How to Use My Workbook
This book holds my reading, thinking, writing, and reflection for this module.
My Name and My Goal for This Module
Pocket Practice: keep your game cards in a folder or envelope while you work on this module.
This book holds my reading, thinking, writing, and reflection for this module.
This week you learn to turn an opinion into a supportable claim. When a prompt asks you to choose a side, it is really asking why you believe one side is stronger. You decide, then you declare the why.
How does choosing a side and declaring the why help a writer build a convincing argument from a text?
| What I learn | What I read | What I make |
|---|---|---|
| How to recognize a decision prompt and build a supportable claim by choosing a side and declaring the why. | "A Day That Changed" and "Understanding the Texas Regions." | A claim written as a complex sentence that chooses a side and declares the why. |
I will move from sharing a plain opinion to building a supportable claim. I will finish by teaching a partner how to recognize a decision prompt.
I will show what I know with the Declare the Why Dash, my Decide It, Then Declare It page, and my Turn-and-Teach explanation.
| Stage | Day | What I do |
|---|---|---|
| Gather | Day 1 | I hear two statements and choose the stronger one. |
| Reveal | Day 1 | I learn that a decision prompt is a WHY prompt. |
| Attempt | Day 2 | I play Declare the Why Dash and write a claim. |
| Discuss | Day 3 | I explain what makes a claim strong. |
| Use Again | Day 3 | I analyze prompts and write my own claims. |
| Award | Day 4 | I name the claim habit I used best. |
| Target | Day 4 | I set one goal for my next claim. |
| Explain/Educate | Day 5 | I teach a partner how to recognize a decision prompt. |
These are the exact TEKS this module teaches. Read the code, then say the job in your own words.
Read this together as a class before we start.
You already know how to read a passage and find details. You can share your opinion. Now you will turn an opinion into a supportable claim by choosing a side and declaring the why.
Choosing a side and declaring the why is the foundation for every argumentative correspondence you will write. This habit carries through all four Cluster 6 modules.
Show what you can already do with two passages. This is a starting point, not a grade. Do your own thinking and work alone.
Read the prompt. Circle the topic in red. Draw a yellow box around the charge. Underline the decision words in green.
Write a claim that answers the prompt above. Use the topic, use the charge, choose a side, and add your why.
Number these four sentences 1, 2, 3, 4 to show the order they belong in an argumentative response.
| Number | Sentence |
|---|---|
| ____ | The weather changed quickly on Jayden's field day. |
| ____ | Jayden assumed the warm, clear morning would last all day. |
| ____ | Before lunch, the wind grew stronger and the temperature dropped. |
| ____ | People should observe the weather carefully so they can plan for changes. |
Write the first sentence of a response to the prompt. Remember that the first sentence tells the reader your side and your why.
Reason: Weather can change quickly within a few hours. Copy one exact sentence from each passage that proves this reason, then explain in one sentence how the two details connect.
Write three or four sentences that answer the prompt from Part 1. Use a claim, one reason, and one piece of evidence from a passage.
Say each word. Then use one word in a sentence about one of our two passages.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| choose | CHOOSE | to pick one thing over another | I choose the side that ___. |
| side | SIDE | one position in an argument | My side is ___. |
| why | WHY | the reason behind a choice | My why is ___. |
| prove | PROOV | to show something is true | I prove my side by ___. |
| matter | MAT-ur | to be important | This matters because ___. |
| learn | LURN | to gain new knowledge | I learned that ___. |
| share | SHAIR | to give part of what you have | I share my reason when I ___. |
| strong | STRONG | powerful and clear | A strong claim ___. |
| support | suh-PORT | to back up an idea | I support my claim with ___. |
| idea | eye-DEE-uh | a thought about something | One idea I can argue is ___. |
These academic words help you build a claim. Say each word, then use it with a partner.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| argumentative | AR-gyuh-MEN-tuh-tiv | writing that takes a position and supports it | This argumentative claim shows ___. |
| correspondence | KOR-uh-SPON-duns | writing created for a specific recipient or audience | This correspondence is written for ___. |
| claim | KLAYM | the writer's clear position or thesis (central idea) | My claim is ___. |
| decision | dih-SIZH-un | a choice between possible positions | My decision is ___. |
| reason | REE-zun | a broad idea that explains why the claim makes sense | One reason is ___. |
| evidence | EV-uh-duns | specific proof from a text | My evidence is ___. |
| explanation | EK-spluh-NAY-shun | thinking that shows how evidence supports the reason | My explanation shows ___. |
| audience | AW-dee-uns | the person or group who will read the writing | My audience is ___. |
| thesis (central idea) | THEE-sis | the main position a piece of writing proves | My thesis (central idea) (claim) is ___. |
| position | puh-ZISH-un | the side a writer takes | I take the position that ___. |
These words come from our two passages, "A Day That Changed" and "Understanding the Texas Regions." Say each word, read its meaning, and use it in the frame sentence.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| weather | WETH-ur | the condition of the air at a certain time and place | The weather today is ___. |
| climate | KLY-mit | the usual weather patterns of a place over a long time | Our climate is usually ___. |
| atmosphere | AT-muh-sfeer | the layer of air that surrounds the Earth | The atmosphere changes when ___. |
| conditions | kun-DISH-unz | the state of the weather or surroundings at a certain time | The conditions began to change because ___. |
| observe | uhb-ZURV | to watch carefully and notice details | I observe the sky to ___. |
| region | REE-jun | an area of land that has certain features in common | One Texas region is ___. |
| landform | LAND-form | a natural feature of the Earth's surface, such as a mountain or plain | A landform in this region is ___. |
| vegetation | vej-uh-TAY-shun | the plants that grow in an area | The vegetation of a region depends on ___. |
| resources | REE-sor-siz | useful materials such as oil, water, or soil | The resources of a region help people ___. |
| economic | ek-uh-NOM-ik | having to do with money, jobs, and how people make a living | An economic activity in this region is ___. |
A decision prompt asks me to choose a side. First I decide. Then I declare the why in a claim. The claim is my position plus the reason.
| Mark | What it means |
|---|---|
| S: Statement of Purpose | Open with a big general truth. This is my hook for the audience. |
| E: Collective Evidence Statement | Preview the evidence from the passage. Signal that proof is coming. |
| C: Claim / Thesis (Central Idea) | State my position and my why in one complex sentence. |
An argumentative correspondence has three parts: the introduction (S, E, C), the body paragraphs (reason, evidence, explanation, and significant inference when natural), and the conclusion (restate the claim, then end with a reflective big-picture statement).
| WHY | HOW |
|---|---|
| A WHY response uses a complex sentence with a subordinating conjunction (because, since) to give a reason the passage can support. | A HOW response names the way parts work together or the way something happens (by, through, based on). |
Read from the bottom up. A claim grows stronger when the thinking reaches from a side to a why the passage can support.
| Level | Symbol | Thinking Stage | Description |
|---|---|---|---|
| Level 1 | Foundational | Student follows directions or repeats information exactly as taught with little independent thinking. | |
| Level 2 | Emergent | Student begins trying ideas independently but may be uncertain or inconsistent. | |
| Level 3 | Visible | Student connects ideas directly to textual evidence. | |
| Level 4 | Independent | Student combines evidence with personal reasoning, applying understanding to a claim. | |
| Level 5 | Reflective | Student connects evidence to the world, morals, lessons, or broader understanding. |
Challenge: Move a claim up a level by adding a "because" reason or a theme connection, not just more words.
The same five levels show how a claim can grow from a simple opinion to a big-picture idea that connects to a theme.
| Level | Symbol | What the Claim Does |
|---|---|---|
| Level 1 | States a side with no reason (just an opinion). | |
| Level 2 | States a side with a general reason. | |
| Level 3 | States a side as a complex sentence with a clear why. | |
| Level 4 | Answers the why and previews reasons that the text can support. | |
| Level 5 | Connects the claim to a theme or big-picture idea. |
| Prompt type | What it asks me to do | Example |
|---|---|---|
| WHY | Explain a reason, a purpose, or why something matters. | Explain whether or not students should observe the weather carefully before making plans. |
| HOW | Analyze how parts work together or how something happens. | Explain whether or not all four Texas regions should be valued as important parts of the state. |
A decision prompt is a WHY prompt. A WHY response uses a complex sentence with a subordinating conjunction such as because or since to give a reason. A HOW response names the way parts work together or the way something happens.
DOT: Place a small dot above any unfamiliar word. DISCOVER: Find the pronunciation or the meaning. DROP: Erase the dot once the word is understood.
| Letter | Category | Definition and Examples | Required Pastel Color |
|---|---|---|---|
| T | Time | Age, era, dates, cultural details, or historical details. Often adjectives. | Pastel Green |
| R | Reactions | Reactions, solutions, resolutions, or effects. Often verbs/adverbs. | Pastel Purple |
| A | Actions | Actions, problems, conflicts, or causes. Often verbs/adverbs. | Pastel Yellow |
| C | Character, Concept, Creature | Names of characters/people/animals, or major concepts as the central idea. Often nouns/proper nouns. | Pastel Yellow |
| K | Key Knowledge | All other important info needed for the passage's meaning not in another TRACKS category (background knowledge). | Pastel Orange |
| S | Scenery / Setting | Setting characteristics acknowledged/measured through the five senses. | Pastel Green |
TRACKS marks evidence in the passage. Highlight the smallest meaningful phrase. The shapes Circle, Box, and Triangle are used only to analyze the prompt.
Jayden learns that weather can change quickly while climate is the usual pattern over a long time. The four Texas regions have different land, climate, resources, and jobs. Both passages give facts I can use to support a side.
One passage shows Jayden's field day and how the weather changed in a few hours. The other explains the landforms, climate, vegetation, resources, and jobs of the four Texas regions.
T: over a long period of time. R: the conditions began to change. A: Jayden misjudged the weather. C: Jayden. K: the condition of the atmosphere at a certain time and place. S: the sky was bright and clear.
| TRACKS mark | Color label | What I found (paragraph number and words) |
|---|---|---|
| T: Time | Pastel Green | |
| R: Reactions | Pastel Purple | |
| A: Actions | Pastel Yellow | |
| C: Character, Concept, Creature | Pastel Yellow | |
| K: Key Knowledge | Pastel Orange | |
| S: Scenery / Setting | Pastel Green |
Highlight the smallest meaningful phrase. If I cannot say why I highlighted it, I should not highlight it.
T: over a long period of time. R: the conditions began to change. A: Jayden misjudged the weather. C: Jayden. K: the condition of the atmosphere at a certain time and place. S: the sky was bright and clear.
| TRACKS mark | Color label | What I found (paragraph number and words) |
|---|---|---|
| T: Time | Pastel Green | |
| R: Reactions | Pastel Purple | |
| A: Actions | Pastel Yellow | |
| C: Character, Concept, Creature | Pastel Yellow | |
| K: Key Knowledge | Pastel Orange | |
| S: Scenery / Setting | Pastel Green |
Which detail in each passage could support a side I choose? Mark the words that could become evidence.
A decision prompt gives me a topic, a charge, and decision words. Mark the parts that tell me what to decide.
| Shape | Word | Question I ask myself |
|---|---|---|
| Red circle | Topic | What am I writing about? |
| Yellow box | Charge | What must my claim do? |
| Green underline | Decision words | What must I decide: should, should not, or whether or not? |
Which statement is stronger, and what makes it supportable?
Pencils down while you listen. Your teacher will read two statements. Hear both before you respond. Then choose A or B, state your decision, defend it with because, and name one passage detail that could support it.
| Statement A | Statement B |
|---|---|
| The weather changed on field day. | Students should observe the weather carefully before making plans because weather can change quickly, even within a few hours. |
| Statement A | Statement B |
|---|---|
| Texas has four regions. | All four Texas regions should be valued because each one has different landforms, climate, resources, and jobs. |
When a prompt asks whether, should, or asks me to choose a side, I decide first and then declare the why. A claim is a position plus a why, and the why is a reason the passage can support.
| Prompt part | What I do |
|---|---|
| Decision words | Find should, should not, or whether or not. This tells me I must choose a side. |
| Both sides | Name two reasonable sides before I choose one. |
| Claim | Write my side and my why in one complex sentence using because or since. |
Why is a decision prompt really a WHY prompt?
The topic for today is students observing the weather carefully. S: The world around us can change quickly, so careful observation matters. E: The passage shows that Jayden misjudged the weather on field day, and the conditions changed from warm and clear to windy and rainy within a few hours. C: Students should observe the weather carefully before making plans because weather can change quickly, even within a few hours.
Cover notes. Finish aloud: A strong argumentative claim must choose ___ and declare ___.
Complete: If you have to decide, declare the why means ___.
One side of the line says YES, SHOULD, MATTERS. The other says NO, SHOULD NOT, DOES NOT MATTER. Choose a statement, move to the side you agree with, and be ready to declare your why.
| Statement | My side | My why |
|---|---|---|
| Students should observe the weather carefully before making plans. | ||
| All four Texas regions should be valued as important parts of the state. | ||
| Keeping a weather journal should be part of learning about weather and climate. |
Board text: Decision = Why. Choose a side = Give reasons. What does this mean for my claim?
Cut on the dashed lines. Keep the 6 task cards (Decide It, Name Both Sides, Write the Claim, Say the Why, Find a Reason, Big Picture Bonus) in the middle and the 10 prompt cards in a stack. Store all cards in your Pocket Practice.
This page prints on the back of the card page. Each answer sits behind its own card, so flip a card over to check yourself. Keep the cards in Pocket Practice when you finish.
Cut on the dashed lines. Keep the 6 task cards (Decide It, Name Both Sides, Write the Claim, Say the Why, Find a Reason, Big Picture Bonus) in the middle and the 10 prompt cards in a stack. Store all cards in your Pocket Practice.
This page prints on the back of the card page. Each answer sits behind its own card, so flip a card over to check yourself. Keep the cards in Pocket Practice when you finish.
Can I analyze a decision prompt and write a claim that declares the why?
Prompt: Explain whether or not all four Texas regions should be valued as important parts of the state.
| Spinner task | Teacher model |
|---|---|
| Name Both Sides | All four regions should be valued as important parts of the state. The most populated region should be considered the most important. |
| Write the Claim | All four Texas regions should be valued as important parts of the state because each one has different landforms, climate, resources, and economic activities. |
| Find a Reason | Each region supports different resources and jobs, such as farming, ranching, shipping, or mining. |
| Big Picture Bonus | People understand Texas more fully when they see how every region contributes something different. |
Which claim could the passage support, and why?
Record at least two more claims. Check that each one chooses a side and declares the why.
| Prompt | What I decide | Sample claim |
|---|---|---|
| Students should observe the weather carefully before making plans. | should or should not observe carefully | Students should observe the weather carefully before making plans because weather can change quickly, even within a few hours. |
| All four Texas regions should be valued as important parts of the state. | should or should not be valued equally | All four Texas regions should be valued because each one has different landforms, climate, resources, and economic activities. |
| Keeping a weather journal helps people understand the difference between weather and climate. | does or does not help | Keeping a weather journal helps people understand the difference because writing down the temperature, wind, clouds, and rain each day shows how weather changes over time. |
Teacher Reminder: If you have to decide, declare the why. Record my best claim from today.
Use a pencil and a paper clip to spin. Draw a prompt card, read it aloud, spin, and complete the task.
What makes a claim strong, and can I write one on my own?
| Question | My thinking |
|---|---|
| What words tell us we must decide a side? | |
| Why is a decision prompt really a WHY prompt? | |
| What happens if you choose a side but do not give reasons? | |
| Why should a claim be a complex sentence? |
Title my notebook page "Cluster 6 Module 1: If You Have to Decide, Declare the Why." For each prompt: underline what must be decided, write the two sides, choose my side, and write a claim using a subordinating conjunction.
Explain whether or not students should observe the weather carefully before making plans.
Explain whether or not all four Texas regions should be valued equally.
Explain whether or not people should understand climate before deciding what is usual for their area.
Explain whether or not keeping a weather journal should be part of learning about weather.
Choose one claim I wrote. Revise it to improve sentence structure and word choice so the position and the why are precise and clear.
Choose one claim from my response. Underline the subject once. Underline the verb twice. Circle the subordinating conjunction. Box one proper noun, such as Texas or Jayden.
Star the part of my claim that makes my position clear, and circle the word that shows my why.
Complete: A strong claim clearly chooses a side and declares a why that evidence can support.
What have I learned about choosing a side and declaring the why?
Give myself credit for making a supported decision today.
Choose one precise next goal: clearer decision, stronger why, better conjunction, more supportable claim, or stronger text connection.
How would I teach someone else to recognize a decision prompt?
Teach my partner how to tell when a prompt is argumentative, then teach what to do next. Name the decision words, name both sides, choose a side, and declare the why with because or since.
| Frame | My partner and I |
|---|---|
| I know it is argumentative when ___. | |
| If you have to decide, declare the why means ___. | |
| The first thing I do when I see a prompt is ___. | |
| A strong claim should ___. | |
| One way theme helps an argument is ___. |
How does choosing a side and declaring the why help a writer build a convincing argument from a text?
Complete each part on my own.
Write one sentence that explains why my claim is supportable by the passage.
Strong writers choose a side and declare the why, then support the claim with reasons and evidence.
Write a short response to this prompt:
Claim and reasons, Green. Evidence, Yellow. Explanation, Red or Pink. Reflective thinking, Blue.
Use my shaped prompt and my plan. Write a clear response.
Choose one: read to a partner, share in author's chair, join a gallery walk, or add your claim to a class booklet.
Read each line. Check it when I can show it in my work.
| Part | I can show... | Check |
|---|---|---|
| Decision | I underlined what the prompt asks me to decide. | |
| Both Sides | I named two reasonable sides. | |
| Claim | I chose a side and wrote it as a complex sentence. | |
| Why | I used a subordinating conjunction and a reason the text can support. |
Read the three responses to this prompt. Notice what improves from Low to Medium to High.
| I can... | Not yet | Growing | Got it |
|---|---|---|---|
| Find the decision words in a prompt. | ☐ | ☐ | ☐ |
| Name both reasonable sides. | ☐ | ☐ | ☐ |
| Choose a side and write a claim. | ☐ | ☐ | ☐ |
| Write a claim as a complex sentence. | ☐ | ☐ | ☐ |
| Use a subordinating conjunction such as because or since. | ☐ | ☐ | ☐ |
| Name a reason the passage can support. | ☐ | ☐ | ☐ |
| Explain why a claim is supportable. | ☐ | ☐ | ☐ |
| Check my sentences for conventions. | ☐ | ☐ | ☐ |
| Name my next step. | ☐ | ☐ | ☐ |
How does choosing a side and declaring the why help a writer build a convincing argument from a text?
Use a question from your day. Name the topic, the charge, and the decision words. Tell how you would choose a side and declare the why.
Choose one decision prompt from the bank and build the strongest claim you can: Choose one decision prompt from the bank. Underline what must be decided, name both sides, choose a side, and write a claim as a complex sentence using because or since. Then list three reasons the passage could support.
Draw your claim map in the box below. Label the decision, the two sides, and your chosen side. Label the reason and the evidence that supports it.
Choose one card to talk about with someone at home. End with a conversation, not a worksheet.
What did I teach? What did my family member remember?
Every time I get a score or a grade on my work in this module, I write it here. This can be an exit ticket, a short answer, or a rubric score from my teacher.
| Date | What I did (for example exit ticket, short answer, rubric) | My score | My next goal |
|---|---|---|---|
This chart shows how my scores change over the whole module, not just on one day.
Add a new row every time I get feedback, a score, or a grade on my work.
I can keep this page with my other work. It shows how my thinking grew.
I am a writer who chooses a side and declares the why.
This book holds my reading, thinking, writing, and reflection for this module.
This week you learn to grow one claim into three strong reasons. A claim by itself is not enough. Strong writers brainstorm many ideas, group the ideas that are alike, narrow each group to its best idea, and choose the final three reasons that are different from one another and provable with the text.
How does magnifying our thinking help us turn one claim into three strong, distinct, supportable reasons?
| What I learn | What I read | What I make |
|---|---|---|
| How to magnify one claim into three strong, distinct, supportable reasons. | "A Day That Changed" and "Understanding the Texas Regions." | Three final reasons for a claim, each matched to a passage detail. |
I will move from writing a claim to supporting it with three strong reasons. I will finish by teaching a partner how the magnifying process works.
I will show what I know with the Magnify the Why Lab, my Three Reasons and My Evidence page, and my Turn-and-Teach explanation.
| Stage | Day | What I do |
|---|---|---|
| Gather | Day 1 | I hear three reasons and number them in a clear order. |
| Reveal | Day 1 | I learn the four layers of the magnifying process. |
| Attempt | Day 2 | I rotate through the Magnify the Why Lab stations. |
| Discuss | Day 3 | I talk about which groups and reasons were strongest. |
| Use Again | Day 3 | I match one passage detail to each of my three reasons. |
| Award | Day 4 | I name the reason I am most proud of. |
| Target | Day 4 | I set one goal for strengthening my next argument. |
| Explain/Educate | Day 5 | I teach a partner how the magnifying process works. |
These are the exact TEKS this module teaches. Read the code, then say the job in your own words.
Read this together as a class before we start.
You already know how to choose a side and write a claim as a complex sentence. Now you will grow that claim by magnifying your thinking into three strong, distinct reasons.
Magnifying one claim into three strong reasons is how every argumentative correspondence grows from an opinion into a fully supported piece of writing.
This shows my teacher what I already know. It is not for a grade. Work on my own. I may reread the passages in Read and Interact as often as I want.
Read the prompt. Circle the topic in red. Draw a yellow box around the charge. Underline the decision words in green.
Write one sentence that answers the prompt above. Use the topic, use the charge, and add your own answer.
Number these four sentences 1, 2, 3, 4 to show the order they belong in an informative response.
| Number | Sentence |
|---|---|
| ____ | The passage explains that each region has different landforms, climate, resources, and jobs. |
| ____ | All four Texas regions should be valued because each one contributes something distinct to the state. |
| ____ | This shows readers that the regions are different but each one matters. |
| ____ | One reason is that the regions support different economic activities. |
Write the first sentence of a response to the prompt. Remember that the first sentence tells the reader what you will prove.
Reason: One reason different regions support different economic activities is true. Copy one sentence from the passage that proves this reason. Then explain in one sentence why it proves the reason.
Write three or four sentences that answer the prompt from Part 1. Use your thesis (central idea), one reason, and one piece of evidence.
Say each word. Then use one word in a sentence about one of our two passages.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| idea | eye-DEE-uh | a thought that can be developed | One idea is ___. |
| choose | CHOOZ | to select from options | I choose this reason because ___. |
| group | GROOP | ideas placed together because they are alike | This group is about ___. |
| match | MACH | to connect things that belong together | This evidence matches because ___. |
| same | SAYM | alike in an important way | These reasons are the same because ___. |
| different | DIF-runt | not alike | This reason is different because ___. |
| strong | STRONG | clear and able to do its job | This reason is strong because ___. |
| weak | WEEK | not clear or not well supported | This reason is weak because ___. |
| prove | PROOV | to show with evidence | The detail proves ___. |
| order | OR-dur | an arrangement that is easy to follow | I chose this order because ___. |
These academic words help you magnify a claim into three reasons. Say each word, then use it with a partner.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| claim | KLAYM | the position the writer will support | My claim is ___. |
| support | suh-PORT | ideas and proof that strengthen a claim | I support my claim with ___. |
| reason | REE-zun | a broad explanation for why the claim makes sense | One reason is ___. |
| brainstorm | BRAYN-storm | to generate many ideas before choosing | I brainstormed ___. |
| categorize | KAT-uh-guh-ryz | to group ideas that belong together | I categorize these ideas as ___. |
| narrow | NAIR-oh | to reduce a group to its strongest central idea | I narrow this group to ___. |
| magnify | MAG-nuh-fy | to examine thinking closely and develop it in layers | I magnify my thinking by ___. |
| relevant | REL-uh-vunt | directly connected to the claim or reason | This detail is relevant because ___. |
| evidence | EV-uh-duns | specific text proof for a reason | My evidence is ___. |
| theme | THEEM | a larger lesson or big-picture idea | This connects to theme because ___. |
These words come from our two passages, "A Day That Changed" and "Understanding the Texas Regions." Say each word, read its meaning, and use it in the frame sentence.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| weather | WETH-ur | the condition of the air at a certain time and place | The weather can change when ___. |
| climate | KLY-mit | the usual weather patterns of a place over a long time | Our climate is usually ___. |
| observation | ob-zur-VAY-shun | something noticed by watching carefully | One observation from the passage is ___. |
| pattern | PAT-urn | something that happens in a regular, repeated way | A weather pattern shows ___. |
| region | REE-jun | an area of land that has certain features in common | One region has ___ while another has ___. |
| landform | LAND-form | a natural feature of the Earth's surface | A landform in this region is ___. |
| resources | REE-sor-siz | useful materials such as oil, water, or soil | The resources of a region help people ___. |
| settlement | SET-ul-munt | a place where people come to live and work | A settlement grew here because ___. |
| economic | ek-uh-NOM-ik | having to do with money, jobs, and making a living | An economic activity here is ___. |
| distinguish | dih-STING-gwish | to tell the difference between two things | I distinguish weather from climate by ___. |
Magnifying is how I grow one claim into three strong reasons. I brainstorm many ideas, group the ideas that are alike, narrow each group to its best idea, and choose the final three reasons.
| Mark | What it means |
|---|---|
| Layer 1: Brainstorm | Write many possible reasons, more than I need. |
| Layer 2: Group | Sort similar reasons together and label each group. |
| Layer 3: Narrow | Choose the one best, broadest idea from each group. |
| Layer 4: Choose | Pick the final three reasons that are distinct and provable. |
Strong reasons match the claim, are different from one another, can be proven with evidence, and connect to the big picture or theme.
| WHY | HOW |
|---|---|
| A reason answers why the claim is true. | Magnifying is how I build three reasons in order: brainstorm, group, narrow, choose. |
Use these levels to check how deeply I am magnifying my thinking.
| Level | Color | Thinking Stage | Description | |
|---|---|---|---|---|
| Level 1 | Red | Foundational | Names a reason but may confuse it with evidence. | |
| Level 2 | Orange | Emergent | Generates several ideas but repeats or loosely connects them. | |
| Level 3 | Yellow | Visible | Groups similar ideas and chooses relevant reasons. | |
| Level 4 | Green | Independent | Produces three distinct, supportable reasons and matches evidence. | |
| Level 5 | Blue | Reflective | Explains how the final reasons connect to theme or the big picture. |
Move up a level by making a reason broader than one fact, different from the other reasons, and clearly connected to the claim.
HOW prompts ask about the way something works or the way parts fit together.
| Level | Symbol | Hidden Question | Student Thinking | Thinking Focus |
|---|---|---|---|---|
| Level 1 | Red | Foundational | Names a reason but may confuse it with evidence. | |
| Level 2 | Orange | Emergent | Generates several ideas but repeats or loosely connects them. | |
| Level 3 | Yellow | Visible | Groups similar ideas and chooses relevant reasons. | |
| Level 4 | Green | Independent | Produces three distinct, supportable reasons and matches evidence. | |
| Level 5 | Blue | Reflective | Explains how the final reasons connect to theme or the big picture. |
| Prompt type | What it asks me to do | Example |
|---|---|---|
| WHY | Explain a reason, a purpose, or why something matters. | Explain whether or not all four Texas regions should be valued as important parts of the state. |
| HOW | Analyze how parts work together or how something happens. | Explain whether or not students should keep a weather journal to understand changing conditions and the difference between weather and climate. |
A reason is a bigger idea that evidence can prove; naming a detail is not the same as explaining why it matters. Magnify your thinking through all four layers before you choose your final three reasons.
DOT: Place a small dot above any unfamiliar word. DISCOVER: Find the pronunciation or the meaning. DROP: Erase the dot once the word is understood.
| Letter | Category | Definition and Examples | Required Pastel Color |
|---|---|---|---|
| T | Time | Age, era, dates, cultural details, or historical details. Often adjectives. | Pastel Green |
| R | Reactions | Reactions, solutions, resolutions, or effects. Often verbs/adverbs. | Pastel Purple |
| A | Actions | Actions, problems, conflicts, or causes. Often verbs/adverbs. | Pastel Yellow |
| C | Character, Concept, Creature | Names of characters/people/animals, or major concepts as the central idea. Often nouns/proper nouns. | Pastel Yellow |
| K | Key Knowledge | All other important info needed for the passage's meaning not in another TRACKS category (background knowledge). | Pastel Orange |
| S | Scenery / Setting | Setting characteristics acknowledged/measured through the five senses. | Pastel Green |
TRACKS marks evidence in the passage. Highlight the smallest meaningful phrase. The shapes Circle, Box, and Triangle are used only to analyze the prompt.
What does Jayden learn about the difference between weather and climate?
Jayden learns that weather can change quickly while climate is the usual pattern over a long time. The four Texas regions have different land, climate, resources, and jobs. Both passages give facts I can group into clusters of support.
T: over a long period of time. R: The temperature dropped. A: the conditions began to change. C: Jayden. K: the condition of the atmosphere at a certain time and place. S: the sky was bright and clear.
| TRACKS mark | Color label | What I found (paragraph number and words) |
|---|---|---|
| T: Time | Pastel Green | |
| R: Reactions | Pastel Purple | |
| A: Actions | Pastel Yellow | |
| C: Character, Concept, Creature | Pastel Yellow | |
| K: Key Knowledge | Pastel Orange | |
| S: Scenery / Setting | Pastel Green |
Highlight the smallest meaningful phrase. If I cannot say why I highlighted it, I should not highlight it.
T: over a long period of time. R: The temperature dropped. A: the conditions began to change. C: Jayden. K: the condition of the atmosphere at a certain time and place. S: the sky was bright and clear.
| TRACKS mark | Color label | What I found (paragraph number and words) |
|---|---|---|
| T: Time | Pastel Green | |
| R: Reactions | Pastel Purple | |
| A: Actions | Pastel Yellow | |
| C: Character, Concept, Creature | Pastel Yellow | |
| K: Key Knowledge | Pastel Orange | |
| S: Scenery / Setting | Pastel Green |
Which details in each passage could be grouped together to support one larger reason? Mark the words that could become evidence.
A decision prompt gives me a topic, a charge, and decision words. Mark the parts that tell me what to decide.
| Shape | Word | Question I ask myself |
|---|---|---|
| Red circle | Topic | What am I writing about? |
| Yellow box | Charge | What must my claim do? |
| Green underline | Decision words | What must I decide: should, should not, or whether or not? |
How does magnifying our thinking help us turn one claim into three strong, distinct, supportable reasons?
Pencils down while you listen. Your teacher will read three reasons for one claim. Hear all three before you respond. Then number them 1 to 3 in the order that would make the argument easiest to follow, and explain why your order works.
Claim: Students should study all four Texas regions. Reasons: the regions have different landforms and climates; the regions support different jobs and economic activities; the regions show different settlement patterns and ways of life.
Claim: Students should keep a weather journal. Reasons: daily records show current conditions; repeated observations make changes easier to compare; a record over time helps students distinguish recent weather from climate.
A claim by itself is not enough. Strong writers magnify their thinking through four layers until the best three reasons rise to the top.
| Layer | What I Do |
|---|---|
| Layer 1: Brainstorm | Write many possible reasons for my claim, more than I need. |
| Layer 2: Group | Sort the reasons that are alike and give each group a label. |
| Layer 3: Narrow | Choose the one best, broadest idea from each group. |
| Layer 4: Choose | Pick the final three reasons that are distinct and provable. |
Strong reasons match the claim, are different from one another, can be proven with evidence, and connect to the big picture or theme.
Claim: All four Texas regions should be valued as important because each region contributes distinct natural features, resources, economic activities, and communities to the state.
Layer 1 Brainstorm: different landforms, different climate, different vegetation, different resources, different jobs, different economic activities, different settlement patterns, different ways people use the land.
Layer 2 Group: Group 1, landforms/climate/vegetation/natural features. Group 2, resources/jobs/economic activities. Group 3, settlement patterns/communities/ways of life.
Layer 3 Narrow: different regions have distinct natural features and climate conditions; different regions support distinct resources, jobs, and economic activities; different regions help explain settlement patterns and ways of life across Texas.
Layer 4 Final Three Reasons: these three reasons are strong because they are different from one another, they match the claim, and they can be proven with the passage.
| Check | Yes or No |
|---|---|
| Do my three reasons match the claim? | |
| Are my three reasons different from one another? | |
| Can each reason be proven with the passage? |
Cut on the dashed lines. Keep the 4 layer cards (Brainstorm Burst, Group It Together, Narrow the Group, Final Three Reasons) in the middle and the 10 prompt cards in a stack. Store all cards in your Pocket Practice.
This page prints on the back of the card page. Each answer sits behind its own card, so flip a card over to check yourself. Keep the cards in Pocket Practice when you finish.
Cut on the dashed lines. Keep the 4 layer cards (Brainstorm Burst, Group It Together, Narrow the Group, Final Three Reasons) in the middle and the 10 prompt cards in a stack. Store all cards in your Pocket Practice.
This page prints on the back of the card page. Each answer sits behind its own card, so flip a card over to check yourself. Keep the cards in Pocket Practice when you finish.
Today you will move through four stations. At each station, you will complete one layer of the magnifying process. By the end, your group will have grown one claim into three strong reasons.
| Station | Your Job |
|---|---|
| 1: Brainstorm Burst | Write at least 8 possible reasons for the claim. Do not stop at the first few ideas. |
| 2: Group It Together | Sort your brainstormed reasons into groups of similar ideas. Give each group a label. |
| 3: Narrow the Group | Look at each group and choose the strongest idea. It should be broad enough for a paragraph but clear enough to stay focused. |
| 4: Final Three Reasons | Write your final three reasons in order. Number them 1, 2, and 3. Explain how each one supports the claim. |
Take your brainstormed reasons and sort them apart. Group reasons that seem to belong together. Give each group a label.
Look at each group and choose the strongest idea in that group. Circle it. This idea should be broad enough to support a paragraph but clear enough to stay focused.
| Reflection | My Answer |
|---|---|
| How many groups did I make? | |
| Did any groups repeat the same idea? | |
| Which group felt strongest? |
Write your final three reasons in your workbook. Number them 1, 2, and 3. Then write one sentence explaining how each reason supports the claim.
Now that you have your three reasons, go back into the text and find the best evidence for each one. Choose details that truly prove your thinking, then underline the words that best connect to the reason.
| Claim | |
|---|---|
| My claim |
| Statement | Weak or Strong? |
|---|---|
| Weather journals are good. | |
| Repeated records make changes easier to compare. | |
| I like weather. |
| Component | Look-For |
|---|---|
| Claim match | Every reason directly supports the chosen side. |
| Distinction | The three reasons add different support rather than repeating. |
| Scope | Each reason is broad enough for a paragraph and clear enough to stay focused. |
| Evidence | Each selected detail directly proves its reason. |
Turn to a partner and teach them how the magnifying process works. Explain the four layers in order and tell why each one matters.
How does magnifying our thinking help us turn one claim into three strong, distinct, supportable reasons?
Magnifying helps writers brainstorm widely, group similar ideas, narrow each group, and select the strongest three reasons. The result is an argument with reasons that are different from one another, directly connected to the claim, and strong enough to support with text evidence.
Write a short response to this prompt:
Claim and reasons, Green. Evidence, Yellow. Explanation, Red or Pink. Reflective thinking, Blue.
Use my shaped prompt and my plan. Write a clear response.
Choose one: read to a partner, share in author's chair, join a gallery walk, or add your reasons to a class booklet.
Read each line. Check it when I can show it in my work.
| Part | I can show... | Check |
|---|---|---|
| Brainstorm | I wrote many possible reasons before choosing. | |
| Group | I grouped similar reasons and labeled each group. | |
| Narrow | I chose the strongest idea from each group. | |
| Final Three | I chose three distinct reasons and matched evidence to each one. |
Read the three responses to this prompt. Notice what improves from Low to Medium to High.
| I can... | Not yet | Growing | Got it |
|---|---|---|---|
| Brainstorm many possible reasons for a claim. | ☐ | ☐ | ☐ |
| Group similar reasons and label each group. | ☐ | ☐ | ☐ |
| Narrow each group to one strong central idea. | ☐ | ☐ | ☐ |
| Choose three reasons that are distinct from one another. | ☐ | ☐ | ☐ |
| Match a passage detail to each of my three reasons. | ☐ | ☐ | ☐ |
| Explain how a reason connects to theme or the big picture. | ☐ | ☐ | ☐ |
| Check my sentences for conventions. | ☐ | ☐ | ☐ |
| Name my next step. | ☐ | ☐ | ☐ |
How does magnifying our thinking help us turn one claim into three strong, distinct, supportable reasons?
Use a prompt from your week. Name the claim and magnify it into three final reasons, then tell how you would prove each one.
Choose one decision prompt from the bank and build the strongest support system you can: Choose one decision prompt from the bank. Brainstorm eight to ten possible reasons, group them, narrow each group, and choose the strongest three distinct reasons. Match one passage detail to each reason.
Draw your reason map in the box below. Label your claim and your three final reasons, then draw a line from each reason to the evidence that proves it.
Choose one card to talk about with someone at home. End with a conversation, not a worksheet.
What did I teach? What did my family member remember?
Every time I get a score or a grade on my work in this module, I write it here. This can be an exit ticket, a short answer, or a rubric score from my teacher.
| Date | What I did (for example exit ticket, short answer, rubric) | My score | My next goal |
|---|---|---|---|
This chart shows how my scores change over the whole module, not just on one day.
Add a new row every time I get feedback, a score, or a grade on my work.
I can keep this page with my other work. It shows how my thinking grew.
I am a writer who magnifies one claim into three strong, distinct reasons.
This book holds my reading, thinking, writing, and reflection for this module.
This week you finish the argumentative paper you began in Modules 1 and 2. A claim and three reasons are not enough by themselves. Strong writers connect every CREATURES part so the whole response is clear, supported, logical, and meaningful.
How do the parts of CREATURES work together to make an argumentative response clear, supported, logical, and meaningful?
| What I learn | What I read | What I make |
|---|---|---|
| How the nine CREATURES parts finish a complete argumentative paper. | "A Day That Changed" and "Understanding the Texas Regions." | A complete CREATURES argument, from claim to significance. |
I will move from a claim with three reasons to a complete argument, finishing by teaching a partner the CREATURES framework.
I will show what I know with the CREATURES Build-a-Paper Challenge and my Finish My Paper Pieces page.
| Stage | Day | What I do |
|---|---|---|
| Gather | Day 1 | I sort mixed paper pieces and decide which ones belong together. |
| Reveal | Day 1 | I learn the nine CREATURES jobs in order. |
| Attempt | Day 2 | I play CREATURES Build-a-Paper Challenge and fill in my game mat. |
| Discuss | Day 3 | I talk about what made a card combination strong or weak. |
| Use Again | Day 3 | I independently build a complete CREATURES argument. |
| Award | Day 4 | I name the paper piece I am most proud of. |
| Target | Day 4 | I set one goal for strengthening my next argument. |
| Explain/Educate | Day 5 | I teach a partner the CREATURES framework in order. |
These are the exact TEKS this module teaches. Read the code, then say the job in your own words.
Read this together as a class before we start.
You already know how to write a claim and magnify it into three strong reasons. Now you will finish the whole argumentative paper by connecting every CREATURES part.
CREATURES is how every argumentative correspondence in this cluster becomes a complete, connected paper instead of a list of separate parts.
This shows my teacher what I already know. It is not for a grade. Work on my own. I may reread the passages in Read and Interact as often as I want.
Read the prompt. Circle the topic in red. Draw a yellow box around the charge. Underline the decision words in green.
Write one sentence that answers the prompt above. Use the topic, use the charge, and add your own answer.
Number these four sentences 1, 2, 3, 4 to show the order they belong in an informative response.
| Number | Sentence |
|---|---|
| ____ | The passage explains that the regions have different landforms, climate, resources, and jobs. |
| ____ | All four Texas regions should be valued because each one contributes something distinct to Texas. |
| ____ | This shows that no single region represents the whole state. |
| ____ | One reason is that the regions support different economic activities. |
Write the first sentence of a response to the prompt. Remember that the first sentence tells the reader what you will prove.
Reason: One reason the regions support different economic activities is true. Copy one sentence from the passage that proves this reason. Then explain in one sentence how the evidence proves the reason.
Write three or four sentences that answer the prompt from Part 1. Use your thesis (central idea), one reason, and one piece of evidence.
Say each word. Then use one word in a sentence about one of our two passages.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| fit | FIT | to belong with something | This piece fits because ___. |
| part | PART | one piece of a whole | This part does the job of ___. |
| side | SYD | a position in an argument | My chosen side is ___. |
| proof | PROOF | information that shows an idea is true | This proof supports ___. |
| order | OR-dur | the arrangement of ideas | I put these ideas in this order because ___. |
| clear | KLEER | easy to understand | My argument is clear when ___. |
| strong | STRONG | convincing and well supported | This sentence is strong because ___. |
| end | END | to bring something to a close | I end by ___. |
| matter | MAT-ur | to be important | This decision matters because ___. |
| connect | kuh-NEKT | to show how ideas relate | I connect these ideas by ___. |
These academic words help you build a complete CREATURES argument. Say each word, then use it with a partner.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| claim | KLAYM | the position or thesis (central idea) of an argument | My claim is ___. |
| reason | REE-zun | a broad idea that supports the claim | One reason is ___. |
| evidence | EV-uh-duns | specific proof from the passage | The evidence states ___. |
| explanation | EK-spluh-NAY-shun | thinking that connects evidence to the reason | My explanation shows ___. |
| inference | IN-fer-uns | a conclusion formed from evidence and thinking | I infer that ___. |
| significance | sig-NIF-ih-kuns | why an idea matters beyond one detail | The significance is ___. |
| structure | STRUK-chur | the purposeful organization of a response | The structure helps by ___. |
| justify | JUS-tuh-fy | to support a position with reasons and evidence | I justify my position with ___. |
| coherence | koh-HEER-uns | the quality of ideas fitting together clearly | My response has coherence because ___. |
| connection | kuh-NEK-shun | the relationship between ideas in the argument | The connection between these ideas is ___. |
These words come from our two passages, "A Day That Changed" and "Understanding the Texas Regions," and from the CREATURES framework. Say each word, read its meaning, and use it in the frame sentence.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| CREATURES | KREE-churz | the framework for the nine jobs in a complete argument | CREATURES helps me remember ___. |
| argument | AR-gyuh-muhnt | ideas arranged to support a position | My argument is logical because ___. |
| counterargument | kown-ter-AR-gyuh-muhnt | a reasonable opposing viewpoint | One counterargument is ___. |
| rebuttal | rih-BUHT-uhl | a respectful response that returns to the chosen side | My rebuttal explains ___. |
| thesis (central idea) | THEE-sis | the central claim of an argument | The thesis (central idea) takes the position that ___. |
| transition | tran-ZISH-uhn | a word or phrase that connects ideas | This transition connects ___. |
| introduction | in-truh-DUHK-shuhn | the opening that introduces the argument | The introduction prepares the reader by ___. |
| conclusion | kuhn-KLOO-zhuhn | the closing section of a response | The conclusion reinforces ___. |
| logical order | LOJ-ih-kuhl OR-der | an arrangement that makes reasoning easy to follow | The reasons are in logical order because ___. |
| significant inferencing | sig-NIF-ih-kuhnt IN-fer-uhn-sing | thinking that connects proof to a lesson or big picture | My significant inference shows ___. |
CREATURES gives every part of my argument a job. Claim takes the side. Reasons and Evidence build support. Argument puts ideas in logical order. Thinking explains the proof. Understanding Others acknowledges another view. Rebuttal brings the reasoning back to my side. Ending reinforces the claim. Significance shows why the decision matters. If a piece does not belong, I do not force it; strong writers choose carefully and read the full set aloud to check that it sounds clear, supported, and meaningful. Every CREATURES paper should sound connected from beginning to end, not like a list of separate parts. This week I finish the paper I began in Module 1 and Module 2 by connecting every one of these nine jobs, from my very first claim all the way to my closing significance sentence.
| Mark | What it means |
|---|---|
| C: Claim | Takes the side and declares the why. |
| R: Reasons | Three distinct, supportable reasons in logical order. |
| E: Evidence | Specific proof from the passage that matches each reason. |
| A: Argument in logical order | Organizes the reasons so the argument is easy to follow. |
| T: Thinking / explanation | Explains how the evidence proves the reason. |
| U: Understanding Others | Acknowledges one reasonable opposing viewpoint. |
| R: Rebuttal | Respectfully returns the argument to the chosen side with text-based reasoning. |
| E: Ending | Reinforces the claim without copying it word for word. |
| S: Significance | Explains why the decision matters beyond this one response. |
A complete CREATURES response is clear, supported, logical, respectful toward another reasonable viewpoint, and meaningful beyond the immediate topic.
| WHY | HOW |
|---|---|
| Evidence and explanation answer why the claim is true. | CREATURES is how I organize a whole paper in order: Claim, Reasons, Evidence, Argument, Thinking, Understanding Others, Rebuttal, Ending, Significance. |
Use these levels to check how completely I am connecting my CREATURES pieces.
| Level | Color | Thinking Stage | CREATURES Application | |
|---|---|---|---|---|
| Level 1 | Red | Foundational | Names or repeats a paper part. | |
| Level 2 | Orange | Emergent | Chooses a part but gives an incomplete connection. | |
| Level 3 | Yellow | Visible | Matches evidence to a reason and explains the link. | |
| Level 4 | Green | Independent | Organizes, acknowledges another viewpoint, and rebuts it with text-based reasoning. | |
| Level 5 | Blue | Reflective | Ends with significance that connects the argument to theme or the big picture. |
Compare two possible card combinations and explain which creates a stronger paper and why.
HOW prompts ask about the way something works or the way parts fit together.
| Level | Symbol | Hidden Question | Student Thinking | Thinking Focus |
|---|
| Prompt type | What it asks me to do | Example |
|---|---|---|
| WHY | Explain a reason, a purpose, or why something matters. | Explain whether or not careful weather observations should matter more than quick assumptions when people make decisions about current conditions. |
| HOW | Analyze how parts work together or how something happens. | Explain whether or not students should use repeated weather observations to understand the difference between weather and climate. |
Evidence, explanation, and significant inferencing must all match the claim and reason. If a piece does not belong, do not force it; strong writers choose carefully.
DOT: Place a small dot above any unfamiliar word. DISCOVER: Find the pronunciation or the meaning. DROP: Erase the dot once the word is understood.
| Letter | Category | Definition and Examples | Required Pastel Color |
|---|---|---|---|
| T | Time | Age, era, dates, cultural details, or historical details. Often adjectives. | Pastel Green |
| R | Reactions | Reactions, solutions, resolutions, or effects. Often verbs/adverbs. | Pastel Purple |
| A | Actions | Actions, problems, conflicts, or causes. Often verbs/adverbs. | Pastel Yellow |
| C | Character, Concept, Creature | Names of characters/people/animals, or major concepts as the central idea. Often nouns/proper nouns. | Pastel Yellow |
| K | Key Knowledge | All other important info needed for the passage's meaning not in another TRACKS category (background knowledge). | Pastel Orange |
| S | Scenery / Setting | Setting characteristics acknowledged/measured through the five senses. | Pastel Green |
TRACKS marks evidence in the passage. Highlight the smallest meaningful phrase. The shapes Circle, Box, and Triangle are used only to analyze the prompt.
How do the nine CREATURES parts work together to build one complete argument?
CREATURES stands for Claim, Reasons, Evidence, Argument in logical order, Thinking, Understanding Others, Rebuttal, Ending, and Significance. Each letter gives one job. Strong writers make sure every job connects to the others, from the claim all the way to a meaningful ending.
T: over a long period of time. R: the conditions began to change. A: Jayden misjudged the weather. C: Jayden. K: the condition of the atmosphere at a certain time and place. S: the sky was bright and clear.
| TRACKS mark | Color label | What I found (paragraph number and words) |
|---|---|---|
| T: Time | Pastel Green | |
| R: Reactions | Pastel Purple | |
| A: Actions | Pastel Yellow | |
| C: Character, Concept, Creature | Pastel Yellow | |
| K: Key Knowledge | Pastel Orange | |
| S: Scenery / Setting | Pastel Green |
Highlight the smallest meaningful phrase. If I cannot say why I highlighted it, I should not highlight it.
T: over a long period of time. R: the conditions began to change. A: Jayden misjudged the weather. C: Jayden. K: the condition of the atmosphere at a certain time and place. S: the sky was bright and clear.
| TRACKS mark | Color label | What I found (paragraph number and words) |
|---|---|---|
| T: Time | Pastel Green | |
| R: Reactions | Pastel Purple | |
| A: Actions | Pastel Yellow | |
| C: Character, Concept, Creature | Pastel Yellow | |
| K: Key Knowledge | Pastel Orange | |
| S: Scenery / Setting | Pastel Green |
Which details could become claim, evidence, explanation, or significance in a complete CREATURES argument?
A decision prompt gives me a topic, a charge, and decision words. Mark the parts that tell me what to decide.
| Shape | Word | Question I ask myself |
|---|---|---|
| Red circle | Topic | What am I writing about? |
| Yellow box | Charge | What must my claim do? |
| Green underline | Decision words | What must I decide: should, should not, or whether or not? |
How do the parts of CREATURES work together to make an argumentative response clear, supported, logical, and meaningful?
Your teacher will show mixed paper pieces: a prompt, a claim, evidence, an explanation, and a significant inferencing sentence. Some belong together and some do not. Decide which pieces fit.
Hold up two mismatched pieces and ask: would this evidence belong with this claim? Maybe, maybe not. That is what strong writers must decide before they build a paragraph.
In Module 1, we learned that if you have to decide, declare the why. In Module 2, we learned to magnify our thinking until we had three strong reasons. Today we finish the work by connecting the parts.
| Letter | Job |
|---|---|
| C | Claim: takes the side and declares the why. |
| R | Reasons: three distinct reasons that support the claim. |
| E | Evidence: specific proof from the passage. |
| A | Argument in logical order: puts ideas in an order that is easy to follow. |
| T | Thinking / explanation: explains how the evidence proves the reason. |
| U | Understanding Others: acknowledges another reasonable viewpoint. |
| R | Rebuttal: respectfully brings the reasoning back to the chosen side. |
| E | Ending: reinforces the claim. |
| S | Significance: shows why the decision matters. |
Write this on an anchor chart in your own words: C, Claim. R, Reasons. E, Evidence. A, Argument in logical order. T, Thinking / explanation. U, Understanding Others / counterargument. R, Rebuttal. E, Ending. S, Significance.
Prompt to Claim to Reasons to Evidence to Argument to Thinking to Understanding Others to Rebuttal to Ending to Significance.
Your evidence must support your reason. Your thinking must explain how the evidence proves the reason. Then strong argumentative writers can acknowledge another reasonable viewpoint, rebut it respectfully, reinforce the claim in the ending, and show why the decision matters beyond the immediate topic.
Cut on the dashed lines. Keep the 9 job cards (Claim, Reasons, Evidence, Argument, Thinking, Understanding Others, Rebuttal, Ending, Significance) in the middle and the prompt/claim cards in a stack. Store all cards in your Pocket Practice.
This page prints on the back of the card page. Each answer sits behind its own card, so flip a card over to check yourself. Keep the cards in Pocket Practice when you finish.
Cut on the dashed lines. Keep the 9 job cards (Claim, Reasons, Evidence, Argument, Thinking, Understanding Others, Rebuttal, Ending, Significance) in the middle and the prompt/claim cards in a stack. Store all cards in your Pocket Practice.
This page prints on the back of the card page. Each answer sits behind its own card, so flip a card over to check yourself. Keep the cards in Pocket Practice when you finish.
Draw one prompt card. Search for the claim card that best matches the prompt. Place three reason strips in a logical order to build the Argument. Find the evidence card that best proves the claim or reason. Write the Thinking sentence that explains how the evidence supports the reason.
Add Understanding Others: state one reasonable opposing viewpoint in one sentence. Add Rebuttal: respectfully explain why your evidence still supports your chosen side. Add an Ending that reinforces the claim without simply copying it. Choose or write a Significance sentence that explains why the decision matters beyond this one response.
| Game Mat Space | My Piece |
|---|---|
| Prompt | |
| Claim | |
| Reasons (in order) |
If a piece does not belong, do not force it. Strong writers choose carefully, then read the finished paragraph aloud and decide whether it sounds clear, supported, and meaningful.
Work in pairs or groups of three. Each group gets one deck of prompt cards, one deck of claim cards, one set of reason strips carried forward from Module 2, one deck of evidence cards, one deck of explanation cards, one deck of significance cards, and Understanding Others and Rebuttal sentence stems.
You must choose the pieces that fit together best. Then you must read the finished paragraph aloud and decide whether it sounds clear, supported, and meaningful. Place the cards on the game mat and read the full set aloud.
| Game Mat Space | My Piece |
|---|---|
| Evidence | |
| Thinking / explanation | |
| Understanding Others | |
| Rebuttal | |
| Ending | |
| Significance |
Read your full set aloud. Then answer: Why do these pieces belong together?
Prompt: Explain whether or not careful observation should matter more than quick assumptions when people make decisions about weather.
Claim: Careful observation should matter more than quick assumptions because weather can change quickly and current evidence is more reliable than a first impression.
Evidence: The passage shows Jayden assuming the sunny morning would continue, but later the wind strengthened, gray clouds moved in, the temperature dropped, and rain began.
Explanation: This evidence shows that one early observation cannot guarantee what conditions will be later in the day.
Significant Inference: Ultimately, people make stronger decisions when they update their thinking as new evidence appears.
| Piece | Job It Does |
|---|---|
| Claim | Takes the side and declares the why. |
| Evidence | Proves the reason with a passage detail. |
| Explanation | Tells what the evidence means. |
| Significant Inference | Shows why the decision matters. |
Notice how every piece works together. That is what you are building today when you play CREATURES Build-a-Paper Challenge with your own prompt card.
Choose one prompt. Write a matching claim. List three reasons and put them in a logical order. Select one strong piece of evidence from the passage. Write thinking that explains how the evidence supports the reason.
Write one reasonable counterargument. Write a rebuttal that returns to your side with text-based reasoning. Write an ending that reinforces the claim. Write a significance sentence that connects the decision to a larger lesson or big picture.
| Check the Learning | Look-For |
|---|---|
| Card-game formative check | Every piece supports the exact claim and reason. |
| Independent notebook product | Claim, three reasons, evidence, Thinking, counterargument, rebuttal, Ending, and Significance are present and connected. |
Draw nine connected boxes and label them C, R, E, A, T, U, R, E, S. Under each letter, write the job it represents.
| Letter | Job I Write Under It |
|---|---|
| C | |
| R | |
| E | |
| A | |
| T | |
| U | |
| R | |
| E | |
| S |
Now it is time to think about what you want to grow next. Great writing grows because writers notice what needs strengthening.
Turn to a partner and teach them the nine CREATURES jobs in order. Explain what each letter does and why it matters.
How do the parts of CREATURES work together to make an argumentative response clear, supported, logical, and meaningful?
CREATURES gives every part a job: Claim takes the side; Reasons and Evidence build support; Argument puts ideas in logical order; Thinking explains the proof; Understanding Others acknowledges another view; Rebuttal brings the reasoning back to the chosen side; Ending reinforces the claim; Significance shows why the decision matters. When every piece belongs and connects, the response is clear, supported, logical, and meaningful.
Write a short response to this prompt:
Claim and reasons, Green. Evidence, Yellow. Explanation, Red or Pink. Reflective thinking, Blue.
Use my shaped prompt and my plan. Write a clear response.
Choose one: read to a partner, share in author's chair, join a gallery walk, or add your argument to a class booklet.
Read each line. Check it when I can show it in my work.
| Part | I can show... | Check |
|---|---|---|
| Claim and Reasons | I wrote a claim with three reasons in logical order. | |
| Evidence and Thinking | I matched evidence to each reason and explained how it proves the reason. | |
| Understanding Others and Rebuttal | I named a reasonable opposing view and rebutted it respectfully. | |
| Ending and Significance | I reinforced my claim and explained why the decision matters. | |
| Conventions | Every sentence is complete and names begin with a capital letter. | |
| Coherence | All nine CREATURES pieces connect to one another and to the claim. | |
| Spelling | High-frequency and content words are spelled correctly. | |
| Respect | My Understanding Others sentence names a reasonable opposing view, and my rebuttal answers it respectfully. |
Read the three responses to this prompt. Notice what improves from Low to Medium to High as more CREATURES pieces are added and connected. A complete response is clear, supported, logical, respectful toward another reasonable viewpoint, and meaningful beyond the immediate topic.
This is the target. Notice how every CREATURES piece is present and connected, from claim all the way to significance.
| TRAILS | Evidence from the High sample | Why it works |
|---|
| I can... | Not yet | Growing | Got it |
|---|---|---|---|
| Name the nine CREATURES jobs in order. | ☐ | ☐ | ☐ |
| Match evidence and explanation to my claim and reason. | ☐ | ☐ | ☐ |
| Organize three reasons in a logical order. | ☐ | ☐ | ☐ |
| Acknowledge a reasonable opposing viewpoint. | ☐ | ☐ | ☐ |
| Write a respectful, text-based rebuttal. | ☐ | ☐ | ☐ |
| Write an ending that reinforces the claim without copying it. | ☐ | ☐ | ☐ |
| Write a significance sentence that shows why the decision matters. | ☐ | ☐ | ☐ |
| Check my sentences for conventions. | ☐ | ☐ | ☐ |
| Name my next step. | ☐ | ☐ | ☐ |
How do the parts of CREATURES work together to make an argumentative response clear, supported, logical, and meaningful?
Use a prompt from your week. Name your claim and build the complete CREATURES path, then explain why every piece belongs.
Choose one prompt from the bank and build the strongest complete CREATURES argument you can: Choose one prompt from the bank. Build the complete CREATURES path: claim, three reasons, evidence, Thinking, Understanding Others, Rebuttal, Ending, and Significance.
Draw your CREATURES map in the box below. Label all nine jobs and draw a line connecting each one to the piece it supports.
Choose one card to talk about with someone at home. End with a conversation, not a worksheet.
What did I teach? What did my family member remember?
Every time I get a score or a grade on my work in this module, I write it here. This can be an exit ticket, a short answer, or a rubric score from my teacher.
| Date | What I did (for example exit ticket, short answer, rubric) | My score | My next goal |
|---|---|---|---|
This chart shows how my scores change over the whole module, not just on one day.
Add a new row every time I get feedback, a score, or a grade on my work.
I can keep this page with my other work. It shows how my thinking grew.
I am a writer who connects every CREATURES part into one clear, supported, logical, and meaningful argument.
This book holds my reading, thinking, writing, and reflection for this module.
An argumentative letter carries my claim to a real person. The reader changes how I greet, explain, and close, so every part of my letter has a job to do.
How does writing for a real audience change the way we begin, support, and end an argumentative letter?
| What I learn | What I read | What I make |
|---|---|---|
| How to begin and end an argumentative letter that fits a real audience. | “A Day That Changed” and “Understanding the Texas Regions.” | An audience-aware greeting, opening and claim, big-picture closing thought, and respectful closing. |
I will move from an argumentative paper to an argumentative letter. I still choose a side and support it, but now I begin and end my writing for a specific person who will read it.
I will write an argumentative letter to a real audience with a clear claim, support, respectful tone, and a closing thought that leaves my reader with the big picture.
| Stage | Day | What I do |
|---|---|---|
| Gather | Day 1 | I finish audience-aware thoughts and sort the parts of a letter. |
| Gather | Day 1 | I name a real recipient and think about how that person reads. |
| Attempt | Day 2 | I build a greeting, opening and claim, and a support plan. |
| Attempt | Day 2 | I try a respectful closing and a big-picture closing thought. |
| Discuss | Day 3 | I explain how tone changes when my audience changes. |
| Discuss | Day 3 | I use a sample answer key to check my own letter parts. |
| Award | Day 4 | I award myself a thinking level and set a target for tomorrow. |
| Explain | Day 5 | I teach a partner two ways an audience changes a letter. |
These are the exact TEKS this module teaches. Read the code, then say the job in your own words.
Read this together as a class before we start.
Before I write, I name my recipient. The person who reads my letter decides my greeting, my register, the support I choose, and the way I close.
Strong writers shape their message for the person who will read it. In an argumentative letter, the audience decides my tone and my ending.
Show what you can already do with two passages. This is a starting point, not a grade. Do your own thinking and work alone.
Read the prompt. Circle the topic in red. Draw a yellow box around the charge. Underline the decision words in green.
Write a claim that answers the prompt above. Use the topic, use the charge, choose a side, and add your why.
Number these four sentences 1, 2, 3, 4 to show the order they belong in an argumentative response.
| Number | Sentence |
|---|---|
| ____ | The weather changed quickly on Jayden's field day. |
| ____ | Jayden assumed the warm, clear morning would last all day. |
| ____ | Before lunch, the wind grew stronger and the temperature dropped. |
| ____ | People should observe the weather carefully so they can plan for changes. |
Write the first sentence of a response to the prompt. Remember that the first sentence tells the reader your side and your why.
Reason: Weather can change quickly within a few hours. Copy one exact sentence from each passage that proves this reason, then explain in one sentence how the two details connect.
Write three or four sentences that answer the prompt from Part 1. Use a claim, one reason, and one piece of evidence from a passage.
Everyday words I will use in my letter.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| letter | LETTER | a written message sent to someone | My letter is written to ___. |
| reader | READER | the person who reads a message | My reader needs to know ___. |
| begin | BEGIN | to start | I will begin with ___. |
| end | END | to finish | I will end by ___. |
| polite | POLITE | showing good manners | This sounds polite because ___. |
| idea | IDEA | a thought or belief | My main idea is ___. |
| reason | REASON | why something is true or important | One reason is ___. |
| proof | PROOF | information that shows a claim is sound | My proof is ___. |
| voice | VOICE | the way a writer sounds | My writing voice sounds ___. |
| message | MESSAGE | what the writer wants the reader to understand | My message is ___. |
Academic words for argumentative correspondence.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| correspondence | CORRESPONDENCE | written communication to a specific person or group | This correspondence is written to ___. |
| audience | AUDIENCE | the intended reader of a message | My audience is ___. |
| recipient | RECIPIENT | the person who receives the letter | The recipient is ___. |
| greeting | GREETING | the respectful opening of a letter | My greeting is ___. |
| claim | CLAIM | the clear position of the writer | My claim is ___. |
| support | SUPPORT | reasons and proof that strengthen the claim | My support shows ___. |
| evidence | EVIDENCE | specific details used as proof | One piece of evidence is ___. |
| purpose | PURPOSE | the reason the writer is communicating | My purpose is ___. |
| respectful | RESPECTFUL | showing consideration through appropriate tone and language | This sounds respectful because ___. |
| closing | CLOSING | the words and final thought used to end a letter | My closing fits because ___. |
Passage and correspondence words I will read and use.
| Word | Say it | What it means | Sentence frame |
|---|---|---|---|
| weather | WETH-ur | the condition of the air at a certain time and place | The weather changed when ___. |
| climate | KLY-mit | the usual weather patterns of a place over a long time | Our climate is usually ___. |
| region | REE-jun | an area of land that shares common features | Each Texas region has ___. |
| geography | jee-OG-ruh-fee | the study of land, water, climate, and how people use them | Geography shapes ___. |
| resources | REE-sor-siz | useful materials such as oil, water, or soil | The resources of a region help people ___. |
| settlement | SET-ul-munt | a place where people come to live and work | People built a settlement here because ___. |
| register | REJ-uh-ster | language chosen to fit an audience and situation | My register fits my reader because ___. |
| argumentative | ar-gyuh-MEN-tuh-tiv | presenting a position with reasons and evidence | My argumentative letter claims ___. |
| persuade | per-SWAYD | to make someone believe something by giving reasons | To persuade my reader, I ___. |
| significance | sig-NIF-ih-kuns | why something matters beyond the immediate topic | The significance of my claim is ___. |
My letter grows from the passage, the prompt, and my reader. The tree shows how a strong argumentative letter grows for the person who reads it.
| Mark | What it means |
|---|---|
| Greeting | Names my recipient respectfully before my claim begins. |
| Opening and Claim | Tells why I am writing and states the position I take. |
| Closing | Leaves a big-picture closing thought, then respectful final words. |
An argumentative letter is not a paragraph with a greeting on top. Every part has a job, and the recipient decides how each part sounds.
| WHY | HOW |
|---|---|
| asks for a reason and uses a subordinator such as because or since. | asks for a way or a method and uses a preposition such as through, by, or with. |
Read from the bottom up. When I write for a reader, my thinking can grow one level at a time.
| Level | Symbol | Thinking Stage | Audience-Aware Correspondence |
|---|---|---|---|
| Level 1 | Foundational | Labels or repeats a letter part. | |
| Level 2 | Emergent | Places letter parts in order with support. | |
| Level 3 | Visible | Connects claim and passage evidence for a named recipient. | |
| Level 4 | Independent | Adjusts register, wording, support, and closing for the audience. | |
| Level 5 | Reflective | Creates a meaningful theme-based ending and defends why it fits the reader. |
Each level has a color: Red, Orange, Yellow, Green, Blue.
HOW prompts ask about the way a letter works or the way its parts fit together for a reader.
| Level | Symbol | Audience-Aware Correspondence |
|---|---|---|
| Level 1 | Labels or repeats a letter part. | |
| Level 2 | Places letter parts in order with support. | |
| Level 3 | Connects claim and passage evidence for a named recipient. | |
| Level 4 | Adjusts register, wording, support, and closing for the audience. | |
| Level 5 | Creates a meaningful theme-based ending and defends why it fits the reader. |
| Prompt type | What it asks me to do | Example |
|---|---|---|
| WHY | Explain a reason, a purpose, or why something matters. | Explain whether or not students should observe the weather carefully before making plans. Use evidence from “A Day That Changed” in a letter to a classmate. |
| HOW | Analyze how parts work together or how something happens. | Explain whether or not people should use climate information when they plan where to live or work. Use evidence from “Understanding the Texas Regions” in a letter to a community leader. |
A WHY prompt asks me for a reason. A HOW prompt asks me for a way something works. Both can appear in a letter when I explain my support.
DOT: Place a small dot above any unfamiliar word. DISCOVER: Find the pronunciation or the meaning. DROP: Erase the dot once the word is understood.
| Letter | Category | Definition and Examples | Required Pastel Color |
|---|---|---|---|
| T | Time | Age, era, dates, cultural details, or historical details. Often adjectives. | Pastel Green |
| R | Reactions | Reactions, solutions, resolutions, or effects. Often verbs/adverbs. | Pastel Purple |
| A | Actions | Actions, problems, conflicts, or causes. Often verbs/adverbs. | Pastel Yellow |
| C | Character, Concept, Creature | Names of characters/people/animals, or major concepts as the central idea. Often nouns/proper nouns. | Pastel Yellow |
| K | Key Knowledge | All other important info needed for the passage's meaning not in another TRACKS category (background knowledge). | Pastel Orange |
| S | Scenery / Setting | Setting characteristics acknowledged/measured through the five senses. | Pastel Green |
TRACKS marks evidence in the passage. Highlight the smallest meaningful phrase. The shapes Circle, Box, and Triangle are used only to analyze the prompt.
People write letters to principals, neighbors, business owners, and community leaders when they want something to change. The writer chooses a respectful greeting, clear reasons, and a closing thought that helps the reader remember why the issue matters.
I need to know that an argument gives reasons for a position. A letter sends that argument to a specific person, so the greeting, tone, and ending all change with the reader.
T: over a long period of time. R: The temperature dropped. A: the conditions began to change. C: Jayden and Ms. Rios. K: the condition of the atmosphere at a certain time and place. S: the sky was bright and clear, then gray and rainy.
| TRACKS mark | Color label | What I found (paragraph number and words) |
|---|---|---|
| T: Time | Pastel Green | |
| R: Reactions | Pastel Purple | |
| A: Actions | Pastel Yellow | |
| C: Character, Concept, Creature | Pastel Yellow | |
| K: Key Knowledge | Pastel Orange | |
| S: Scenery / Setting | Pastel Green |
Highlight the smallest meaningful phrase. If I cannot say why I highlighted it, I should not highlight it.
T: over a long period of time. R: The temperature dropped. A: the conditions began to change. C: Jayden and Ms. Rios. K: the condition of the atmosphere at a certain time and place. S: the sky was bright and clear, then gray and rainy.
| TRACKS mark | Color label | What I found (paragraph number and words) |
|---|---|---|
| T: Time | Pastel Green | |
| R: Reactions | Pastel Purple | |
| A: Actions | Pastel Yellow | |
| C: Character, Concept, Creature | Pastel Yellow | |
| K: Key Knowledge | Pastel Orange | |
| S: Scenery / Setting | Pastel Green |
Which detail in either passage would convince a specific reader? Mark the words that could become evidence for a named recipient.
A decision prompt gives me a topic, a charge, and decision words. Mark the parts so I know what my letter must do.
| Shape | Word | Question I ask myself |
|---|---|---|
| Red circle | Topic | What am I writing about? |
| Yellow box | Charge | What must my letter do? |
| Green underline | Decision words | What must I decide: should, should not, or whether or not? |
Read each stem. Finish the thought in your own words. Think about who would read your letter.
| Stem | I finish the thought |
|---|---|
| My letter is written to ___. | The person who will read my words is ___. |
| My reader needs to know ___. | The one thing my reader must understand is ___. |
| I will begin with ___. | The first words my reader sees will be ___. |
| I will end by ___. | The last idea I leave my reader with is ___. |
Four envelopes arrive. Read what each envelope asks for, then decide what the letter inside must do.
| Envelope | What the reader wants | What my letter must do |
|---|---|---|
| Envelope 1 | A principal who can change a school rule. | Greet the principal respectfully and state a claim about the rule. |
| Envelope 2 | A classmate who is not sure what to think. | Explain my claim in a friendly tone with clear reasons. |
| Envelope 3 | A family member planning a trip. | Give support that helps my family member decide. |
| Envelope 4 | A neighbor who shares the street. | Ask politely and close with a thought we both care about. |
Every argumentative letter has five parts. Read the job of each part, then say the parts in order.
| Part | Job |
|---|---|
| Greeting | Names my recipient respectfully. |
| Opening and Claim | Explains why I am writing and states my position. |
| Support | Gives reasons and evidence that strengthen my claim. |
| Closing Thought | Leaves my reader with the big picture, theme, or lesson. |
| Closing | Ends my letter with respectful final words. |
Read each line. Decide which part of an argumentative letter it is. Then say who the line was written for.
| Line from a letter | Which part? | Who would read it? |
|---|---|---|
| “Dear Principal Rivera,” | ||
| “I am writing because our playground needs shade.” | ||
| “After lunch, the temperature reached ninety degrees.” | ||
| “That shows students need a cooler place to play.” | ||
| “Please consider adding shade before next spring.” | ||
| “Sincerely, a fourth grade student” |
Read each example. Decide which part of the letter it shows, then explain what the writer did for the reader.
| Example | Which part is it? | What did the writer do for the reader? |
|---|---|---|
| “Dear Principal Rivera,” | ||
| “I am writing to ask our school to observe the weather each morning.” | ||
| “In the passage, the wind grew stronger and gray clouds moved across the sky.” | ||
| “Ultimately, careful observation helps our whole school plan smarter days.” | ||
| “Respectfully, a fourth grade student” |
Cut on the dashed lines. Lay every card face up. Read each card and say the part out loud. Sort the cards into greeting, opening and claim, support, closing thought, and closing.
Check your sort. My greeting names my recipient, my opening states why I am writing and my claim, my support would convince my reader, my closing thought leaves the big picture, and my closing is respectful.
Cut on the dashed lines. Lay every card face up. Read each card and say the part out loud. Sort the cards into greeting, opening and claim, support, closing thought, and closing.
Check your sort. My greeting names my recipient, my opening states why I am writing and my claim, my support would convince my reader, my closing thought leaves the big picture, and my closing is respectful.
Use the six steps. Say each step out loud before you write. Every step makes my letter fit my reader.
| Step | What I do |
|---|---|
| Name My Reader | Say who will read my letter. |
| Choose My Greeting | Greet my recipient respectfully. |
| State My Purpose | Tell why I am writing. |
| Write My Claim | Take a clear position in one sentence. |
| Pick My Support | Choose evidence that will convince my reader. |
| Leave a Big Picture | End with a closing thought that matters. |
The same claim can sound different for different readers. Read each register, then match it to the reader it fits.
| Register | How it sounds | Which reader does it fit? |
|---|---|---|
| Formal | Careful and respectful, with complete sentences. | |
| Friendly | Warm and plain, like talking to a friend. | |
| Respectful | Polite and patient, even when I disagree. | |
| Serious | Focused on a problem that matters to many people. |
| My reader | The register I will use | Why it fits |
|---|---|---|
Read this letter to a real reader. Mark the greeting, the opening and claim, the support, and the closing thought.
Talk with a partner. Listen for how the audience changes the letter. Be ready to explain your thinking.
| Question | My notes | My partner's idea |
|---|---|---|
| How does knowing the recipient change a writer's greeting and tone? | ||
| What must stay the same in an argument even when the audience changes? | ||
| Why should a closing thought sound meaningful instead of rushed? | ||
| Which detail from either passage would convince a teacher, principal, classmate, or community leader? |
Choose one question. Write one sentence your partner said that you want to remember.
Draft an opening and a closing thought for one claim. Make both parts fit your reader.
Read the sample answer key. Compare it to your opening and ending, then revise one part.
| What the key shows | An example | Did I do this? |
|---|---|---|
| A greeting that fits the reader | “Dear Principal Rivera,” | |
| An opening that gives a purpose and a claim | “I am writing to ask our school to observe the weather each morning.” | |
| Support that fits the reader | “In the passage, the wind grew stronger and gray clouds moved across the sky.” | |
| A closing thought with the big picture | “Ultimately, careful observation helps our whole school plan smarter days.” | |
| A respectful closing | “Respectfully, a fourth grade student” |
Read the five levels. Find the level that matches my letter today. Then set one target for tomorrow.
| Level | Color | What my letter does |
|---|---|---|
| Level 1 | Red | Labels or repeats a letter part. |
| Level 2 | Orange | Places letter parts in order with support. |
| Level 3 | Yellow | Connects my claim and passage evidence for a named recipient. |
| Level 4 | Green | Adjusts register, wording, support, and closing for my audience. |
| Level 5 | Blue | Creates a meaningful theme-based ending and defends why it fits my reader. |
Teach a partner two ways an audience changes a letter. Use one passage detail as your example.
| Frame | I finish the frame |
|---|---|
| The audience changes my greeting because ___. | |
| The audience changes my support because ___. | |
| The audience changes my ending because ___. | |
| A detail that would convince my reader is ___. |
Read the two model openings. Notice how each one fits its reader. Then answer the Overarching Question.
| Model opening | Who it fits and why |
|---|---|
| “Dear Principal Rivera, I am writing to ask our school to observe the weather each morning before we plan outdoor activities.” | It fits a principal because the register is formal and the purpose is clear. |
| “Dear Sam, I think our class should watch the sky before recess. Here is why.” | It fits a classmate because the register is friendly and direct. |
Overarching Question: How does writing for a real audience change the way we begin, support, and end an argumentative letter?
Write a short response to this prompt:
Claim and support, Green. Evidence, Yellow. Explanation, Red or Pink. Reflective thinking, Blue.
Use my shaped prompt and my plan. Write a clear response.
Choose one: read to a partner, share in author's chair, join a gallery walk, or add your letter opening to a class booklet.
Read each line. Check it when I can show it in my letter.
| Part | I can show... | Check |
|---|---|---|
| Greeting | I greeted my recipient respectfully. | |
| Opening and Claim | I explained why I am writing and stated my claim. | |
| Support | I used reasons and evidence that fit my reader. | |
| Closing | I ended with a respectful closing and a big-picture thought. |
Read the Low and Medium letters on the next page, then study the High sample below.
This is the target. Notice how the greeting, the opening and claim, the support, and the closing all fit the reader.
| Part | Evidence from the High sample | Why it works for the reader |
|---|---|---|
| Greeting | Dear Principal Rivera, | Names my recipient respectfully. |
| Opening and Claim | I am writing to ask our school to observe the weather each morning. | Tells why I am writing and states my claim. |
| Support | By lunch the wind grew stronger and gray clouds moved across the sky. | Uses a detail from the passage that fits the reader. |
| Closing Thought | Ultimately, careful observation helps our whole school plan smarter days. | Leaves the reader with the big picture. |
| I can... | Not yet | Growing | Got it |
|---|---|---|---|
| I named my recipient before I chose my words. | ☐ | ☐ | ☐ |
| I chose a greeting that fits my reader. | ☐ | ☐ | ☐ |
| I wrote an opening that explains why I am writing. | ☐ | ☐ | ☐ |
| I stated a clear claim. | ☐ | ☐ | ☐ |
| I chose support that would convince my reader. | ☐ | ☐ | ☐ |
| I explained how my support proves my claim. | ☐ | ☐ | ☐ |
| I wrote a respectful closing. | ☐ | ☐ | ☐ |
| I ended with a big-picture closing thought. | ☐ | ☐ | ☐ |
| I checked that every part of my letter has a job. | ☐ | ☐ | ☐ |
How does writing for a real audience change the way we begin, support, and end an argumentative letter?
Another thing I want to try in my next argumentative letter is to plan my closing thought before I begin drafting.
Write openings to two different recipients for the same claim. Adjust register and tone for each reader.Write openings to two different recipients for the same claim. Adjust register and tone, then explain what changed and what stayed the same.
Draw the two people who would read my letter. Beside each drawing, write one word that describes the register I would use with that reader.
Choose one card to talk about with someone at home. End with a conversation, not a worksheet.
What did I teach? What did my family member remember?
Every time I get a score or a grade on my work in this module, I write it here. This can be an exit ticket, a short answer, or a rubric score from my teacher.
| Date | What I did (for example exit ticket, short answer, rubric) | My score | My next goal |
|---|---|---|---|
This chart shows how my scores change over the whole module, not just on one day.
Add a new row every time I get feedback, a score, or a grade on my work.
I can keep this page with my other work. It shows how my thinking grew.
I started with a claim and a reason. Now I begin and end my argument for a real reader.