage's meaning not in another TRACKS category (background knowledge).
Pastel Orange
S
Scenery / Setting
Setting characteristics acknowledged/measured through the five senses.
Pastel Green
TRACKS marks evidence in the passage. Highlight the smallest meaningful phrase. The shapes Circle, Box, and Triangle are used only to analyze the prompt.
Connect It to Our World
Renewable and nonrenewable resources shape decisions in our own community, and Columbus's arrival still shapes how we understand history today.
Background I Need
The Energy We Use Everyday is a nonfiction text about renewable resources (wind, water, sunlight, plants, animals) and nonrenewable resources (coal, oil, natural gas), with their advantages and limitations. Columbus's Arrival is a nonfiction text about Christopher Columbus's 1492 voyage, his claim of land for Spain, the spread of Christianity, and the lasting effects on Native American groups.
Words I dotted while reading
Grade 4 • Cluster 2 • Module 2 • Read & Interact
TEKS 4.12B • S47-S49
The Energy We Use Everyday
Preview the two passages before reading. Each passage appears once here for you to read and annotate.
1Have you ever wondered where the energy you use each day comes from? When you turn on lights, charge a device, watch television, or travel in a car, you are using energy produced from natural resources found on Earth. Energy is an important part of daily life. People use it at home, at school, and at work. Without energy, many of the things we depend on each day would not be possible.
2Some of these resources are called renewable. Renewable resources can be replaced over time and used again. Examples include wind, water, sunlight, plants, and animals. The sun provides energy each day, and wind can be used to generate electricity. In addition, plants and animals can be grown and replaced through careful management.
3People use renewable resources in many ways. Solar panels collect energy from sunlight and turn it into electricity. Wind turbines use moving air to generate power. Water flowing through dams can also be used to produce electricity. Farmers grow plants that can be used for food, fuel, and other products. Because these resources can be replaced naturally, many people believe they are important for the future.
4Renewable resources have several advantages. They do not run out easily, and they often cause less damage to the environment. However, they also have limitations. Renewable energy sources are not always available. For example, solar energy depends on sunlight, and wind energy depends on weather conditions. This can cause mismanagement of energy resources if people do not plan carefully.
5Imagine a town that relies mostly on solar energy. On bright, sunny days, plenty of electricity may be produced. However, during cloudy weather, less energy may be available. The same challenge can occur with wind energy. If the wind is not blowing, wind turbines cannot produce as much electricity. Because of this, communities often use several different energy sources to meet their needs.
6Other resources are known as nonrenewable. These include coal, oil, and natural gas, which form deep underground over millions of years. Because they take so long to develop, they cannot be replaced quickly once they are used.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 4 • Cluster 2 • Module 2 • Read & Interact
TEKS 4.12B • S47-S49
Columbus's Arrival
Preview the two passages before reading. Each passage appears once here for you to read and annotate.
1In 1492, Christopher Columbus sailed across the Atlantic Ocean searching for a new route to Asia. Instead, he reached islands in the Caribbean. When he arrived, he claimed the land for Spain, even though Native American groups such as the Taino and the Carib already lived there.
2At the time, many European countries were looking for faster trade routes. Traveling to Asia by land could be difficult and costly. Columbus believed that sailing west across the Atlantic Ocean would be a quicker way to reach Asia. Although he did not arrive in Asia, his voyage connected Europe and the Americas in new ways.
3By claiming the land, Columbus helped Spain begin to explore and settle in the Americas. This was important because it led to more Spanish expeditions and the growth of Spain's influence in the region. Other European countries soon became interested in exploring the Americas as well.
4As more explorers arrived, Spain established settlements in different areas. Ships traveled back and forth across the Atlantic Ocean carrying people, goods, and ideas. These voyages helped increase trade and allowed European countries to expand their influence in the Americas.
5Columbus and his crew also brought their beliefs with them. They wanted to spread Christianity to the people they met. Over time, missionaries traveled to the Americas to teach Native Americans about this religion. This changed many traditions and ways of life.
6The arrival of Europeans introduced new customs, languages, and technologies. Some Native American groups adopted certain European practices, while others worked to keep their own traditions. As different cultures came into contact, many changes took place throughout the Americas.
7At first, some Native American groups, like the Taino, showed friendliness toward Columbus and his crew by trading and cooperating with them. They exchanged goods and shared information about the area. These early interactions helped both groups learn about one another.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 4 • Cluster 2 • Module 2 • Read & Interact
TEKS 4.12B • S47-S49
The Energy We Use Everyday (continued)
Preview the two passages before reading. Each passage appears once here for you to read and annotate.
7Nonrenewable resources provide a large and steady supply of energy, which makes them useful. Many homes, businesses, and vehicles rely on these resources every day. Coal has been used for many years to generate electricity. Oil is used to make fuels such as gasoline, and natural gas is commonly used for heating and cooking.
8However, the use of nonrenewable resources can also create challenges. Their use can lead to pollution and environmental damage. In addition, these resources are limited and may eventually be used up. Once a nonrenewable resource is gone, it cannot be replaced within a human lifetime.
9Scientists, engineers, and community leaders continue to study ways to use energy wisely. Many people look for methods that reduce pollution while still providing enough energy for homes and businesses. Some communities use a combination of renewable and nonrenewable resources to meet their energy needs.
10Understanding the advantages and disadvantages helps build responsibility when making decisions about energy use. Learning about renewable and nonrenewable resources can help people make informed choices that protect Earth's resources for future generations.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 4 • Cluster 2 • Module 2 • Read & Interact
TEKS 4.12B • S47-S49
Columbus's Arrival (continued)
Preview the two passages before reading. Each passage appears once here for you to read and annotate.
8However, these relationships did not always stay peaceful. Conflicts developed over land, resources, and control. The Carib were known for resisting the Spanish, which led to fighting between the groups. As more Europeans arrived, disagreements often became more common.
9The arrival of Europeans affected Native American communities in many ways. Some groups lost control of their land, while others experienced changes to their cultures and daily lives. These effects were different from place to place, but they often had lasting results.
10Today, Columbus's journey is remembered and retold in different ways. Columbus Day recognizes his voyage, but many people also think about how his arrival affected Native Americans. Historians study different perspectives to better understand the events that followed his journey.
11People continue to discuss the impact of Columbus's voyage because it marked an important turning point in history. His journey opened the door to further exploration, settlement, and cultural exchange between Europe and the Americas.
12Columbus's actions had lasting effects on land, culture, and the people who lived in the Americas. His voyage remains one of the most significant events in world history because of the changes it set into motion.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 4 • Cluster 2 • Module 2 • Read & Interact
TEKS 4.12B • S48-S49
Annotate: The Energy We Use Everyday
TAP the TRACKS: Time (over millions of years), Reactions (lead to pollution and environmental damage), Actions (Solar panels collect energy from sunlight), Character/Concept/Creature (Renewable resources), Key Knowledge (coal, oil, and natural gas), Scenery/Setting (natural resources found on Earth).
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
TAP the TRACKS: hunt for the six kinds of evidence and mark each one, Time, Reactions, Actions, Character/Concept/Creature, Key Knowledge, and Scenery/Setting.
One piece of evidence I found in The Energy We Use Everyday is ___.
Grade 4 • Cluster 2 • Module 2 • Read & Interact
TEKS 4.12B • S44,S48-S49
Annotate: Columbus's Arrival
TAP the TRACKS: Time (In 1492), Reactions (changed many traditions and ways of life), Actions (he claimed the land for Spain), Character/Concept/Creature (Christopher Columbus), Key Knowledge (spread Christianity to the people they met), Scenery/Setting (islands in the Caribbean).
TRACKS mark
Color label
What I found (paragraph number and words)
T: Time
Pastel Green
R: Reactions
Pastel Purple
A: Actions
Pastel Yellow
C: Character, Concept, Creature
Pastel Yellow
K: Key Knowledge
Pastel Orange
S: Scenery / Setting
Pastel Green
STOP & THINK
Stop and think: What is the Noun of Importance (the topic), and what is the Verb of Importance (what to explain)?
My thinking
Grade 4 • Cluster 2 • Module 2 • Read & Interact
TEKS 4.12B • S48-S49
My Prompt Marking Notes
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Shape
Word
Question I ask myself
Explain why Columbus's arrival affected people in the Americas in important ways.
Columbus's arrival
affected
why
Explain how renewable and nonrenewable resources shape energy decisions.
renewable and nonrenewable resources
shape
how
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Explain why Columbus's arrival affected people in the Americas in important ways.
Is there a reason (because) or a method (through)?
ELPS today: 4(F)(ix) Write to narrate, describe, explain, respond, or justify with supporting evidence using appropriate content for [a] specific purpose
STUDENT WORKBOOK
Day 1: Gather + Reveal
We Are Thesis (Central Idea) Builders, Not Thesis (Central Idea) Guessers
Gather: Auditory Engagement, Listen for the Relationship
After each thesis (central idea), label the relationship: WHY means a reason relationship; HOW means a method or means relationship. Finish: The thesis (central idea) works because ___ connects ___ to ___.
Thesis (Central Idea)
Answer
Renewable resources are important for the future because they can be replaced over time.
WHY, because connects the importance of renewable resources to the reason.
Columbus influenced the Americas through exploration, land claims, and cultural change.
HOW, through connects the influence to the ways it happened.
Renewable and nonrenewable resources shape energy decisions through differences in availability and environmental effects.
HOW, through shows the method or relationship.
Fresh Recall: tell a partner one clue that usually signals WHY and one clue that usually signals HOW.
A Thesis (Central Idea) Has Three Pieces
Write on the board: A Thesis (Central Idea) Has 3 Pieces, Noun of Importance (what the prompt is about), Verb of Importance (what the prompt asks you to explain), and Answer (your thinking). WHY equals a complex sentence with a subordinator. HOW equals a simple sentence with a preposition.
The noun of importance tells what the prompt is mostly about; the verb of importance tells what the writer must explain; the answer comes from the student. WHY subordinators: because, since, although, while, after, before, when, if. HOW prepositions: by, through, with, during, across, in.
Prompt
Noun / Verb / Answer / Type
Thesis (Central Idea)
Explain why Columbus's arrival affected people in the Americas in important ways.
Columbus's arrival / affected / WHY
Because Columbus's arrival changed land, culture, and relationships in the Americas, it affected people in important ways.
Explain how renewable and nonrenewable resources shape energy decisions.
renewable and nonrenewable resources / shape / HOW
Renewable and nonrenewable resources shape energy decisions through differences in availability, replacement, and environmental effects.
Day 1 Closing: A thesis (central idea) has three pieces, ___, ___, and ___, and a WHY thesis (central idea) uses ___.
When I write a thesis (central idea) about Columbus's arrival or energy resources, I also think about cause/effect, comparison, advantage/limitation, and problem/solution. These relationships help me explain what the details mean, I am not just restating facts, I am showing how the facts connect and why those connections matter.
One informational relationship I notice in a passage
Grade 4 • Cluster 2 • Module 2 • Day 2 • ATTEMPT
TEKS 4.12B • S50
STUDENT WORKBOOK
Day 2: Attempt
Thesis (Central Idea) Builder Trail
✂ Cut out these cards (sheet 1 of 2)
Spin Noun, Verb, Answer, or Type. Pull a prompt card. Complete the part you spun.
Noun of Importance
Verb of Importance
Answer
WHY
HOW
Explain why Columbus's arrival affected people in the Americas in important ways.
Grade 4 • Cluster 2 • Module 2 • Day 2 • ATTEMPT
TEKS 4.12B • S50
Self-Check: Thesis (Central Idea) Pieces (sheet 1 of 2)
Correct answer moves one space; extra-strong academic language moves two.
Verb of Importance what the writer must explain, from the prompt
Noun of Importance what the prompt is mostly about, from the prompt
WHY complex sentence with a subordinator: because, since, although, while, after, before, when, if
Answer the student's own thinking
Because Columbus's arrival changed land, culture, and relationships in the Americas, it affected people in important ways.
HOW simple sentence with a preposition: by, through, with, during, across, in
Grade 4 • Cluster 2 • Module 2 • Day 2 • ATTEMPT
TEKS 4.12B • S50
STUDENT WORKBOOK
Day 2: Attempt
Thesis (Central Idea) Builder Trail
✂ Cut out these cards (sheet 2 of 2)
Spin Noun, Verb, Answer, or Type. Pull a prompt card. Complete the part you spun.
Explain how renewable and nonrenewable resources shape energy decisions.
Explain how Columbus influenced the lives of Native Americans.
Explain why renewable resources are important for the future.
Grade 4 • Cluster 2 • Module 2 • Day 2 • ATTEMPT
TEKS 4.12B • S50
Self-Check: Thesis (Central Idea) Pieces (sheet 2 of 2)
Correct answer moves one space; extra-strong academic language moves two.
Columbus influenced Native American groups through exploration, land claims, and conflict.
Renewable and nonrenewable resources shape energy decisions through differences in availability, replacement, and environmental effects.
Renewable resources are important for the future because they can be replaced over time and often cause less environmental damage.
Grade 4 • Cluster 2 • Module 2 • Day 2 • ATTEMPT
TEKS 4.12B • S50
ELPS today: 4(D)(iii) Write content-area texts using a variety of transition words
STUDENT WORKBOOK
Day 2: Attempt
Thesis (Central Idea) Builder Trail
Spin Noun, Verb, Answer, or Type. Pull a prompt card. Complete the part you spun. If you spin Noun, identify the noun of importance; Verb, the verb of importance; Answer, create your own answer; Type, decide WHY or HOW and name the sentence type. Correct answer moves one space; extra-strong academic language moves two.
Prompt
Noun / Verb / Type
Sample Answer Part
Explain why Columbus's arrival affected people in the Americas in important ways.
Columbus's arrival / affected / WHY (complex)
because it led to changes in culture, religion, and control
Explain how renewable and nonrenewable resources shape energy decisions.
renewable and nonrenewable resources / shape / HOW (simple)
through differences in availability, replacement, and environmental effects
Explain how Columbus influenced the lives of Native Americans.
Columbus / influenced / HOW
through claiming land, spreading beliefs, and causing conflict
Explain why renewable resources are important for the future.
renewable resources / are important / WHY
because they can be replaced over time and often cause less environmental damage
Explain how Columbus's voyage changed the Americas.
Columbus's voyage / changed / HOW
through exploration, settlement, and cultural change
nonrenewable resources / require careful use / WHY
because they cannot be replaced quickly and their use can lead to pollution and environmental damage
Day 2 Closing: Place your thesis (central idea) helper chart in your Interactive Notebook.
Grade 4 • Cluster 2 • Module 2 • Day 2 • ATTEMPT
TEKS 4.12B • S50
Interactive Notebook Reminder
Place your thesis (central idea) helper chart in your Interactive Notebook. Use the games and activities to review the ECR concepts whenever you have free time.
Try It on Your Own
Pick one prompt card from the trail above. Write the noun of importance, the verb of importance, WHY or HOW, and your own answer.
Noun of Importance / Verb of Importance
WHY or HOW, and my answer
Grade 4 • Cluster 2 • Module 2 • Day 3 • DISCUSS + USE
TEKS 4.12B • S50
ELPS today: 4(F)(x) Write to narrate, describe, explain, respond, or justify with supporting evidence using appropriate style for [a] specific purpose
STUDENT WORKBOOK
Day 3: Discuss and Use Again
Prompt-to-Thesis (Central Idea) Foldable
Discuss the Thesis (Central Idea)
Why can't a thesis (central idea) just copy the prompt? Why does a WHY thesis (central idea) need a complex sentence with a subordinator? Why does a HOW thesis (central idea) use a simple sentence with a preposition? What does cause and effect add to a thesis (central idea)?
Because the answer part has to come from the student. A why thesis (central idea) needs a reason connection. A preposition points to the path or means.
Use Again: Prompt-to-Thesis (Central Idea) Foldable
Fold a page into four flaps: Prompt, Noun + Verb, Type, Thesis (Central Idea). Under each flap, complete the work.
Prompt
Noun + Verb / Type
Thesis (Central Idea)
Explain why Columbus's arrival affected people in the Americas in important ways.
Columbus's arrival / affected / WHY
Because Columbus's arrival changed land, beliefs, and relationships in the Americas, it affected people in important ways.
Explain how renewable and nonrenewable resources shape energy decisions.
renewable and nonrenewable resources / shape / HOW
Renewable and nonrenewable resources shape energy decisions through differences in availability, environmental effects, and long-term supply.
Explain how Columbus influenced Native American groups.
Columbus / influenced / HOW
Columbus influenced Native American groups through exploration, land claims, and conflict.
Explain why renewable resources are valuable for long-term energy planning.
renewable resources / are valuable / WHY
Renewable resources are valuable for long-term energy planning because they can be replaced over time and often cause less environmental damage.
Grade 4 • Cluster 2 • Module 2 • Day 3 • DISCUSS + USE
Quality Check: Underline the NOI, box the VOI, bracket your answer, label WHY or HOW, revise one word or phrase for precision, and check conventions and spelling.
Model: Renewable resources are important for the future because they can be replaced over time. Check for: complete sentence, correct sentence type, clear noun/verb/answer, accurate plural/common nouns, and correct spelling.
Day 3 Closing: Underline the part of your thesis (central idea) that came from YOU.
Grade 4 • Cluster 2 • Module 2 • Day 4 • AWARD + TARGET
TEKS 4.12B • S50
ELPS today: 4(C)(i) Write using a combination of both high-frequency words and content-area vocabulary
STUDENT WORKBOOK
Day 4: Award and Target
My thesis (central idea) is strong because ___
Award
Underline the part of your thesis (central idea) that came from YOU. Complete: My thesis (central idea) is strong because ___. Draw a tree trunk and write one strong thesis (central idea) across it.
My thesis (central idea) is strong because ___
Target
Choose one target: find the noun of importance, find the verb of importance, identify WHY/HOW, build the sentence, or strengthen word choice.
Curiosity Questions: How can one prompt lead to more than one good thesis (central idea)? Why might two students answer the same prompt differently but still be correct? What happens to the rest of the essay if the thesis (central idea) is weak?
Day 4 Closing: My next thesis (central idea) goal is ___ because ___.
ELPS today: 4(F)(ii) Write to narrate, describe, explain, respond, or justify with supporting details using appropriate style for [a] specific purpose
STUDENT WORKBOOK
Day 5: Explain to Others
Teach the Three Pieces
Teach your partner: what the three pieces are; how to know whether the prompt is WHY or HOW; and one example thesis (central idea) from today.
The noun of importance is ___.
The verb of importance is ___.
The answer comes from ___.
A WHY thesis (central idea) uses ___.
A HOW thesis (central idea) uses ___.
An example from Columbus is ___.
An example from the energy passage is ___.
Module Overarching Question, Answer
How can the words in an ECR prompt guide us to build a strong thesis (central idea) statement? The prompt gives us the noun of importance, the verb of importance, and the WHY/HOW clue. Those parts tell us what to answer and which sentence structure will make the thesis (central idea) clear.
One piece of a thesis (central idea) I can teach is ___.
Grade 4 • Cluster 2 • Module 2 • Write More
TEKS 4.12B • S62-S63
STUDENT WORKBOOK
Write More
Build a Thesis (Central Idea)
Writing Prompt
Choose one prompt below and build a thesis (central idea) with all three pieces.
Circle the topic in red. Box the charge in yellow. Triangle the clue word in green.
Explain why Columbus's arrival affected people in the Americas in important ways. Build a WHY thesis (central idea) with all three pieces.
My Plan
Find the Noun of Importance (the topic word).
Find the Verb of Importance (what to explain).
Decide WHY or HOW.
Add your own answer and build the thesis (central idea) in the matching sentence structure.
Explain why renewable resources are important for the future.
Explain how Columbus's voyage changed the Americas.
Connection to This Module
This week you learned that a strong thesis (central idea) keeps the noun and verb from the prompt and adds your own answer. Now build the thesis (central idea) in the matching sentence type.
Step 1: Mark the noun of importance and the verb of importance.
Grade 4 • Cluster 2 • Module 2 • Write More
TEKS 4.12B • S71
Drafting Space
Step 2: Decide WHY (complex) or HOW (simple with a preposition). Step 3: Add your answer in the matching sentence structure.
Draft, page 1
My thesis (central idea) keeps the noun and verb from the prompt.
Grade 4 • Cluster 2 • Module 2 • Write More
TEKS 4.12B • S72
Revise, Edit, and Share
Revise
Edit
My sentence type matches WHY or HOW.
Share
My thesis (central idea) adds my own answer.
Read your thesis (central idea) aloud to a partner.
Grade 4 • Cluster 2 • Module 2 • Write More
TEKS 4.12B • S51-S53,S64
Success Criteria
My thesis (central idea) keeps the noun and verb from the prompt, adds my own answer, and matches the sentence type to WHY or HOW.
Part
I can show...
Check
Noun of Importance
Must name the topic word from the prompt.
Verb of Importance
Must name what the prompt asks to explain.
Answer
Must add the student's own thinking.
Sentence Type
Must match WHY (complex) or HOW (simple with a preposition).
Answer Key: Two Types
WHY equals a complex sentence with a subordinator (because, since, although...). HOW equals a simple sentence with a preposition (through, by, with...).
Explain why Columbus's arrival affected people in the Americas in important ways.
Low Columbus's arrival affected people in the Americas in important ways. The thesis (central idea) copies the prompt and adds no answer of the student's own; it is not a complex WHY sentence. Add the student's own answer and a because reason to match the WHY prompt.
Medium Columbus's arrival affected people because he came to the Americas. The answer (he came to the Americas) repeats the topic rather than explaining the effect. Sharpen the answer to name what changed (land, culture, relationships).
High Because Columbus's arrival changed land, culture, and relationships in the Americas, it affected people in important ways. A complete WHY thesis (central idea): the noun (Columbus's arrival), the verb (affected), and the student's own answer, written as a complex sentence with because. All three pieces are present and the sentence structure matches the WHY prompt exactly.
WHY equals a complex sentence with a subordinator (because, since, although...). HOW equals a simple sentence with a preposition (through, by, with...).
How can the words in an ECR prompt guide us to build a strong thesis (central idea) statement?
The answer The prompt gives us the noun of importance, the verb of importance, and the WHY/HOW clue. Those parts tell us what to answer and which sentence structure will make the thesis (central idea) clear.
At the beginning of this module, we asked how the words in an ECR prompt guide us to build a strong thesis (central idea). Now we can answer it: the prompt gives us the noun of importance, the verb of importance, and the WHY/HOW clue, and our own thinking gives the answer.
How my thinking changed
A thesis (central idea) is just the topic restated.
A thesis (central idea) needs the noun of importance, the verb of importance, and my own answer, matched to WHY or HOW.
Module Overarching Question, Answered
How can the words in an ECR prompt guide us to build a strong thesis (central idea) statement?
The prompt gives us the noun of importance, the verb of importance, and the WHY/HOW clue. Those parts tell us what to answer and which sentence structure will make the thesis (central idea) clear.
Build thesis (central idea) statements that not only answer the prompt but also show deep cause and effect. Create one thesis (central idea) about Columbus and one thesis (central idea) about energy resources, then revise each to make it more precise and thoughtful.Rebuild a WHY thesis (central idea) as a HOW thesis (central idea) (or the reverse). Notice how the sentence structure changes.
Identify the prompt type.
Build the thesis (central idea) correctly.
Add cause-and-effect language.
Explain how the thesis (central idea) became stronger after revision.
Because Columbus's actions brought control, cultural change, and conflict to the Americas, they influenced the region in lasting ways. Energy resource differences shape community decisions through availability, environmental effects, and long-term supply.
Reflection
How does your word choice reveal your understanding of the relationship among ideas?
Send these home with the letter, or post them in the class stream. None of them can be answered with only yes or no.
Keep the Topic, Add Your Idea Ask a why question (Why is recycling helpful?). Have your student keep the topic word and add a because reason in one sentence. This is the thesis (central idea) building habit we practice this week: keep the topic word and add your own idea in one clear sentence.
Family member signature: ____________________
Why or How Take turns asking WHY and HOW questions. Notice that a WHY answer uses because and a HOW answer uses by or through. WHY questions get a because sentence; HOW questions get a through or by sentence.
Family member signature: ____________________
One Question to Ask at Home What is the topic, and what is your own answer about it, in one clear sentence? When your student answers a question, ask them to say a full sentence that keeps the topic word and adds their own idea.
Family member signature: ____________________
Family Conversation Starters
What are the three pieces of a strong thesis (central idea)? Why can't a thesis (central idea) just copy the question? What is the difference between a WHY sentence and a HOW sentence? What is a cause-and-effect relationship in one of our two passages?
Every time I get a score or a grade on my work in this module, I write it here. This can be an exit ticket, a short answer, or a rubric score from my teacher.
Date
What I did (for example exit ticket, short answer, rubric)
My score
My next goal
Why This Helps Me
This chart shows how my scores change over the whole module, not just on one day.
Add a new row every time I get feedback, a score, or a grade on my work.
I can keep this page with my other work. It shows how my thinking grew.
The most useful word I learned
The prompt part I can find fastest
My Strong Roots
I am ready to grow the next part of my writing tree.
A note to my future writer self
My Proud Moment This Week
Grade 4 • Cluster 2 • Module 3 • Getting Started
TEKS 4.12B(i) • S2
How to Use My Workbook
This book holds my reading, thinking, writing, and reflection for this module.
My Name and My Goal for This Module
Pocket Practice: keep your game cards in a folder or envelope while you work on this module.
Grade 4 • Cluster 2 • Module 3 • Meet My Week
TEKS 4.12B(i) • S2-S3
STUDENT WORKBOOK
Meet My Week
Organizing Reasons and Ways
Why This Matters to Me
After you build a strong thesis (central idea), you grow the first big branch of the ECR Tree: the Reason/Way branch. A reason tells why the thesis (central idea) is true. A way tells how. This week you learn the Magnifying Process: brainstorm many ideas, sort them into buckets or baskets, choose one strong idea from each, and narrow to two or three separate baskets. When your reasons or ways come from different baskets, your body paragraphs come from different angles and stay connected to the thesis (central idea).
Essential Question
How can organizing reasons or ways into different groups help us build focused, nonrepetitive body paragraphs?
My Week Tracker
Check off each day after you finish that day's work.
My First Thinking
Grade 4 • Cluster 2 • Module 3 • Meet My Week
TEKS 4.12B(i) • S27
I Can
I can brainstorm, sort, and narrow reasons or ways that directly support my thesis (central idea).
I can tell a reason (WHY) from a way (HOW).
I can sort ideas into buckets or baskets, including an off-topic basket.
I can choose reasons or ways from different baskets so my paragraphs are not repetitive.
I Will
I will use the passage, speak about my thinking, and record my work.
I will explain how my choices strengthen the response.
I will brainstorm freely before I narrow.
I will keep only ideas that prove the thesis (central idea).
The I Can I want to reach first, and why
Grade 4 • Cluster 2 • Module 3 • Meet My Week
TEKS 4.12B(i) • S10-S14
My Week at a Glance
What I learn
What I read
What I make
How to Magnify a thesis (central idea) into two or three reasons or ways from different baskets.
Two nonfiction passages at High Stamina: The Energy We Use Everyday and Columbus's Arrival.
Bucket Sort cards, a Magnify My Thesis (Central Idea) page, a Branch Builder Badge, and a Turn-and-Teach explanation.
Where We Are Going
This week you grow the first big branch of the ECR Tree: brainstorm wide, sort ideas into baskets, and narrow to two or three that become different body paragraphs.
I'll Know I've Got It When...
Check Myself
How I Will Show What I Know
The Bucket Sort game (sorted baskets with keepers), the Magnify My Thesis (Central Idea) page, and the Turn-and-Teach explanation.
My GRADUATE Learning Path
Stage
Day
What I do
Gather
Day 1
I number the four Magnifying steps.
Reveal
Day 1
I learn the Reason/Way branch and baskets.
Attempt
Day 2
I play Bucket Sort and keep one from each basket.
Discuss
Day 3
I explain my thinking and magnify my own thesis (central idea).
Award
Day 4
I star my strongest basket and pick one next step.
Educate
Day 5
I teach the four steps to a partner.
Grade 4 • Cluster 2 • Module 3 • Meet My Week
TEKS 4.12B(i) • S2-S3
Say It Together!
These are the exact TEKS this module teaches. Read the code, then say the job in your own words.
4.11B(iv):
I can develop drafts into a focused, structured, and coherent piece of writing by developing an engaging idea with relevant details.
4.12B(i):
I can compose informational texts, including brief compositions that convey information about a topic, using a clear central idea.
Call and Response
Read this together as a class before we start.
Teacher asks: "How do I grow one strong branch of reasons or ways?"
Class answers: "Brainstorm, sort, choose, and narrow!"
One TEKS I want to practice today
Grade 4 • Cluster 2 • Module 3 • Get Ready
TEKS 4.12B(i) • S28-S29
STUDENT WORKBOOK
Get Ready
Before I begin
Before We Begin: What Do I Already Know?
I can write a thesis (central idea) with all three parts, and I know the trunk holds the branches. Now I add the first big branch: the reasons or ways that prove my thesis (central idea).
A connection I can make
Remember It!
One idea I remember
Grade 4 • Cluster 2 • Module 3 • Get Ready
TEKS 4.12B(i) • S32-S34
Ready Check
Watch Out! Common Mix-Up Watch out! A fact can be true in the passage and still not prove this thesis (central idea). That is why an off-topic basket helps. Sort ideas by what kind of meaning group they belong to, not by how they sound.
Where This Fits in My Writing
Later, each reason or way gets its own evidence, so the reasons you choose now decide the evidence you will need next. Different baskets lead to more diverse evidence.
This shows my teacher what I already know. It is not for a grade. Work on your own. You may reread the passages in Read and Interact as often as you want.
Part 1: Shape the Prompt
Read the prompt. Circle the topic in red. Draw a yellow box around the charge. Draw a green triangle around the word that tells WHY or HOW.
Read the prompt. Circle the topic in red. Draw a yellow box around the charge. Draw a green triangle around the word that tells WHY or HOW.
Explain why Columbus's arrival affected people in the Americas.
Is this a WHY or a HOW prompt? Does it need a reason or a way?
Part 2: Magnify
List at least six details from the Columbus passage that could help answer the prompt.
Sort this detail into the right basket, then tell why it fits.
The detail I copied from the passage
The basket it belongs to, and why it fits
Part 6: Passage-Based Paragraph
Write three or four sentences that answer the prompt from Part 1. Use your thesis (central idea), one reason, and one piece of evidence.
My paragraph
Grade 4 • Cluster 2 • Module 3 • Words I Need
TEKS 4.12B(i) • S36
STUDENT WORKBOOK
Words I Need
Tier 1, everyday words
Tier 1 words are the everyday words you already use. This week they carry big ideas, because you will sort your thinking into baskets. Say each word, then use it with a partner.
Word
Say it
What it means
Sentence frame
reason
REE-zun
why something is true
One reason is ___.
way
WAY
how something happens
One way is ___.
sort
SORT
to put into groups
I sort my ideas by ___.
group
GROOP
a set of things that are alike
This group holds ___.
choose
CHOOZ
to pick on purpose
I choose ___ because ___.
keep
KEEP
to hold onto
I keep this idea because ___.
idea
eye-DEE-uh
a thought about something
One idea is ___.
wide
WYD
broad; covering a lot
I brainstorm wide by ___.
strong
STRONG
powerful and clear
A strong reason is ___.
connect
kuh-NEKT
to link two things together
This reason connects to the thesis (central idea) because ___.
Use one Tier 1 word in a sentence
Grade 4 • Cluster 2 • Module 3 • Words I Need
TEKS 4.12B(i) • S37
Words I Need: Tier 2, academic words
These academic words help you talk about organizing ideas. Say each word, then use it with a partner.
Word
Say it
What it means
Sentence frame
thesis (central idea)
THEE-sis
the clear central idea a response will prove
My thesis (central idea) is ___.
organize
OR-guh-nyz
to arrange in order
I organize my ideas by ___.
categorize
KAT-uh-guh-ryz
to put into categories
I categorize these as ___.
classify
KLAS-uh-fy
to sort by type
I classify this idea as ___.
brainstorm
BRAIN-storm
to think of many ideas quickly
When I brainstorm, I ___.
narrow
NAIR-oh
to reduce to the best few
I narrow my ideas to ___.
topic sentence
TOP-ik SEN-tuhns
the sentence that starts a body paragraph
My topic sentence is ___.
relevant
REL-uh-vuhnt
closely connected to the point
A relevant idea is ___.
magnify
MAG-nuh-fy
to organize ideas into groups before choosing
I magnify my reasons by ___.
coherence
koh-HEER-uhns
how well ideas fit and flow together
I improve coherence by ___.
Use one Tier 2 word in a sentence
Grade 4 • Cluster 2 • Module 3 • Words I Need
TEKS 4.12B(i) • S38
Words I Need: Tier 3, passage words
These words come from our two passages, The Energy We Use Everyday and Columbus's Arrival. Say each word, then use it with a partner.
Word
Say it
What it means
Sentence frame
renewable
rih-NOO-uh-buhl
able to be replaced over time and used again
A renewable resource is ___.
nonrenewable
non-rih-NOO-uh-buhl
not able to be replaced quickly once it is used
A nonrenewable resource is ___.
resource
REE-sorss
a material or supply that people use
One resource we use is ___.
pollution
puh-LOO-shun
harmful materials that damage the environment
Pollution can ___.
environment
en-VY-run-ment
the natural world around us
The environment is affected when ___.
Columbus
kuh-LUM-bus
the explorer who sailed to the Americas in 1492
Columbus ___.
Taino
TY-noh
a Native American people of the Caribbean
The Taino ___.
Carib
KAIR-ib
a Native American people known for resisting the Spanish
Your ideas grow from the passage and the prompt. The thesis (central idea) is the trunk. The Reason/Way branch is the first big branch you grow this week.
REASON / WAY GreenEVIDENCE YellowEXPLANATION Red or Pink
THESIS (CENTRAL IDEA) Green
PASSAGE AND PROMPT
Nothing grows until the ground is ready.
The Reason/Way Branch and the Magnifying Process
Mark
What it means
Reason
It tells WHY the thesis (central idea) is true.
Way
It tells HOW the thesis (central idea) is true.
Magnify
Brainstorm, Sort, Choose, Narrow: sort like ideas into baskets, then choose from different baskets.
Every reason or way must prove the thesis (central idea). Choosing from different baskets keeps body paragraphs from repeating.
Read from the bottom up. The same five levels name the kind of HOW thinking a task and a response require.
Level
Symbol
Hidden Question
Student Thinking
Thinking Focus
Level 1
Student follows directions or repeats information exactly as taught with little independent thinking.
Foundational
Level 2
Student begins trying ideas independently but may be uncertain or inconsistent.
Emergent
Level 3
Student connects ideas directly to textual evidence.
Visible
Level 4
Student combines evidence with personal reasoning, applying understanding to a claim.
Independent
Level 5
Student connects evidence to the world, morals, lessons, or broader understanding.
Reflective
The Difference Between WHY and HOW
Prompt type
What it asks me to do
Example
WHY
Explain a reason, a purpose, or why something matters.
Explain why Columbus's arrival affected people in the Americas.
HOW
Analyze how parts work together or how something happens.
Explain how renewable and nonrenewable resources shape energy decisions.
Reasons answer WHY prompts. Ways answer HOW prompts. Both grow on the same branch, and choosing from entirely different baskets keeps my body paragraphs from repeating.
A thinking level I want to try
Grade 4 • Cluster 2 • Module 3 • Read & Interact
TEKS 4.12B(i) • S39,S44,S48-S49
STUDENT WORKBOOK
Read & Interact
Read with a purpose
Dot, Discover, Drop
DOT: Place a small dot above any unfamiliar word. DISCOVER: Find the pronunciation or the meaning. DROP: Erase the dot once the word is understood.
TRACKS Legend
Letter
Category
Definition and Examples
Required Pastel Color
T
Time
Age, era, dates, cultural details, or historical details. Often adjectives.
Pastel Green
R
Reactions
Reactions, solutions, resolutions, or effects. Often verbs/adverbs.
Pastel Purple
A
Actions
Actions, problems, conflicts, or causes. Often verbs/adverbs.
Pastel Yellow
C
Character, Concept, Creature
Names of characters/people/animals, or major concepts as the central idea. Often nouns/proper nouns.
Pastel Yellow
K
Key Knowledge
All other important info needed for the passage's meaning not in another TRACKS category (background knowledge).
Pastel Orange
S
Scenery / Setting
Setting characteristics acknowledged/measured through the five senses.
Pastel Green
TRACKS marks evidence in the passage. Highlight the smallest meaningful phrase. The shapes Circle, Box, and Triangle are used only to analyze the prompt.
Connect It to Our World
Think about the energy you use at home and the history you learn at school. Which details help you understand how choices affect people and the world?
Background I Need
The Energy We Use Everyday is a longer nonfiction text about renewable and nonrenewable resources, their advantages and limitations, availability and reliability, environmental effects, and the need for careful planning. Columbus's Arrival is a longer nonfiction text about Columbus's 1492 voyage, Spanish settlement, the spread of Christianity, early cooperation and later conflict with the Taino and the Carib, and the lasting effects of his arrival. A basket is a category, and the name of the category becomes a reason or way.
Words I dotted while reading
Grade 4 • Cluster 2 • Module 3 • Read & Interact
TEKS 4.12B(i) • S47-S49
The Energy We Use Everyday
Nonfiction passage. High Stamina. Read every paragraph. Use Dot, Discover, Drop.
1Have you ever wondered where the energy you use each day comes from? When you turn on lights, charge a device, watch television, use a computer, or travel in a car, you are using energy produced from natural resources found on Earth. Energy is an important part of daily life. People use it at home, at school, and at work. Without energy, many of the things we depend on every day would not be possible.
2Natural resources are materials found in nature that people use to meet their needs. Some natural resources provide food, while others provide energy. The energy people use comes from both renewable and nonrenewable resources. Understanding the difference between these resources helps people make informed decisions about how energy is produced and used.
3Some of these resources are called renewable. Renewable resources can be replaced over time and used again. Examples include wind, water, sunlight, plants, and animals. The sun provides energy each day, and wind can be used to generate electricity. In addition, plants and animals can be grown and replaced through careful management.
4People use renewable resources in many different ways. Solar panels collect energy from sunlight and turn it into electricity. Wind turbines use moving air to generate power. Water flowing through dams can also be used to produce electricity. Farmers grow plants that can be used for food, fuel, and other products. Because these resources can be replaced naturally, many people believe they are important for the future.
5Renewable resources have several advantages. They do not run out easily, and they often cause less damage to the environment. Since sunlight, wind, and water are continually renewed by natural processes, people can use them again and again. This makes renewable resources valuable sources of energy for communities around the world.
6Another advantage of renewable resources is that they often produce less pollution. Solar panels and wind turbines generate electricity without burning fuel. This helps reduce the amount of harmful gases released into the air. Many people support the use of renewable resources because they can help protect the environment while still providing energy.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 4 • Cluster 2 • Module 3 • Read & Interact
TEKS 4.12B(i) • S47-S49
The Energy We Use Everyday (continued)
Nonfiction passage. High Stamina. Read every paragraph. Use Dot, Discover, Drop.
7However, renewable resources also have limitations. Renewable energy sources are not always available. For example, solar energy depends on sunlight, and wind energy depends on weather conditions. This can cause mismanagement of energy resources if people do not plan carefully.
8Imagine a town that relies mostly on solar energy. On bright, sunny days, plenty of electricity may be produced. However, during cloudy weather, less energy may be available. The same challenge can occur with wind energy. If the wind is not blowing, wind turbines cannot produce as much electricity. Because of this, communities often use several different energy sources to meet their needs.
9Water power also has limitations. Hydroelectric dams depend on a steady supply of water. During droughts, rivers and reservoirs may contain less water than usual. When this happens, less electricity can be generated. Even though water is a renewable resource, changes in weather can affect how much energy it provides.
10Other resources are known as nonrenewable. These include coal, oil, and natural gas, which form deep underground over millions of years. These resources were created from the remains of ancient plants and animals that were buried beneath Earth's surface. Heat and pressure slowly transformed these materials into the fuels people use today.
11Because nonrenewable resources take so long to develop, they cannot be replaced quickly once they are used. Although new deposits may still be forming underground, the process takes millions of years. As a result, people must carefully manage these resources because the supply is limited.
12Nonrenewable resources provide a large and steady supply of energy, which makes them useful. Many homes, businesses, and vehicles rely on these resources every day. Coal has been used for many years to generate electricity. Oil is used to make fuels such as gasoline, diesel fuel, and jet fuel. Natural gas is commonly used for heating homes, cooking food, and producing electricity.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 4 • Cluster 2 • Module 3 • Read & Interact
TEKS 4.12B(i) • S47-S49
The Energy We Use Everyday (continued)
Nonfiction passage. High Stamina. Read every paragraph. Use Dot, Discover, Drop.
13One reason nonrenewable resources remain popular is that they can provide energy whenever it is needed. Unlike solar panels or wind turbines, which depend on weather conditions, coal, oil, and natural gas can be used at any time. This reliability makes them important energy sources in many areas.
14However, the use of nonrenewable resources can also create challenges. Their use can lead to pollution and environmental damage. When fossil fuels are burned, gases and particles are released into the atmosphere. These pollutants can affect air quality and contribute to environmental problems.
15Mining and drilling for nonrenewable resources can also affect ecosystems. Land may be disturbed when coal is mined, and oil spills can harm plants and animals. Because of these risks, many people believe it is important to find ways to reduce environmental damage while still meeting energy needs.
16In addition, nonrenewable resources are limited and may eventually be used up. As populations grow and more energy is needed, supplies of coal, oil, and natural gas may decrease. This is one reason why scientists continue to search for new technologies and energy sources.
17Scientists, engineers, and community leaders study ways to use energy more efficiently. Energy efficiency means using less energy to perform the same task. For example, energy-efficient light bulbs use less electricity than older bulbs while producing the same amount of light. Efficient appliances and vehicles can also reduce energy use.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 4 • Cluster 2 • Module 3 • Read & Interact
TEKS 4.12B(i) • S47-S49
The Energy We Use Everyday (continued)
Nonfiction passage. High Stamina. Read every paragraph. Use Dot, Discover, Drop.
18Many communities use a combination of renewable and nonrenewable resources. This approach helps provide a steady supply of energy while also reducing dependence on limited resources. A city might use electricity from solar panels during the day while relying on natural gas when renewable energy is unavailable.
19People can also help conserve resources through everyday actions. Turning off lights when leaving a room, using less water, recycling materials, and choosing energy-efficient products can reduce the demand for energy. Small actions by many people can make a big difference over time.
20Understanding the advantages and disadvantages of renewable and nonrenewable resources helps people make informed decisions about energy use. Both types of resources play important roles in meeting society's needs. Renewable resources can be replenished naturally, while nonrenewable resources provide dependable energy supplies. Learning about these resources helps people understand how energy choices affect the environment, communities, and future generations.
21As technology continues to improve, people will likely discover new ways to produce and use energy. By carefully managing Earth's resources and making thoughtful decisions, communities can help ensure that energy remains available for many years to come.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 4 • Cluster 2 • Module 3 • Read & Interact
TEKS 4.12B(i) • S47-S49
Columbus's Arrival
Nonfiction passage. High Stamina. Read every paragraph. Use Dot, Discover, Drop.
1In 1492, Christopher Columbus sailed across the Atlantic Ocean searching for a new route to Asia. Instead, he reached islands in the Caribbean. When he arrived, he claimed the land for Spain, even though Native American groups such as the Taino and the Carib already lived there.
2Columbus was born in Genoa, in what is now Italy, but he sailed for Spain. During this time, many European countries were interested in finding faster ways to trade with Asia. Goods such as spices, silk, and other valuable products came from Asia, but reaching those places often required long and difficult journeys. Columbus believed he could reach Asia more quickly by sailing west across the Atlantic Ocean.
3Many people doubted his plan because they believed the journey would be too long. However, King Ferdinand and Queen Isabella of Spain agreed to support the voyage. They provided ships, supplies, and crew members. Columbus set sail with three ships called the Niña, the Pinta, and the Santa María.
4The journey across the Atlantic Ocean was not easy. The crew spent weeks at sea without seeing land. Some sailors became worried and wanted to turn back. They were unsure if they would ever reach their destination. Columbus encouraged them to continue sailing. Finally, after many days at sea, land was spotted in October of 1492.
5Although Columbus believed he had reached islands near Asia, he had actually arrived in the Caribbean. He did not realize that two large continents stood between Europe and Asia. Even though he had not reached his intended destination, his voyage became one of the most important events in history.
6By claiming the land, Columbus helped Spain begin to explore and settle in the Americas. This was important because it led to more Spanish expeditions and the growth of Spain's influence in the region. News of Columbus's voyage spread quickly throughout Europe. Other countries became interested in exploring lands across the Atlantic Ocean.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 4 • Cluster 2 • Module 3 • Read & Interact
TEKS 4.12B(i) • S47-S49
Columbus's Arrival (continued)
Nonfiction passage. High Stamina. Read every paragraph. Use Dot, Discover, Drop.
7Soon, explorers from Spain and other European nations traveled to the Americas. They searched for land, resources, and opportunities to expand their countries. Over time, settlements were established in many areas. These settlements became places where Europeans lived, worked, and traded.
8Ships regularly crossed the Atlantic Ocean carrying people and goods between Europe and the Americas. Crops, animals, tools, and other products moved between the two regions. This exchange changed the lives of people on both sides of the ocean. New foods became available in different parts of the world, and trade increased between continents.
9Columbus and his crew also brought their beliefs with them. They wanted to spread Christianity to the people they met. Over time, missionaries traveled to the Americas to teach Native Americans about this religion. Churches and missions were built in many places. Some Native Americans accepted Christianity, while others continued following their traditional beliefs.
10The arrival of Europeans introduced new customs, languages, and technologies. People encountered different ways of farming, building, and living. Some Native American groups adopted certain European practices, while others worked to keep their own traditions. As different cultures came into contact, many changes took place throughout the Americas.
11At first, some Native American groups, like the Taino, showed friendliness toward Columbus and his crew by trading and cooperating with them. They exchanged goods and shared information about the area. These early interactions helped both groups learn about one another. The Taino introduced Europeans to local foods and resources, while Europeans shared items they had brought from across the ocean.
12The Taino lived throughout parts of the Caribbean. They built villages, farmed crops, and fished in nearby waters. Their communities had existed long before Columbus arrived. Like many Native American groups, they had their own traditions, languages, and ways of life.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 4 • Cluster 2 • Module 3 • Read & Interact
TEKS 4.12B(i) • S47-S49
Columbus's Arrival (continued)
Nonfiction passage. High Stamina. Read every paragraph. Use Dot, Discover, Drop.
13However, relationships between Europeans and Native Americans did not always stay peaceful. Conflicts developed over land, resources, and control. As more Europeans arrived, they wanted access to valuable resources and additional land for settlements. Native American groups often wanted to protect their homes and communities.
14The Carib were known for resisting the Spanish. They fought to defend their land and way of life. This resistance led to conflicts between the groups. Over time, fighting became more common in some areas. These conflicts affected both Europeans and Native Americans.
15The arrival of Europeans affected Native American communities in many ways. Some groups lost control of their land. Others experienced changes to their cultures and daily lives. Traditional customs sometimes changed as new ideas and practices spread throughout the region.
16In addition to cultural changes, new plants and animals were introduced to the Americas. Horses, cattle, and other animals became important in many areas. New crops and foods were also exchanged between Europe and the Americas. These changes affected farming, transportation, and trade.
17The effects of Columbus's voyage continued for many years. Exploration increased, new settlements were established, and trade expanded. The movement of people, goods, and ideas connected different parts of the world in ways that had never happened before.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 4 • Cluster 2 • Module 3 • Read & Interact
TEKS 4.12B(i) • S47-S49
Columbus's Arrival (continued)
Nonfiction passage. High Stamina. Read every paragraph. Use Dot, Discover, Drop.
18Today, Columbus's journey is remembered and retold in different ways. Columbus Day recognizes his voyage, but many people also think about how his arrival affected Native Americans. Historians study different perspectives to better understand the events that followed his journey.
19Some people focus on Columbus's role in opening the door to exploration and increased trade. Others focus on the challenges and hardships that Native American groups experienced after Europeans arrived. Looking at different viewpoints helps people gain a fuller understanding of history.
20People continue to discuss the impact of Columbus's voyage because it marked an important turning point in history. His journey connected Europe and the Americas and led to changes that affected millions of people. The events that followed shaped the development of countries, cultures, and communities throughout the Western Hemisphere.
21Columbus's actions had lasting effects on land, culture, and the people who lived in the Americas. His voyage remains one of the most significant events in world history because of the changes it set into motion. More than five hundred years later, people still study his journey to understand how it influenced the world we live in today.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 4 • Cluster 2 • Module 3 • Read & Interact
TEKS 4.12B(i) • S48-S49
Annotate: The Energy We Use Everyday
Notice how the passage compares renewable and nonrenewable resources and names their advantages and limitations.
TRACKS mark
Color label
What I found (paragraph number and words)
T: Time
Pastel Green
R: Reactions
Pastel Purple
A: Actions
Pastel Yellow
C: Character, Concept, Creature
Pastel Yellow
K: Key Knowledge
Pastel Orange
S: Scenery / Setting
Pastel Green
Highlight the smallest meaningful phrase. If I cannot say why I highlighted it, I should not highlight it.
My best TRACKS phrase and why I chose it
Grade 4 • Cluster 2 • Module 3 • Read & Interact
TEKS 4.12B(i) • S44,S48-S49
Annotate: The Energy We Use Everyday (continued)
Look for the limitations of each kind of resource and how communities respond to 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
STOP & THINK
Which detail helps a reader understand why the reasons or ways must come from different baskets?
My thinking
Grade 4 • Cluster 2 • Module 3 • Read & Interact
TEKS 4.12B(i) • S48-S49
My Prompt Marking Notes
The prompt gives you a topic, a charge, and a word that tells WHY or HOW. Slow down and see the job before you plan.
Shape
Word
Question I ask myself
Red circle
Topic
What is this prompt about?
Yellow box
Charge
What does the topic do?
Green triangle
WHY or HOW word
Does the prompt ask WHY or HOW?
Read the prompt. Circle the topic in red. Draw a yellow box around the charge. Draw a green triangle around the word that tells WHY or HOW.
Explain why Columbus's arrival affected people in the Americas.
ELPS today: 4(F)(ix) Write to narrate, describe, explain, respond, or justify with supporting evidence using appropriate content for [a] specific purpose
STUDENT WORKBOOK
Day 1: Gather + Reveal
I prepare the ground and grow the first branch
1. Gather: Listen and Number the Magnifying Process
Today you gather by ordering the four Magnifying steps. Listen for what must happen first, next, and last.
Number these steps 1 to 4. ___ Choose one strong idea from each basket. ___ Brainstorm many connected ideas. ___ Narrow to two or three separate baskets. ___ Sort like ideas into baskets.
My numbered order (1, 2, 3, 4)
2. Reveal: The Reason/Way Branch
The thesis (central idea) is the trunk. The reason or way is the first major branch. A reason tells why the thesis (central idea) is true. A way tells how the thesis (central idea) is true.
Read the prompt. Circle the topic in red. Draw a yellow box around the charge. Draw a green triangle around the word that tells WHY or HOW.
Explain why Columbus's arrival affected people in the Americas.
traded with the Taino; conflict developed; Carib resisted
Off-Topic
islands; sailing; boats
My final keepers from different baskets
An idea can be true in the passage and still not belong in this thesis (central idea).
Why does an off-topic basket help?
Grade 4 • Cluster 2 • Module 3 • Day 2 • ATTEMPT
TEKS 4.12B(i) • S50
STUDENT WORKBOOK
Day 2: Attempt
BUCKET SORT
✂ Cut out these cards (sheet 1 of 4)
Cut on the dashed lines. Spread the idea cards face up. Sort the cards into baskets of like ideas. Make one off-topic basket. Choose one keeper from each basket. Store all cards in your Pocket Practice.
claimed land for Spain
Spain gained influence
settlements grew
control
missionaries came
brought Christianity
changed traditions
traded with the Taino
Grade 4 • Cluster 2 • Module 3 • Day 2 • ATTEMPT
TEKS 4.12B(i) • S50
Self-Check (sheet 1 of 4)
Flip each card to check your answer. Keep every card in Pocket Practice.
Land and Power
Land and Power
Land and Power
Land and Power
Religion and Culture
Religion and Culture
Relationships and Conflict
Religion and Culture
Grade 4 • Cluster 2 • Module 3 • Day 2 • ATTEMPT
TEKS 4.12B(i) • S50
STUDENT WORKBOOK
Day 2: Attempt
BUCKET SORT
✂ Cut out these cards (sheet 2 of 4)
Cut on the dashed lines. Spread the idea cards face up. Sort the cards into baskets of like ideas. Make one off-topic basket. Choose one keeper from each basket. Store all cards in your Pocket Practice.
conflict developed
Carib resisted
islands
sailing
boats
renewable resources can be replaced over time
nonrenewable resources cannot be replaced quickly
renewable sources are not always available
Grade 4 • Cluster 2 • Module 3 • Day 2 • ATTEMPT
TEKS 4.12B(i) • S50
Self-Check (sheet 2 of 4)
Flip each card to check your answer. Keep every card in Pocket Practice.
Relationships and Conflict
Relationships and Conflict
Off-Topic
Off-Topic
Replacement and Long-Term Supply
Off-Topic
Availability and Reliability
Replacement and Long-Term Supply
Grade 4 • Cluster 2 • Module 3 • Day 2 • ATTEMPT
TEKS 4.12B(i) • S50
STUDENT WORKBOOK
Day 2: Attempt
BUCKET SORT
✂ Cut out these cards (sheet 3 of 4)
Cut on the dashed lines. Spread the idea cards face up. Sort the cards into baskets of like ideas. Make one off-topic basket. Choose one keeper from each basket. Store all cards in your Pocket Practice.
steady supply from nonrenewable resources
weather conditions
pollution
environmental damage
advantages and disadvantages
future generations
careful planning
television
Grade 4 • Cluster 2 • Module 3 • Day 2 • ATTEMPT
TEKS 4.12B(i) • S50
Self-Check (sheet 3 of 4)
Flip each card to check your answer. Keep every card in Pocket Practice.
Availability and Reliability
Availability and Reliability
Environmental Effects
Environmental Effects
Planning and Responsibility
Planning and Responsibility
Off-Topic
Planning and Responsibility
Grade 4 • Cluster 2 • Module 3 • Day 2 • ATTEMPT
TEKS 4.12B(i) • S50
STUDENT WORKBOOK
Day 2: Attempt
BUCKET SORT
✂ Cut out these cards (sheet 4 of 4)
Cut on the dashed lines. Spread the idea cards face up. Sort the cards into baskets of like ideas. Make one off-topic basket. Choose one keeper from each basket. Store all cards in your Pocket Practice.
charge a device
Grade 4 • Cluster 2 • Module 3 • Day 2 • ATTEMPT
TEKS 4.12B(i) • S50
Self-Check (sheet 4 of 4)
Flip each card to check your answer. Keep every card in Pocket Practice.
Off-Topic
Grade 4 • Cluster 2 • Module 3 • Day 2 • ATTEMPT
TEKS 4.12B(i) • S50
ELPS today: 4(D)(iii) Write content-area texts using a variety of transition words
STUDENT WORKBOOK
Day 2: Attempt
I sort idea cards into baskets
Our Question for Today: Which ideas belong in the same basket, and which idea is off-topic?
1. Play Bucket Sort
Read the thesis (central idea).
Spread the idea cards face up so everyone can see them.
Add your own ideas to the cards.
Sort like ideas into baskets. No basket is empty.
Create an off-topic basket for ideas that do not prove the thesis (central idea).
Choose one keeper from each basket.
Narrow to two or three baskets.
Turn the final ideas into topic-sentence beginnings.
Round
1
2
3
4
5
My partner
My point
2. My Baskets and Keepers
Basket name
Ideas inside
My keeper
3. Talk About It
Say why one keeper belongs in its basket, and why one card is off-topic.
My reason
Grade 4 • Cluster 2 • Module 3 • Day 3 • DISCUSS + USE
TEKS 4.12B(i) • S50
ELPS today: 4(F)(x) Write to narrate, describe, explain, respond, or justify with supporting evidence using appropriate style for [a] specific purpose
STUDENT WORKBOOK
Day 3: Discuss and Use Again
I explain my thinking and magnify my own thesis (central idea)
1. Discuss Organized Thinking
Why brainstorm wide first?
Why sort?
Why keep an off-topic basket?
Why choose from different baskets?
Writers need organized thinking before organized writing. A fact can be true in the passage and still not prove this thesis (central idea). Different baskets lead to deeper, more diverse writing.
Read the prompt. Circle the topic in red. Draw a yellow box around the charge. Draw a green triangle around the word that tells WHY or HOW.
Explain how renewable and nonrenewable resources shape energy decisions.
This is a WHY or HOW prompt because...
Grade 4 • Cluster 2 • Module 3 • Day 3 • DISCUSS + USE
TEKS 4.12B(i) • S50
2. Use Again: Magnify My Thesis (Central Idea)
Write one thesis (central idea). Draw four baskets. Brainstorm connected ideas, sort them into baskets, choose one strong idea from each, and narrow to two or three from different baskets.
My thesis (central idea)
Basket name
Ideas inside
My keeper
My two or three keepers from different baskets
Grade 4 • Cluster 2 • Module 3 • Day 3 • DISCUSS + USE
TEKS 4.12B(i) • S50
3. Add and Delete for Coherence
Look at one basket. Add one idea that makes the category clearer. Delete one weak or off-topic idea.
One idea I added, and why it makes the basket clearer
One idea I deleted, and why
4. Modifier Check
Edit one content sentence to use a comparative or superlative adjective and one adverb of frequency or degree accurately.
What I used
My sentence
comparative adjective
superlative adjective
adverb of frequency or degree
My strongest basket, and why it will make a strong body paragraph
Grade 4 • Cluster 2 • Module 3 • Day 4 • AWARD + TARGET
TEKS 4.12B(i) • S50
ELPS today: 4(C)(i) Write using a combination of both high-frequency words and content-area vocabulary
STUDENT WORKBOOK
Day 4: Award and Target
I name my growth and choose my next step
1. Award: Star My Strongest Basket
Draw two or three baskets and place a star in the one you think was your strongest.
One idea I organized well today was...
Earn a Branch Builder Badge. Class cheer: Brainstorm wide! Sort with care! Strong ideas are growing there!
Grade 4 • Cluster 2 • Module 3 • Day 4 • AWARD + TARGET
TEKS 4.12B(i) • S50
2. Target: Choose My Next Step
Choose one target.
brainstorm more
sort by meaning
remove off-topic ideas
choose different angles
write clearer topic sentences
3. Curiosity Questions
Why does organized thinking usually lead to stronger writing?
What might happen if all of our paragraphs come from the same basket?
Why is it important to narrow ideas before we start writing body paragraphs?
ELPS today: 4(F)(ii) Write to narrate, describe, explain, respond, or justify with supporting details using appropriate style for [a] specific purpose
STUDENT WORKBOOK
Day 5: Explain to Others
I teach the four Magnifying steps
1. Teach the Four Magnifying Steps
Teach your partner the four steps in order: what each step is, why each step matters, and one example from Columbus's Arrival or The Energy We Use Everyday.
2. Sentence Frames
Step one is ___.
In step two, we ___.
One basket I made was ___.
An off-topic idea might be ___.
The reason we choose from different baskets is ___.
How can organizing reasons or ways into different groups help us build focused, nonrepetitive body paragraphs?
The answer Grouping ideas helps us see which ideas are alike, remove weak or off-topic ideas, and choose reasons or ways from different categories so each body paragraph develops a different part of the thesis (central idea).
Use these pause points when you explain your thinking to a partner. Stop, think, then answer in a whole sentence. Each pause point names exactly what to think about.
Pause Point: Reason or Way?Stop and think: Does this idea tell WHY the thesis (central idea) is true, or HOW it is true?
Pause Point: Which Basket?Stop and think: What meaning group does this idea belong to? Is it off-topic for this thesis (central idea)?
Pause Point: One From EachStop and think: Have I kept only one strong idea from each basket?
Pause Point: Different AnglesStop and think: Do my final reasons come from different baskets, or from the same one?
My answer to pause point 4, in a whole sentence
Grade 4 • Cluster 2 • Module 3 • Write More
TEKS 4.12B(i) • S62-S63
STUDENT WORKBOOK
Write More
Magnify a thesis (central idea) into reasons or ways
My Writing Assignment
Magnify this thesis (central idea) into two or three strong reasons or ways from different baskets.
Read the prompt. Circle the topic in red. Draw a yellow box around the charge. Draw a green triangle around the word that tells WHY or HOW.
Magnify the thesis (central idea) "Because Columbus's arrival changed land, culture, and relationships in the Americas, it affected people in important ways." into strong reasons.
My Plan
Write one thesis (central idea).
Brainstorm many connected ideas without judging.
Sort like ideas into buckets or baskets, and make an off-topic basket.
Choose one strong idea from each basket.
Narrow to two or three reasons or ways from different baskets, then turn each into a topic sentence.
Check that my keepers come from different baskets, not the same one.
Keep one strong keeper from each basket and let the weaker ones go.
Put my keepers in order so each body paragraph grows from a different basket.
Two or three reasons or ways from different baskets
The basket each one came from
Basket Names I Can Use
A reason tells WHY the thesis (central idea) is true. A way tells HOW. Every keeper must come from its own basket.
My thesis (central idea) starter
Grade 4 • Cluster 2 • Module 3 • Write More
TEKS 4.12B(i) • S71
My Draft
Turn each keeper into a complete sentence that proves the thesis (central idea).
Draft, page 1
A sentence I want to keep
Grade 4 • Cluster 2 • Module 3 • Write More
TEKS 4.12B(i) • S72
Revise, Edit, and Share
Revise
Edit
My improved sentence
Share
Choose one: read your keepers to a partner, share in author's chair, join a gallery walk, or add your baskets to a class chart.
My sharing plan
Grade 4 • Cluster 2 • Module 3 • Write More
TEKS 4.12B(i) • S51-S53,S64
Before I Turn It In
Read each line. Check it when you can show it in your work.
Part
I can show...
Check
Thesis (central idea)
My response proves one clear thesis (central idea).
Reason or way
Every reason or way proves the thesis (central idea).
Different baskets
My keepers come from different baskets.
Coherence
I added and deleted ideas so the baskets fit together.
Study the Samples
Read the three responses to this prompt. Notice what improves from Low to Medium to High.
Magnify the thesis (central idea) "Because Columbus's arrival changed land, culture, and relationships in the Americas, it affected people in important ways." into strong reasons.
Low Reasons: claimed land for Spain, Spain gained influence, settlements grew. All three reasons come from the same basket (Land and Power), so the body paragraphs would repeat. What Needs Improvement: Choose reasons from different baskets so each paragraph develops a different part of the thesis (central idea).
Medium Reasons: claimed land for Spain (Land and Power); brought Christianity (Religion and Culture); Spain gained influence (Land and Power). The student labels two different baskets, but two reasons still come from the same basket, so the response is not yet fully diverse. What Needs Improvement: Replace the repeated Land-and-Power reason with one from a third basket (Relationships and Conflict).
High Reasons from different baskets: Columbus affected the Americas by claiming land for Spain (Land and Power); by bringing religious and cultural change (Religion and Culture); by creating conflict with Native American groups (Relationships and Conflict). Three reasons, each from a different basket, each proving the thesis (central idea) from a distinct angle.
How can organizing reasons or ways into different groups help us build focused, nonrepetitive body paragraphs?
The answer Grouping ideas helps us see which ideas are alike, remove weak or off-topic ideas, and choose reasons or ways from different categories so each body paragraph develops a different part of the thesis (central idea).
My Final Thinking (in my own words)
What Changed in My Thinking?
At first I thought...
Now I think...
Try It Another Way
Use a thesis (central idea) from your own life. Say which ideas you would brainstorm, how you would sort them into baskets, and which idea you would remove as off-topic.
Prove the same thesis (central idea) from three different angles: "Renewable and nonrenewable resources shape energy decisions through differences in availability, environmental effects, and long-term supply."
Choose one thesis (central idea).
Brainstorm at least 10 ideas.
Sort them into at least 4 baskets.
Choose 3 different baskets.
Write one topic sentence from each.
Under each, explain the cause/effect, comparison, or informational relationship it represents.
Present your three angles to a partner and tell why each comes from a different basket.
My thesis (central idea):
My Three Different Angles
Draw your baskets and label each keeper. Then write one topic sentence for each of your three angles.
Choose one card to talk about with someone at home. End with a conversation, not a worksheet.
Teach the Four Steps Teach someone at home the four Magnifying steps: Brainstorm, Sort, Choose, Narrow. Use the Columbus thesis (central idea) from class. Ask that person to name one basket and one off-topic idea, and tell why the off-topic idea does not belong. Then brainstorm two more ideas together and sort each one into a basket. Write one sentence: The strongest basket was ___ because ___. Finish by telling that person why ideas from different baskets keep a response from repeating itself. Ask them: what makes an idea belong in a different basket?
Family member signature: ____________________
Basket Detective Pick one room in your home. Find three groups of things that belong together, and name each group. Then find one thing that does not belong in any group and say why it is off-topic. Sort one more item into a group and explain what makes it fit. Circle the group that was easiest to name. Write two sentences about your baskets: which group was easiest to name, and which item was hardest to place. Ask them: how did you decide which group each thing belonged in?
Family member signature: ____________________
Energy Choices at Home List three ways your family uses energy at home. Sort them into two groups, such as ways we can replace easily and ways we cannot. Circle the idea you would keep as your strongest reason, and tell why that one is stronger than the others. Then add one idea that does not belong in either group and tell why it is off-topic. Write two sentences: the group that matters most to your family, and the reason it matters. Ask them: which energy choice matters most to our family, and why?
Family member signature: ____________________
My Family Conversation Notes
What did I teach? What did my family member remember?
Every time I get a score or a grade on my work in this module, I write it here. This can be an exit ticket, a short answer, or a rubric score from my teacher.
Date
What I did (for example exit ticket, short answer, rubric)
My score
My next goal
Why This Helps Me
This chart shows how my scores change over the whole module, not just on one day.
Add a new row every time I get feedback, a score, or a grade on my work.
I can keep this page with my other work. It shows how my organizing grew.
The most useful word I learned
The Magnifying step I can use fastest
My Strong Roots
I am ready to find the evidence that supports each reason or way.
A note to my future writer self
My Proud Moment This Week
Grade 4 • Cluster 2 • Module 4 • Getting Started
TEKS 4.12B • S2
How to Use My Workbook
This book holds my reading, thinking, writing, and reflection for this module.
My Name and My Goal for This Module
Pocket Practice: keep your game cards in a folder or envelope while you work on this module.
Grade 4 • Cluster 2 • Module 4 • Meet My Week
TEKS 4.12B • S2-S3
STUDENT WORKBOOK
Meet My Week
Choosing Evidence
Why This Matters to Me
You grow the next major branch of the ECR Tree: the Evidence Branch. Evidence is the proof that supports each reason or way, not just any interesting fact. Using the two Cluster 2 passages at Very High Stamina, you learn to use CSI naturally: Connect the evidence to the reason or way, Support the idea with a specific detail from the passage, and Infer what the evidence shows. This completes the reason-evidence part of the ECR. Module 4 completes Cluster 2: you will distinguish strong from weak evidence, match evidence to reasons, complete CSI, and run a cumulative ECR quality check. Student reminder: Connect it, support it, infer it. You will look at what counts as strong evidence, specific, relevant, and from the text, and how evidence reveals cause and effect, comparison, advantages, and limitations. You will read the module Passage Set at Very High Stamina, the longest and most demanding passages in this cluster, and practice with a model about Columbus and religious and cultural change: connecting the reason to religion and culture, supporting it with the passage detail that missionaries wanted to spread Christianity, and inferring that this shows new beliefs changed traditions.
Essential Question
How can we choose evidence that truly proves each reason or way in an informative ECR?
My Week Tracker
Check off each day after you finish that day's work.
My First Thinking
Grade 4 • Cluster 2 • Module 4 • Meet My Week
TEKS 4.12B • S27
I Can
I can choose precise text evidence and use CSI to show what it proves.
I can tell strong evidence from weak evidence.
I can Connect evidence to a reason or way, Support it with a text detail, and Infer what it shows.
I can name the relationship (cause/effect, comparison, advantage, limitation) the evidence reveals.
I Will
I will use the passage, speak about my thinking, and record my work.
I will explain how my choices strengthen the response.
I will choose evidence that matches the reason, not just any interesting fact.
I will quote the important part of a detail accurately.
The I Can I want to reach first, and why
Grade 4 • Cluster 2 • Module 4 • Meet My Week
TEKS 4.12B • S10-S14
My Week at a Glance
What I learn
What I read
What I make
How to choose strong evidence and use CSI (Connect, Support, Infer) to show what it proves.
Two nonfiction passages: "The Energy We Use Everyday" and "Columbus's Arrival" at Very High Stamina.
CSI Evidence Match-Up recordings, an Evidence Branch Builder, a cumulative ECR quality check, and a partner explanation.
Where We Are Going
I will move from finding any detail in a passage to choosing the strongest evidence for a reason. I will finish by teaching a partner how to use CSI with evidence.
I'll Know I've Got It When...
Check Myself
How I Will Show What I Know
I will show what I know with a CSI Evidence Match-Up recording, an Evidence Branch Builder, a cumulative ECR quality check, and a partner explanation of CSI.
My GRADUATE Learning Path
Stage
Day
What I do
Gather
Day 1
I catch the missing CSI part.
Reveal
Day 1
I learn that evidence is proof from the passage and how CSI works.
Attempt
Day 2
I practice CSI Evidence Match-Up.
Discuss
Day 3
I discuss what makes evidence strong.
Use Again
Day 3
I build an Evidence Branch with CSI independently.
Award
Day 4
I name evidence of my growth.
Target
Day 4
I choose my next step.
Explain/Educate
Day 5
I teach CSI to a partner.
Grade 4 • Cluster 2 • Module 4 • Meet My Week
TEKS 4.12B • S2-S3
Say It Together!
These are the exact TEKS this module teaches. Read the code, then say the job in your own words.
4.12B(iii):
I can compose informational texts using craft.
4.11B(iv):
I can develop drafts by developing an engaging idea with relevant details.
Call and Response
Read this together as a class before we start.
Teacher asks: "What do we do with evidence?"
Class answers: "Connect it, support it, infer it!"
One TEKS I want to practice today
Grade 4 • Cluster 2 • Module 4 • Get Ready
TEKS 4.12B • S28-S29
STUDENT WORKBOOK
Get Ready
Before I begin
Before We Begin: What Do I Already Know?
I already know that a thesis (central idea) answers the prompt, that reasons or ways support it, and that evidence comes from the passage. I can find details in a passage.
A connection I can make
Remember It!
One idea I remember
Grade 4 • Cluster 2 • Module 4 • Get Ready
TEKS 4.12B • S32-S34
Ready Check
Watch Out! Common Mix-Up Watch out! A true detail is not always strong evidence for a particular reason. The detail must match the reason, not just be interesting or true.
Where This Fits in My Writing
Choosing evidence is the step after naming a reason or way. Without strong evidence, the reader has no proof.
What I want to remember before I start
Grade 4 • Cluster 2 • Module 4 • Diagnostic
TEKS 4.12B • S1
STUDENT WORKBOOK
Where I Am Starting
This shows my teacher what I already know
This shows my teacher what I already know. It is not for a grade. Work on your own. You may reread the passages in Read and Interact as often as you want.
Part 1: Read the Reason
Read the reason below. Find a text detail from the passage that supports it.
A text detail that supports this reason:
Grade 4 • Cluster 2 • Module 4 • Diagnostic
TEKS 4.12B • S1
Part 2: Complete CSI
Connect: This reason is about...
Support: The passage says...
Infer: This shows...
Part 3: Order These Steps
Number these steps 1 to 4 in the order a writer would use them.
Order
Step
___
Conflicts developed over land, resources, and control.
___
Columbus affected the Americas by creating conflict with Native American groups.
___
This shows Columbus's arrival led to tension and fighting over control of land and resources.
___
The passage says conflicts developed between Europeans and Native Americans.
Grade 4 • Cluster 2 • Module 4 • Diagnostic
TEKS 4.12B • S1
Part 4: My Own CSI Response
Columbus affected the Americas by creating conflict with Native American groups. Copy one sentence from the passage that proves this reason. Then explain in one sentence why it proves the reason.
My evidence from the passage:
Why this proves the reason:
Grade 4 • Cluster 2 • Module 4 • Words I Need
TEKS 4.12B • S36
STUDENT WORKBOOK
Words I Need
Tier 1, everyday words
Say each word. Then use one word in a sentence about evidence.
Word
Say it
What it means
Sentence frame
proof
PROOF
Something that shows an idea is true.
My proof is ___.
detail
dee-TAYL
A small, specific piece of information.
One detail is ___.
match
MATCH
To go together correctly.
This evidence matches the reason because ___.
choose
CHOOZ
To pick on purpose.
I choose this detail because ___.
show
SHOH
To make something known.
This detail shows ___.
quote
KWOHT
The exact words from a text.
My quote is ___.
reason
REE-zun
Why something is true.
My reason is ___.
fit
FIT
To belong or match.
This detail fits because ___.
prove
PROOV
To show something is true.
This evidence proves ___.
strong
STRONG
Powerful and clear.
Strong evidence ___.
Use one Tier 1 word in a sentence
Grade 4 • Cluster 2 • Module 4 • Words I Need
TEKS 4.12B • S37
Words I Need: Tier 2, academic words
Say each word. Then use one word in a sentence about how we use evidence in our writing.
Word
Say it
What it means
Sentence frame
evidence
EH-vih-dents
Proof from the text.
My evidence is ___.
support
suh-PORT
To back up an idea with proof.
This detail supports ___.
connect
kuh-NEKT
To link the evidence to the reason.
This connects to my reason because ___.
infer
in-FUR
To figure out what a detail shows.
I infer that ___.
relevant
REL-uh-vunt
Closely connected to the point.
A relevant detail is ___.
precise
prih-SYSE
Exact and specific.
A precise detail here is ___.
justify
JUS-tih-fy
To give a good reason for a choice.
I justify my evidence by ___.
cite
SYTE
To show where the words came from.
I cite the text by ___.
analyze
AN-uh-lyze
To look closely at parts to understand the whole.
I analyze the evidence by ___.
thesis (central idea)
THEE-sis
The clear central idea a response will prove.
My thesis (central idea) is ___.
Use one Tier 2 word in a sentence
Grade 4 • Cluster 2 • Module 4 • Words I Need
TEKS 4.12B • S38
Words I Need: Tier 3, passage words
These words come from our two passages. Say each word and use it in a sentence about the passage.
Word
Say it
What it means
Sentence frame
renewable
Able to be replaced over time and used again.
rih-NOO-uh-buhl
A renewable resource is ___.
nonrenewable
Not able to be replaced quickly once it is used.
non-rih-NOO-uh-buhl
A nonrenewable resource is ___.
resource
A material or supply that people use.
REE-sorss
One resource we use is ___.
pollution
Harmful materials that damage the environment.
puh-LOO-shun
Pollution can ___.
environment
The natural world around us.
en-VY-run-ment
The environment is affected when ___.
Columbus
The explorer who sailed to the Americas in 1492.
kuh-LUM-bus
Columbus ___.
Taino
A Native American people of the Caribbean.
TY-noh
The Taino ___.
Carib
A Native American people known for resisting the Spanish.
Your ideas grow from the passage and the prompt. The thesis (central idea) is the trunk. The Reason/Way branch names WHY or HOW. Now you grow the Evidence Branch: proof from the passage that supports each reason or way.
REASON / WAY GreenEVIDENCE YellowEXPLANATION Red or Pink
THESIS (CENTRAL IDEA) Green
PASSAGE AND PROMPT
Strong evidence comes from the text, matches the reason or way, is specific, is not off topic, and helps prove the thesis (central idea).
CSI for Evidence
Mark
What it means
C: Connect
Link the evidence to the reason or way.
S: Support
Quote the exact detail from the passage.
I: Infer
Tell what the evidence shows.
A true detail is not always the best supporting evidence for a particular reason. Ask, "What exactly does this prove?"
The same five levels name the kind of thinking a task and a response require.
Level
Symbol
Hidden Question
Student Thinking
Thinking Focus
Level 1
Student follows directions or repeats information exactly as taught with little independent thinking.
Foundational
Level 2
Student begins trying ideas independently but may be uncertain or inconsistent.
Emergent
Level 3
Student connects ideas directly to textual evidence.
Visible
Level 4
Student combines evidence with personal reasoning, applying understanding to a claim.
Independent
Level 5
Student connects evidence to the world, morals, lessons, or broader understanding.
Reflective
The Difference Between WHY and HOW
Prompt type
What it asks me to do
Example
WHY
Explain a reason, a purpose, or why something matters.
Columbus affected the Americas by claiming land for Spain.
HOW
Analyze how parts work together or how something happens.
Energy choices are shaped by environmental effects.
A true detail is not always the best supporting evidence for a particular reason. Ask, "What exactly does this prove?"
A thinking level I want to try
Grade 4 • Cluster 2 • Module 4 • Read & Interact
TEKS 4.12B • S39,S44,S48-S49
STUDENT WORKBOOK
Read & Interact
Read with a purpose
Dot, Discover, Drop
DOT: Place a small dot above any unfamiliar word. DISCOVER: Find the pronunciation or the meaning. DROP: Erase the dot once the word is understood.
TRACKS Legend
Letter
Category
Definition and Examples
Required Pastel Color
T
Time
Age, era, dates, cultural details, or historical details. Often adjectives.
Pastel Green
R
Reactions
Reactions, solutions, resolutions, or effects. Often verbs/adverbs.
Pastel Purple
A
Actions
Actions, problems, conflicts, or causes. Often verbs/adverbs.
Pastel Yellow
C
Character, Concept, Creature
Names of characters/people/animals, or major concepts as the central idea. Often nouns/proper nouns.
Pastel Yellow
K
Key Knowledge
All other important info needed for the passage's meaning not in another TRACKS category (background knowledge).
Pastel Orange
S
Scenery / Setting
Setting characteristics acknowledged/measured through the five senses.
Pastel Green
TRACKS marks evidence in the passage. Highlight the smallest meaningful phrase. The shapes Circle, Box, and Triangle are used only to analyze the prompt.
Connect It to Our World
Every day, people support their ideas with evidence. When you tell someone why a movie is good or why a food tastes great, you are choosing evidence to prove your point.
Background I Need
"The Energy We Use Everyday" explains renewable and nonrenewable resources. "Columbus's Arrival" tells about Columbus's 1492 voyage and its effects on Native American communities.
Words I dotted while reading
Grade 4 • Cluster 2 • Module 4 • Read & Interact
TEKS 4.12B • S47-S49
The Energy We Use Everyday (Part 1)
Nonfiction passage. Very High Stamina. Read every paragraph. Use Dot, Discover, Drop.
[1]Have you ever wondered where the energy you use each day comes from? When you turn on lights, charge a device, watch television, use a computer, or travel in a car, you are using energy produced from natural resources found on Earth. Energy is an important part of daily life. People use it at home, at school, and at work. Without energy, many of the things we depend on every day would not be possible.
[2] Natural resources are materials found in nature that people use to meet their needs. Some natural resources provide food, while others provide energy. The energy people use comes from both renewable and nonrenewable resources. Understanding the difference between these resources helps people make informed decisions about how energy is produced and used.
[3] Some of these resources are called renewable. Renewable resources can be replaced over time and used again. Examples include wind, water, sunlight, plants, and animals. The sun provides energy each day, and wind can be used to generate electricity. In addition, plants and animals can be grown and replaced through careful management.
[4] People use renewable resources in many different ways. Solar panels collect energy from sunlight and turn it into electricity. Wind turbines use moving air to generate power. Water flowing through dams can also be used to produce electricity. Farmers grow plants that can be used for food, fuel, and other products. Because these resources can be replaced naturally, many people believe they are important for the future.
[5] Renewable resources have several advantages. They do not run out easily, and they often cause less damage to the environment. Since sunlight, wind, and water are continually renewed by natural processes, people can use them again and again. This makes renewable resources valuable sources of energy for communities around the world.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 4 • Cluster 2 • Module 4 • Read & Interact
TEKS 4.12B • S47-S49
The Energy We Use Everyday (Part 2)
Nonfiction passage. Very High Stamina. Read every paragraph. Use Dot, Discover, Drop.
[6]Another advantage of renewable resources is that they often produce less pollution. Solar panels and wind turbines generate electricity without burning fuel. This helps reduce the amount of harmful gases released into the air. Many people support the use of renewable resources because they can help protect the environment while still providing energy.
[7] Communities around the world are increasing their use of renewable resources. Some schools have installed solar panels on rooftops to help lower electricity costs. Certain cities have built wind farms that contain dozens or even hundreds of wind turbines. These projects demonstrate how renewable resources can be used on both small and large scales.
[8] However, renewable resources also have limitations. Renewable energy sources are not always available. For example, solar energy depends on sunlight, and wind energy depends on weather conditions. This can cause mismanagement of energy resources if people do not plan carefully.
[9] Imagine a town that relies mostly on solar energy. On bright, sunny days, plenty of electricity may be produced. However, during cloudy weather, less energy may be available. The same challenge can occur with wind energy. If the wind is not blowing, wind turbines cannot produce as much electricity. Because of this, communities often use several different energy sources to meet their needs.
[10] Water power also has limitations. Hydroelectric dams depend on a steady supply of water. During droughts, rivers and reservoirs may contain less water than usual. When this happens, less electricity can be generated. Even though water is a renewable resource, changes in weather can affect how much energy it provides.
[11] Storage can also be a challenge for some renewable resources. Some energy produced by solar panels and wind turbines is stored in batteries for later use. Scientists continue to develop better storage systems so renewable energy can be used even when the sun is not shining or the wind is not blowing.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 4 • Cluster 2 • Module 4 • Read & Interact
TEKS 4.12B • S47-S49
The Energy We Use Everyday (Part 3)
Nonfiction passage. Very High Stamina. Read every paragraph. Use Dot, Discover, Drop.
[12]Other resources are known as nonrenewable. These include coal, oil, and natural gas, which form deep underground over millions of years. These resources were created from the remains of ancient plants and animals that were buried beneath Earth's surface. Heat and pressure slowly transformed these materials into the fuels people use today.
[13] Because nonrenewable resources take so long to develop, they cannot be replaced quickly once they are used. Although new deposits may still be forming underground, the process takes millions of years. As a result, people must carefully manage these resources because the supply is limited.
[14] Nonrenewable resources provide a large and steady supply of energy, which makes them useful. Many homes, businesses, and vehicles rely on these resources every day. Coal has been used for many years to generate electricity. Oil is used to make fuels such as gasoline, diesel fuel, and jet fuel. Natural gas is commonly used for heating homes, cooking food, and producing electricity.
[15] One reason nonrenewable resources remain popular is that they can provide energy whenever it is needed. Unlike solar panels or wind turbines, which depend on weather conditions, coal, oil, and natural gas can be used at any time. This reliability makes them important energy sources in many areas.
[16] Many products people use every day are connected to nonrenewable resources. Plastic containers, certain clothing materials, and many household products are made using substances that come from petroleum. This means nonrenewable resources are used for more than just producing energy.
[17] However, the use of nonrenewable resources can also create challenges. Their use can lead to pollution and environmental damage. When fossil fuels are burned, gases and particles are released into the atmosphere. These pollutants can affect air quality and contribute to environmental problems.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 4 • Cluster 2 • Module 4 • Read & Interact
TEKS 4.12B • S47-S49
The Energy We Use Everyday (Part 4)
Nonfiction passage. Very High Stamina. Read every paragraph. Use Dot, Discover, Drop.
[18]Mining and drilling for nonrenewable resources can also affect ecosystems. Land may be disturbed when coal is mined, and oil spills can harm plants and animals. Because of these risks, many people believe it is important to find ways to reduce environmental damage while still meeting energy needs.
[19] In addition, nonrenewable resources are limited and may eventually be used up. As populations grow and more energy is needed, supplies of coal, oil, and natural gas may decrease. This is one reason why scientists continue to search for new technologies and energy sources.
[20] Scientists, engineers, and community leaders study ways to use energy more efficiently. Energy efficiency means using less energy to perform the same task. For example, energy-efficient light bulbs use less electricity than older bulbs while producing the same amount of light. Efficient appliances and vehicles can also reduce energy use.
[21] Many communities use a combination of renewable and nonrenewable resources. This approach helps provide a steady supply of energy while also reducing dependence on limited resources. A city might use electricity from solar panels during the day while relying on natural gas when renewable energy is unavailable.
[22] People can also help conserve resources through everyday actions. Turning off lights when leaving a room, using less water, recycling materials, and choosing energy-efficient products can reduce the demand for energy. Small actions by many people can make a big difference over time.
[23] Students can help conserve resources as well. Walking or riding a bicycle when possible, recycling paper and plastic, and remembering to unplug unused devices are simple ways to reduce energy use. Learning about resources today can help students become responsible decision-makers in the future.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 4 • Cluster 2 • Module 4 • Read & Interact
TEKS 4.12B • S47-S49
The Energy We Use Everyday (continued)
Nonfiction passage. Very High Stamina. Read every paragraph. Use Dot, Discover, Drop.
[24]Scientists continue to develop new technologies that may improve how energy is produced and stored. Advances in solar panels, batteries, and other systems may help communities rely more on renewable resources in the future. Researchers are constantly searching for ways to provide energy while protecting the environment.
[25] Understanding the advantages and disadvantages of renewable and nonrenewable resources helps people make informed decisions about energy use. Both types of resources play important roles in meeting society's needs. Renewable resources can be replenished naturally, while nonrenewable resources provide dependable energy supplies. Learning about these resources helps people understand how energy choices affect the environment, communities, and future generations.
[26] As technology continues to improve, people will likely discover new ways to produce and use energy. By carefully managing Earth's resources and making thoughtful decisions, communities can help ensure that energy remains available for many years to come. The choices people make today will influence how resources are used tomorrow, making energy conservation and responsible planning important goals for everyone.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 4 • Cluster 2 • Module 4 • Read & Interact
TEKS 4.12B • S47-S49
Columbus's Arrival (Part 1)
Nonfiction passage. Very High Stamina. Read every paragraph. Use Dot, Discover, Drop.
[1]In 1492, Christopher Columbus sailed across the Atlantic Ocean searching for a new route to Asia. Instead, he reached islands in the Caribbean. When he arrived, he claimed the land for Spain, even though Native American groups such as the Taino and the Carib already lived there.
[2] Columbus was born in Genoa, in what is now Italy, but he spent many years working as a sailor. From a young age, he was interested in ships, travel, and geography. He learned about trade routes and heard stories about valuable goods coming from Asia. At that time, products such as spices, silk, and precious metals were highly desired in Europe. Many merchants and leaders wanted easier ways to reach Asian markets.
[3] During the late 1400s, traveling to Asia was difficult. Ships often had to follow long routes around Africa or use trade networks that crossed large areas of land. These journeys could take months or even years. They were expensive and sometimes dangerous. Columbus believed there was another way. He thought that by sailing west across the Atlantic Ocean, he could reach Asia more quickly.
[4] Many people doubted Columbus's idea. Some believed the ocean was too large to cross. Others thought the trip would take too long or be too risky. Columbus spent years asking leaders to support his plan. Finally, King Ferdinand and Queen Isabella of Spain agreed to help. They provided money, ships, supplies, and sailors for the voyage.
[5] Columbus set sail with three ships called the Niña, the Pinta, and the Santa María. The crew packed food, water, tools, and other supplies needed for a long journey. As the ships traveled farther from Europe, many sailors became nervous. Week after week passed without seeing land. Some crew members worried they would never return home.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 4 • Cluster 2 • Module 4 • Read & Interact
TEKS 4.12B • S47-S49
Columbus's Arrival (Part 2)
Nonfiction passage. Very High Stamina. Read every paragraph. Use Dot, Discover, Drop.
[6]Life aboard the ships was not comfortable. Sailors worked long hours and had very little space. Food often became stale, and fresh water had to be carefully rationed. Storms and rough seas could make traveling even more difficult. Despite these challenges, the ships continued westward across the Atlantic Ocean.
[7] After more than two months at sea, land was finally spotted on October 12, 1492. The crew celebrated because they knew their long journey had come to an end. Columbus believed he had reached islands near Asia. However, he had actually arrived in the Caribbean, a region that was already home to many Native American groups.
[8] The islands Columbus reached were not empty. Native American communities had lived there for generations. These groups had their own governments, traditions, languages, and cultures. They farmed crops, fished in coastal waters, traded with neighboring groups, and built thriving communities.
[9] One of the first groups Columbus encountered was the Taino. The Taino lived on several islands throughout the Caribbean. They grew crops such as corn, cassava, and sweet potatoes. They built villages and developed systems for sharing resources within their communities. Their daily lives were closely connected to the land and sea around them.
[10] When Columbus arrived, he claimed the land for Spain. This was a common practice among European explorers. European countries often believed that claiming land would allow them to expand their power and influence. However, Native Americans already lived on these lands and considered them their homes.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 4 • Cluster 2 • Module 4 • Read & Interact
TEKS 4.12B • S47-S49
Columbus's Arrival (Part 3)
Nonfiction passage. Very High Stamina. Read every paragraph. Use Dot, Discover, Drop.
[11]By claiming the land, Columbus helped Spain begin to explore and settle in the Americas. His voyage encouraged other explorers to travel across the Atlantic Ocean. News of his discoveries spread quickly throughout Europe. Many people became excited about the opportunities that might exist in these newly encountered lands.
[12] Spain soon sent additional expeditions to the Americas. Explorers searched for resources, trade opportunities, and places to establish settlements. Over time, Spain built colonies throughout parts of North America, Central America, South America, and the Caribbean.
[13] Other European countries also became interested in exploration. Nations such as England, France, and Portugal sponsored voyages across the Atlantic Ocean. As explorers returned with stories about new lands, competition between European countries increased. Each nation hoped to gain wealth, resources, and influence.
[14] As exploration expanded, more people traveled between Europe and the Americas. Ships crossed the Atlantic Ocean carrying settlers, sailors, merchants, missionaries, and government officials. These journeys helped connect regions that had previously been separated by vast distances.
[15] Trade also grew between Europe and the Americas. Goods moved in both directions across the ocean. European products were brought to the Americas, while resources from the Americas were transported to Europe. This exchange affected economies and daily life in many different places.
[16] Columbus and his crew also brought their beliefs with them. They wanted to spread Christianity to the people they met. Over time, missionaries traveled throughout the Americas to teach Native Americans about this religion. Churches and missions were established in many communities.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 4 • Cluster 2 • Module 4 • Read & Interact
TEKS 4.12B • S47-S49
Columbus's Arrival (Part 4)
Nonfiction passage. Very High Stamina. Read every paragraph. Use Dot, Discover, Drop.
[17]Some Native Americans accepted Christianity and combined certain Christian practices with their own traditions. Others chose to continue following the beliefs that had guided their communities for generations. The spread of Christianity became one of the many cultural changes that occurred after European arrival.
[18] The arrival of Europeans introduced new languages as well. Spanish became widely spoken in many areas. As Europeans settled in different regions, communication between groups often required learning new languages. These interactions influenced the development of cultures throughout the Americas.
[19] European settlers also introduced new tools, technologies, and farming methods. Native American groups sometimes adopted useful innovations, while Europeans learned valuable skills from Native Americans. The exchange of knowledge worked in both directions.
[20] At first, some Native American groups, like the Taino, showed friendliness toward Columbus and his crew by trading and cooperating with them. They exchanged goods and shared information about local resources. These early interactions helped both groups learn about one another.
[21] The Taino taught Europeans about foods and crops that grew in the Caribbean. They shared knowledge about fishing, farming, and local geography. Europeans introduced metal tools, clothing, and other items they had brought from Europe. These exchanges allowed both groups to experience new products and ideas.
[22] However, relationships between Europeans and Native Americans did not always stay peaceful. As more explorers and settlers arrived, disagreements began to develop. Land, resources, and power became sources of conflict.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 4 • Cluster 2 • Module 4 • Read & Interact
TEKS 4.12B • S47-S49
Columbus's Arrival (Part 5)
Nonfiction passage. Very High Stamina. Read every paragraph. Use Dot, Discover, Drop.
[23]European settlements often required large areas of land. Native American groups sometimes found their traditional hunting grounds, villages, or farmland being claimed by newcomers. As a result, tensions increased in many regions.
[24] The Carib were known for resisting Spanish efforts to control their lands. They fought to protect their communities and maintain their independence. This resistance led to conflicts between the groups. Similar conflicts occurred in other parts of the Americas as European settlement expanded.
[25] Competition over resources also contributed to disagreements. Both Europeans and Native Americans depended on land, water, and natural resources to support their communities. When multiple groups wanted access to the same resources, conflicts sometimes followed.
[26] The arrival of Europeans affected Native American communities in many ways. Some groups lost control of land that had belonged to their ancestors for generations. Others experienced major changes to their cultures, traditions, and daily routines.
[27] At the same time, the movement of people and goods between Europe and the Americas introduced new plants and animals. Horses, cattle, pigs, and sheep were brought from Europe. These animals changed transportation, farming, and food production in many areas.
[28] New crops also moved between continents. Foods that originated in the Americas, such as corn, potatoes, tomatoes, and cacao, became important in Europe and other parts of the world. Likewise, crops from Europe were introduced to the Americas. These exchanges changed diets and agriculture around the globe.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 4 • Cluster 2 • Module 4 • Read & Interact
TEKS 4.12B • S47-S49
Columbus's Arrival (continued)
Nonfiction passage. Very High Stamina. Read every paragraph. Use Dot, Discover, Drop.
[29]The effects of Columbus's voyage continued for many years. Exploration increased. Colonies expanded. Trade networks grew larger. The movement of people, products, and ideas connected different parts of the world in ways that had never happened before.
[30] Historians often describe Columbus's voyage as a turning point in history because it led to lasting global changes. The connections established between Europe and the Americas influenced economics, culture, government, and society.
[31] Today, Columbus's journey is remembered and retold in different ways. Columbus Day recognizes his voyage and its role in history. At the same time, many people also reflect on how European arrival affected Native American communities.
[32] Historians study documents, artifacts, and other evidence to better understand what happened after Columbus arrived. They examine multiple perspectives because different groups experienced these events in different ways. Looking at several viewpoints helps create a more complete picture of history.
[33] Some people focus on Columbus's role in opening the door to exploration, trade, and cultural exchange. Others focus on the challenges Native Americans faced as European settlement expanded. Both perspectives help explain why Columbus remains an important historical figure.
[34] People continue to discuss the impact of Columbus's voyage because its effects can still be seen today. Languages, traditions, governments, and cultures throughout the Americas were influenced by the events that followed his arrival.
[35] More than five hundred years later, students and historians continue to study Columbus and the world he helped change. His voyage connected Europe and the Americas and led to events that shaped the future of entire continents.
[36] Columbus's actions had lasting effects on land, culture, and the people who lived in the Americas. His journey remains one of the most significant events in world history because of the changes it set into motion. Understanding his voyage helps people better understand how the modern world developed and why different perspectives are important when studying history.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 4 • Cluster 2 • Module 4 • Read & Interact
TEKS 4.12B • S48-S49
Annotate: The Energy We Use Everyday (Part 1)
Time: over millions of years. Reactions: lead to pollution and environmental damage. Actions: Solar panels collect energy from sunlight. Character/Concept: Renewable resources. Key Knowledge: coal, oil, and natural gas. Scenery/Setting: natural resources found on Earth.
TRACKS mark
Color label
What I found (paragraph number and words)
T: Time
Pastel Green
R: Reactions
Pastel Purple
A: Actions
Pastel Yellow
C: Character, Concept, Creature
Pastel Yellow
K: Key Knowledge
Pastel Orange
S: Scenery / Setting
Pastel Green
Highlight the smallest meaningful phrase. If I cannot say why I highlighted it, I should not highlight it.
My best TRACKS phrase and why I chose it
Grade 4 • Cluster 2 • Module 4 • Read & Interact
TEKS 4.12B • S44,S48-S49
Annotate: The Energy We Use Everyday (Part 2)
Look for limitations of renewable resources: weather dependence, storage challenges.
TRACKS mark
Color label
What I found (paragraph number and words)
T: Time
Pastel Green
R: Reactions
Pastel Purple
A: Actions
Pastel Yellow
C: Character, Concept, Creature
Pastel Yellow
K: Key Knowledge
Pastel Orange
S: Scenery / Setting
Pastel Green
STOP & THINK
Which detail helps a reader understand why these everyday moments matter?
My thinking
Grade 4 • Cluster 2 • Module 4 • Read & Interact
TEKS 4.12B • S48-S49
My Prompt Marking Notes
The prompt gives you a reason or way. Find the strongest text detail that proves it, then complete CSI.
Shape
Word
Question I ask myself
Step 1
Connect
Which reason or way does this evidence go with?
Step 2
Support
What sentence or detail from the passage supports it?
Step 3
Infer
What does this evidence show?
Read the reason or way. Find the strongest text detail. Complete Connect, Support, and Infer.
Columbus affected the Americas by claiming land for Spain.
ELPS today: 4(F)(ix) Write to narrate, describe, explain, respond, or justify with supporting evidence using appropriate content for [a] specific purpose
STUDENT WORKBOOK
Day 1: Gather + Reveal
I catch the missing CSI part and learn how evidence works
1. Gather: What Is Missing from CSI?
Hear each response. Decide which CSI step is missing: Connect (C), Support (S), or Infer (I). Then supply the missing thinking.
Round
Response
Missing Step
Repair
1
"My reason is about cultural change. The passage says, 'They wanted to spread Christianity to the people they met.'"
INFER
"This shows Columbus and his crew brought beliefs that changed traditions and ways of life."
2
"Energy choices are shaped by environmental effects. This shows communities must think about the environmental costs of their choices."
SUPPORT
Add "The passage says, 'Their use can lead to pollution and environmental damage.'"
3
"The passage says, 'Renewable energy sources are not always available.' This shows communities may need more than one source."
CONNECT
"This way is about availability and reliability."
Without looking, write what Connect, Support, and Infer each do.
The roots are the passage and prompt. The trunk is the thesis (central idea). The first branch is the reason or way. Now we add the Evidence Branch. Evidence is proof from the passage.
CSI: Connect the evidence to the reason or way. Support the idea with a specific detail. Infer what it shows.
Letter
What Writers Do
C: Connect
Connect the evidence to the reason or way.
S: Support
Support the idea with a specific detail from the passage.
I: Infer
Infer what that evidence shows.
Strong evidence: comes from the text, matches the reason or way, is specific, is not off topic, and helps prove the thesis (central idea).
Partner completion: "Evidence is ___, and CSI means Connect, ___, and ___."
Grade 4 • Cluster 2 • Module 4 • Day 2 • ATTEMPT
TEKS 4.12B • S50
STUDENT WORKBOOK
Day 2: Attempt
CSI Evidence Match-Up
✂ Cut out these cards (sheet 1 of 3)
Read the reason or way. Compare the evidence choices. Choose the strongest match. Complete Connect, Support, and Infer.
EVIDENCE
CSI: CONNECT
CSI: SUPPORT
CSI: INFER
STRONG EVIDENCE
WEAK EVIDENCE
THESIS (CENTRAL IDEA)
REASON or WAY
Grade 4 • Cluster 2 • Module 4 • Day 2 • ATTEMPT
TEKS 4.12B • S50
Self-Check (sheet 1 of 3)
Flip each card to check your answer. Keep every card in Pocket Practice.
CSI: CONNECT Link the evidence to the reason or way.
EVIDENCE Proof from the passage that supports a reason or way.
CSI: INFER Tell what the evidence shows.
CSI: SUPPORT Quote the exact detail from the passage.
WEAK EVIDENCE A true detail that does not connect to this reason.
STRONG EVIDENCE Comes from the text, matches the reason, is specific.
REASON or WAY The first branch. It supports the thesis (central idea).
THESIS (CENTRAL IDEA) The trunk. It answers the prompt.
Grade 4 • Cluster 2 • Module 4 • Day 2 • ATTEMPT
TEKS 4.12B • S50
STUDENT WORKBOOK
Day 2: Attempt
CSI Evidence Match-Up
✂ Cut out these cards (sheet 2 of 3)
Read the reason or way. Compare the evidence choices. Choose the strongest match. Complete Connect, Support, and Infer.
Columbus affected the Americas by claiming land for Spain.
"When he arrived, he claimed the land for Spain."
Columbus affected the Americas by bringing religious and cultural change.
"They wanted to spread Christianity to the people they met."
Columbus affected the Americas by creating conflict with Native American groups.
"Conflicts developed over land, resources, and control."
Energy choices are shaped by environmental effects.
"Their use can lead to pollution and environmental damage."
Grade 4 • Cluster 2 • Module 4 • Day 2 • ATTEMPT
TEKS 4.12B • S50
Self-Check (sheet 2 of 3)
Flip each card to check your answer. Keep every card in Pocket Practice.
Evidence: matches the land reason
Reason: Land and Power
Evidence: matches the culture reason
Reason: Religion and Culture
Evidence: matches the conflict reason
Reason: Conflict
Evidence: matches the environment reason
Reason: Environmental Effects
Grade 4 • Cluster 2 • Module 4 • Day 2 • ATTEMPT
TEKS 4.12B • S50
STUDENT WORKBOOK
Day 2: Attempt
CSI Evidence Match-Up
✂ Cut out these cards (sheet 3 of 3)
Read the reason or way. Compare the evidence choices. Choose the strongest match. Complete Connect, Support, and Infer.
Energy decisions are shaped by how quickly resources can be replaced.
"Renewable resources can be replaced over time and used again."
Energy choices are shaped by availability and reliability.
"Renewable energy sources are not always available."
Grade 4 • Cluster 2 • Module 4 • Day 2 • ATTEMPT
TEKS 4.12B • S50
Self-Check (sheet 3 of 3)
Flip each card to check your answer. Keep every card in Pocket Practice.
Evidence: matches the replacement reason
Reason: Replacement and Long-Term Supply
Evidence: matches the availability reason
Reason: Availability and Reliability
Grade 4 • Cluster 2 • Module 4 • Day 2 • ATTEMPT
TEKS 4.12B • S50
ELPS today: 4(D)(iii) Write content-area texts using a variety of transition words
STUDENT WORKBOOK
Day 2: Attempt
I practice CSI Evidence Match-Up
CSI Evidence Match-Up: Columbus
Read the reason or way. Compare the evidence choices. Choose the strongest match. Complete Connect, Support, and Infer.
Reason or Way
Evidence Choices
Best Match
Columbus affected the Americas by claiming land for Spain.
A. "He reached islands in the Caribbean." B. "When he arrived, he claimed the land for Spain." C. "Columbus Day recognizes his voyage."
Columbus affected the Americas by bringing religious and cultural change.
A. "They wanted to spread Christianity to the people they met." B. "The Carib were known for resisting the Spanish." C. "Columbus sailed across the Atlantic Ocean."
Columbus affected the Americas by creating conflict with Native American groups.
A. "At first, some Native American groups traded and cooperated..." B. "Conflicts developed over land, resources, and control." C. "Many people also think about how his arrival affected Native Americans."
Choose one reason above. Complete CSI for your strongest evidence.
Grade 4 • Cluster 2 • Module 4 • Day 2 • ATTEMPT
TEKS 4.12B • S50
CSI Evidence Match-Up: The Energy We Use Everyday
Reason or Way
Evidence Choices
Best Match
Energy decisions are shaped by how quickly resources can be replaced.
A. "Renewable resources can be replaced over time and used again." B. "Energy is an important part of daily life." C. "People use it at home, at school, and at work."
Energy choices are shaped by environmental effects.
A. "Their use can lead to pollution and environmental damage." B. "The sun provides energy each day." C. "Energy is an important part of daily life."
Energy choices are shaped by availability and reliability.
A. "Renewable energy sources are not always available." B. "Examples include wind, water, sunlight, plants, and animals." C. "Energy is an important part of daily life."
Choose one way above. Complete CSI for your strongest evidence.
Glue your CSI evidence sheet into your Interactive Notebook. Use the games and activities to review the ECR concepts whenever you have free time.
Grade 4 • Cluster 2 • Module 4 • Day 3 • DISCUSS + USE
TEKS 4.12B • S50
ELPS today: 4(F)(x) Write to narrate, describe, explain, respond, or justify with supporting evidence using appropriate style for [a] specific purpose
STUDENT WORKBOOK
Day 3: Discuss + Use
I discuss strong evidence and build an Evidence Branch independently
1. Discuss: What Makes Evidence Strong?
Can a true detail still be weak evidence?
How does CSI stop us from just copying?
What makes evidence precise and relevant?
Write your answer to one question above.
2. Use Again: Evidence Branch Builder
Choose one reason or way. Find two details from the passage that connect to it. Circle the strongest. Complete the CSI frame, then add one sentence naming the relationship the evidence reveals.
Grade 4 • Cluster 2 • Module 4 • Day 3 • DISCUSS + USE
TEKS 4.12B • S50
My CSI Frame
Connect: This reason or way is about...
Support: The passage says...
Infer: This shows...
Relationship sentence: This evidence reveals a ___ relationship because...
Cumulative ECR Quality Check
Grade 4 • Cluster 2 • Module 4 • Day 3 • DISCUSS + USE
TEKS 4.12B • S50
My strongest evidence is strong because...
Grade 4 • Cluster 2 • Module 4 • Day 4 • AWARD + TARGET
TEKS 4.12B • S50
ELPS today: 4(C)(i) Write using a combination of both high-frequency words and content-area vocabulary
STUDENT WORKBOOK
Day 4: Award + Target
I recognize the proof I chose and set a precise next goal
1. Award: My Evidence Leaf
Draw a tree branch and place one "evidence leaf" on it with your strongest text detail.
One piece of evidence I chose well today was...
This is strong evidence because...
Grade 4 • Cluster 2 • Module 4 • Day 4 • AWARD + TARGET
TEKS 4.12B • S50
2. Target: My Next Evidence Goal
Choose one target: connect more directly, quote accurately, choose more specific evidence, or infer more deeply.
Why is the strongest evidence not always the longest sentence?
How does good evidence prepare us for writing better explanations?
Why would weak or off-topic evidence make an essay feel less convincing?
ELPS today: 4(F)(ii) Write to narrate, describe, explain, respond, or justify with supporting details using appropriate style for [a] specific purpose
STUDENT WORKBOOK
Day 5: Explain + Educate
I teach a partner how to use CSI with evidence
Teach CSI to a Partner
Teach your partner how to use CSI with evidence. You must include: what strong evidence is, what Connect means, what Support means, what Infer means, and one example from Columbus or the energy passage.
Choose one reason or way below, then choose strong evidence and complete CSI.
Read the reason or way. Find the strongest text detail. Complete Connect, Support, and Infer.
Choose one reason or way below, then choose strong evidence and complete CSI.
• Columbus affected the Americas by claiming land for Spain.
• Energy choices are shaped by environmental effects.
My Plan
Find two details from the passage that connect to your reason or way.
Circle the strongest.
Complete Connect, Support, and Infer.
Add one sentence naming the relationship the evidence reveals.
My reason or way
The strongest text detail that proves it
CSI Steps
Connect the evidence to the reason or way. Support it with a specific detail. Infer what it shows.
My CSI starter
Grade 4 • Cluster 2 • Module 4 • Write More
TEKS 4.12B • S71
My Draft
Write your CSI response: Connect, Support, and Infer. Then add one sentence naming the relationship the evidence reveals.
Draft, page 1
A sentence I want to keep
Grade 4 • Cluster 2 • Module 4 • Write More
TEKS 4.12B • S72
Revise, Edit, and Share
Revise
Edit
My improved CSI response
Share
Choose one: read your CSI response to a partner, share in author's chair, join a gallery walk, or add your evidence leaf to a class chart.
My sharing plan
Grade 4 • Cluster 2 • Module 4 • Write More
TEKS 4.12B • S51-S53,S64
Before I Turn It In
Read each line. Check each box. Fix anything that needs fixing.
Part
I can show...
Check
Evidence
My evidence matches the reason and comes from the text.
Connect
I named which reason or way the evidence goes with.
Support
I quoted the exact detail from the passage.
Infer
I explained what the evidence shows.
Sample CSI Response
Read this example. Then write your own CSI response below.
For the reason "Columbus affected the Americas by creating conflict with Native American groups," choose strong evidence and complete CSI.
Low "Columbus sailed across the Atlantic Ocean." The student picks a true detail from the passage. The detail is true but does not connect to conflict. It is off topic for this reason. Choose a detail that matches conflict, then complete Connect, Support, and Infer.
Medium "Conflicts developed over land, resources, and control. This is about conflict." The evidence matches the reason and connects to conflict. The Infer step only restates the topic; it does not yet say what the evidence shows. Add an inference that tells what the conflict led to.
High Connect: this reason is about conflict. Support: "Conflicts developed over land, resources, and control." Infer: this shows Columbus's arrival led to tension and fighting over control of land and resources. The evidence matches the reason, the exact detail supports it, and the inference explains what the evidence shows. A complete CSI response.
How can we choose evidence that truly proves each reason or way in an informative ECR?
The answer We choose strong evidence by checking that it connects directly to the reason or way, comes from the passage, is specific, and helps us infer exactly what the evidence proves.
My Final Thinking (in my own words)
What Changed in My Thinking?
At first I thought...
Now I think...
Try It Another Way
When you make a point at home, prove it with an exact detail (not just a summary) and then say what the detail shows. That is the CSI habit.
Choose one card to talk about with someone at home. End with a conversation, not a worksheet.
Prove It, Then Explain It Make a claim ("Our garden is doing well"). Then give one exact detail that proves it and say what the detail shows. This is the CSI habit we practice this week. Ask your student to name the Connect, Support, and Infer steps.
Family member signature: ____________________
Which Detail Fits? Give a reason, then two possible details. One fits and one is off topic. Have your student pick the one that proves the reason and explain why. Choosing the right detail is the first step in strong evidence.
Family member signature: ____________________
Evidence in Everyday Life When your student makes a point, ask them to prove it with an exact detail (not just a summary) and then say what the detail shows. That is the CSI habit we practice this week. Strong evidence is specific, matches the reason, and comes from the source.
Family member signature: ____________________
My Family Conversation Notes
What did I teach? What did my family member remember?
Every time I get a score or a grade on my work in this module, I write it here. This can be an exit ticket, a short answer, or a rubric score from my teacher.
Date
What I did (for example exit ticket, short answer, rubric)
My score
My next goal
Why This Helps Me
This chart shows how my scores change over the whole module, not just on one day.
Add a new row every time I get feedback, a score, or a grade on my work.