TABLE OF CONTENTS

Teacher Directions 2

Student Resources (Bookmark and Poster) 3-4

NF- The People Who Run Toward Danger 5-7

NF- The Girl Who Helped Invent Wi-fi 8-10

NF- Underwater Cities Lost to Time 11-13

NF- Play to Win or Play for Fun? The Big Sports Debate 14-16
Argumentative Prompt

NF- City Life vs. Country Life 17-19

Argumentative Prompt

F- The Lemonade Stand Race 20-22

Argumentative Prompt

F- Code, Wheels, and Collaboration 23-25

Argumentative Prompt

F- The Upgrade 26-28

F- The Day I Became Principal (Sort of) 29-31

F- Brave Little Bookmark 32-34

Blank Writing Page 35

Teacher & Student Rubrics 36-37

Answer Keys 38-57

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 TEACHER DIRECTIONS
Constructed response paragraph writing is an essential skill for students to master. This
resource provides a comprehensive strategy for students to craft well-structured responses
to both informational and literary texts. Each resource includes a grade-appropriate reading
passage, a graphic organizer using the RACES strategy with advanced sentence stems, a
detailed writing checklist, lined paper for extended responses, and an answer key for teacher
reference.
Restate the question 5th Grade - Set 3 Lexile Levels 800L - 1150L
Answer the question
Cite evidence Suggestions for Use:
Independent Work
E laborate Distribute the resource to each student for individual
completion during independent reading time, as
Summarize homework, or as an enrichment activity. You can
How to Use this Resource: provide the entire set of informational or literary
texts, or focus on specific texts based on current
1. Analyze the question carefully
curriculum needs.
2. Number the paragraphs in the text (if
Small Group
applicable)
3. Read the text thoroughly once Group students strategically to work on the tasks
4. Reread the text, highlighting key information collaboratively. They can engage in peer discussions
relevant to the question to analyze the passage, complete the graphic
5. Complete the graphic organizer organizer, and then compose their responses. This
6. Use the provided sentence stems to structure approach allows for differentiated instruction and
your thoughts targeted writing skill development.
7. Using the completed graphic organizer, Whole Group/ “Teach"
students will compose a well-structured, multi- Model the critical thinking process for analyzing the
paragraph response on the provided writing text and identifying relevant information.
paper Demonstrate how to complete the graphic organizer
8. After writing, students should use the and compose a well-structured response while
checklist to self-assess their work, ensuring all students follow along. Use think-aloud strategies to
components are included and properly developed verbalize your thought process. This method is
particularly effective when introducing new text
create inspire teach types or more complex question formats.
 R estate the
question
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question
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from the text from the text
Eevidence
xplain how the E xplain how the
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Summarize Summarize
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 PARAGRAPH WRITING
sentence stems
R estate the question
Answer the question
Cfrom
The author states in paragraph __, “..."
ite evidence Evidence from the text reveals that...
In (title), it is mentioned that...
An important piece of information from the passage is...
the text The text emphasizes...
According to the data/chart/graph on page __,...
The narrator/character describes... when they say, “..."

Eevidence
xplain how the
proves
This evidence is important because...
The author's use of this information demonstrates...
This detail supports the main idea by...
This evidence suggests...
This example illustrates the idea...
your answer Connecting this to the topic,...

In conclusion, the evidence clearly supports...

Summarize
Synthesizing the key points, it's evident that...
Ultimately, the text demonstrates...
Taking all factors into consideration,...
The message of the passage is...
Reflecting on the evidence presented,...
To summarize the main arguments,...
Literary
&
Informational create inspire teach
Directions: Read the text carefully, then use the graphic Name:
organizer to plan your response to the question. Write
your answer on the provided writing paper, using evidence
from the text and the sentence stems to support your
ideas. Use the checklist to review and improve your work.

THE PEOPLE WHO RUN TOWARD DANGER

Most people run away from tornadoes but storm chasers run toward them. These brave
scientists, researchers, and photographers race across open fields and highways to follow some of
nature’s most powerful storms. Tornadoes can spin at over 200 miles per hour and destroy everything
in their path. Yet for storm chasers, getting close to these dangerous twisters helps them gather data
that could save lives.
Storm chasers use special vehicles and high-tech tools to track tornadoes. They often drive vans or
trucks fitted with radar systems, weather sensors, and cameras. Some even use drones to fly into the
storm. These tools allow them to measure wind speeds, watch how the tornado forms, and track its
movement. Storm chasers send this information to weather centers, helping meteorologists make
better tornado warnings for towns and cities. That means people can get more time to find shelter.
Not all storm chasers are scientists. Some are photographers or filmmakers who want to capture
dramatic images of the swirling clouds and lightning. Others are thrill-seekers who love the excitement
and danger of the chase. While some chasers work alone, many travel in teams, using radios to stay in
touch and keep each other safe. They study the skies carefully and never drive straight into the
tornado itself.
Storm chasing isn’t just dangerous because of the tornado. Chasers face heavy rain, flying debris,
and even traffic problems as they speed to stay near the storm. That’s why storm chasers need
training, experience, and quick decision-making skills. They must constantly check weather maps and
make smart choices about when to chase and when to get out of the way. Even the most experienced
chasers sometimes have close calls.
Glossary
Tornado chasers may seem like they’re taking wild risks, researchers - people who study and
but their work has a purpose. Thanks to the information they investigate things to learn more about
them
gather, weather experts can warn people sooner and help filmmakers – people who make movies or
them stay safe. Storm chasing is not for everyone, but for videos, often to tell a story or show
something interesting
those who do it, it’s more than an adventure—it’s a way to debris – pieces of something that are
help others by understanding the power of nature. broken, torn, or left over after something
is damaged or destroyed

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 THE PEOPLE WHO RUN TOWARD DANGER Name:
What details in the text show that storm chasers
QUESTION are helping others, not just looking for excitement? checklist

R estate the question

A nswer the question

C ite
evidence
from
Evidence from the
text reveals that...
An important piece
of information from
the passage is...
the text

E xplain how
the
evidence
This evidence is
important because...
This example
illustrates the idea...
proves your
answer

S
In conclusion, the
evidence clearly
ummarize supports...
Ultimately, the text
demonstrates...

CAPITAL LETTER, PUNCTUATION MARKS, CORRECT SPELLING

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QUESTION: What details in the text show that storm chasers
are helping others, not just looking for excitement?
Name:

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Directions: Read the text carefully, then use the graphic Name:
organizer to plan your response to the question. Write
your answer on the provided writing paper, using evidence
from the text and the sentence stems to support your
ideas. Use the checklist to review and improve your work.

THE GIRL WHO HELPED INVENT WI-FI

When people think of movie stars, they often imagine red carpets, bright lights, and famous faces. But
Hedy Lamarr was more than just a glamorous actress, she was also a very smart inventor. While she became
famous in the 1930s and 1940s for her roles in Hollywood movies, Hedy had a sharp
mind and a big imagination. She loved learning about science and how things
worked, even when many people didn’t expect that from movie stars
especially women at that time.
Hedy was born in Austria in 1914 and moved to the United States during
World War II. While acting in movies, she also wanted to help fight against
the enemy forces. One big problem during the war was that torpedoes were
hard to control. Hedy worked with a composer named George Antheil, and Hedy Lamarr
together they came up with a smart idea. They designed a way for radio signals
to “hop” from one frequency to another. This meant enemy ships couldn’t easily block the signals.
Their invention was called “frequency hopping.” It was too advanced for the time and wasn't used much
during the war. But years later, scientists used their idea to help create the wireless technology we use
today. Without Hedy’s invention, we might not have things like Wi-Fi, Bluetooth, or GPS. She didn’t get much
credit while she was alive. Today, people recognize her as a pioneer in science and technology.
In fact, Hedy and George received a patent for their invention in 1942. However, it wasn’t until nearly 50
years later that she was officially honored for her work. She received awards from technology groups and
was even inducted into the National Inventors Hall of Fame in 2014. Hedy once said that people’s brains are
more interesting than their looks. She often spent time in her trailer between movie scenes working on
blueprints and scientific ideas. Only a few people knew about this.
Glossary
Hedy Lamarr showed the world that brains and beauty
torpedos - missiles launched from
can go together. She broke stereotypes and followed her submarines
curiosity, even when others didn’t believe she could. Her story patent - an official paper that gives a
inspires kids everywhere to dream big, explore science, and know person the right to be the only one to make
that anyone can change the world with a good idea. So the next or sell their invention
time you use your phone or tablet, remember the actress who blueprints - detailed drawings or plans that
helped make it all possible. show how something will be built or made

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 THE GIRL WHO HELPED INVENT WI-FI Name:

QUESTION What can the reader infer about how women in

Hedy’s time were treated in science and technology? checklist

R estate the question

A nswer the question

C ite
evidence
from
The author states in
paragraph __, “..."
An important piece
of information from
the passage is...
the text

E xplain how
the
evidence
This evidence is
important because...
This evidence
suggests...
proves your
answer

S
Reflecting on the
evidence presented,...
ummarize Ultimately, the text
demonstrates...

CAPITAL LETTER, PUNCTUATION MARKS, CORRECT SPELLING

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QUESTION: Hedy’sWhattimecanwere treated in science and technology? Name:
the reader infer about how women in

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Directions: Read the text carefully, then use the graphic Name:
organizer to plan your response to the question. Write
your answer on the provided writing paper, using evidence
from the text and the sentence stems to support your
ideas. Use the checklist to review and improve your work.

UNDERWATER CITIES LOST TO TIME

Imagine swimming in the ocean and seeing stone buildings, streets, and statues beneath the waves.
It may sound like a scene from a movie, but it is real. Around the
world, there are ancient cities that were once full of life and are
now hidden under the sea. These underwater ruins hold secrets
from the past and give us clues about how people lived long ago.
One of the most famous underwater cities is Heracleion, also
known as Thonis. It was once a busy port city near the coast of Archaeologists inspect the
colossal statue in Heracleion.
ancient Egypt. Over 1,200 years ago, Heracleion was swallowed by
the sea after a series of earthquakes and floods. For a long time, people believed it was just a legend.
Then in the year 2000, a group of underwater archaeologists discovered the city beneath the water.
They found giant statues, gold coins, and even parts of ancient temples still sitting on the ocean floor.
Another lost city is Pavlopetri, found off the coast of Greece. It is one of the oldest known
underwater cities in the world, and it dates back more than 5,000 years. The city had roads,
buildings, and even a complex water system. Scientists think it sank after a powerful earthquake.
Pavlopetri helps researchers understand how people in ancient
times designed cities and lived their daily lives. Even though the city
is underwater, its streets and walls are still easy to see from
above when the water is clear.
There is also a mysterious place called Dwarka near India.
According to ancient stories, it was a magical city ruled by a god Pavlopetri is the oldest
sunken city in the world.
named Krishna. In recent years, divers have found ruins underwater
that some people believe could be part of the ancient city. Stone structures, tools, and walls have
been discovered near the coast. Some scientists believe it may be proof that there was once a
powerful city there that was covered by rising ocean water.
These underwater cities are like time capsules. They were once full of people working, trading,
worshipping, and living their everyday lives. Then nature took over. Today, scientists use scuba gear, cameras,
and special robots to study what is left behind. Each discovery brings us closer to understanding the people
of the past and the power of the oceans that now cover their cities.
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 UNDERWATER CITIES LOST TO TIME Name:

QUESTION How do the discoveries of underwater

cities help us understand ancient civilizations? checklist

R estate the question

A nswer the question

C ite
evidence
from
Evidence from the
text reveals that...
The text
emphasizes...
the text

E xplain how
the
evidence
The author’s use of
this information
demonstrates...
This example
illustrates the idea...
proves your
answer

S
In conclusion, the
evidence clearly
ummarize supports the idea
that...
Ultimately, the text
demonstrates...

CAPITAL LETTER, PUNCTUATION MARKS, CORRECT SPELLING

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 How do the discoveries of underwater Name:
QUESTION: cities help us understand ancient civilizations?

create inspire teach

Directions: Read the text carefully, then use the graphic Name:
organizer to plan your response to the question. Write
your answer on the provided writing paper, using evidence
from the text and the sentence stems to support your
ideas. Use the checklist to review and improve your work.

PLAY TO WIN OR PLAY FOR FUN? THE BIG SPORTS DEBATE

Many kids love playing sports. From soccer to basketball to swimming, sports give children
the chance to run, compete, and be part of a team. Competitive sports are different from
just playing for fun. They often include regular practices, games with official rules, and
sometimes even trophies or rankings. For some kids, this is exciting. For others, it can feel like
too much pressure. So, the big question is this: Are competitive sports too intense for kids?
Supporters of competitive sports say they teach important life skills. Kids learn how to
work as a team, follow rules, and stay focused. They also build strong muscles and stay
healthy. Coaches often teach kids how to set goals and push through challenges. Winning can
feel amazing, but even losing can teach lessons about sportsmanship and trying again. Some
kids feel proud when they work hard and see their progress. For many families, sports are a
way to spend time together and cheer each other on.
On the other hand, some people worry that competition at a young age can cause stress.
If winning becomes the main goal, kids may feel pressure to be the best all the time. This can
take away the fun. In some sports, kids may be benched if they are not strong players. That
can hurt their confidence. Practices can also take up a lot of time, which makes it hard to do
homework, relax, or play freely. Some young athletes even get hurt when they train too hard
or do not take enough breaks.
Experts say that not all kids are the same. Some thrive in a competitive setting and love
the challenge. Others do better in casual or non-competitive activities. What matters most is
that kids feel supported and have fun while being active. Parents and coaches should listen to
kids and help them find what fits best for them.
Competitive sports can be both rewarding and challenging. Whether they are too intense
depends on the child and how the sport is managed. It is important to find a healthy balance
between having fun, staying active, and learning valuable lessons along the way.

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 PLAY TO WIN OR PLAY FOR FUN? Name:

QUESTION Should every child be encouraged to play competitive sports?

Why or why not? checklist

R estate the question

A nswer the question

C ite
evidence
from
Evidence from the
text reveals that...
According to the
text...
the text

E xplain how
the
evidence
The author's use of
this information
demonstrates...
This example
illustrates the idea...
proves your
answer

S
In conclusion, the
evidence clearly
ummarize supports...
Ultimately, the text
demonstrates...

CAPITAL LETTER, PUNCTUATION MARKS, CORRECT SPELLING

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 Should every child be encouraged to play Name:
QUESTION: competitive sports? Why or why not?

create inspire teach

Directions: Read the text carefully, then use the graphic Name:
organizer to plan your response to the question. Write
your answer on the provided writing paper, using evidence
from the text and the sentence stems to support your
ideas. Use the checklist to review and improve your work.

CITY LIFE VS. COUNTRY LIFE

Where you live can shape the way you experience the world. Some people grow up in big cities full of lights,
noise, and excitement. Others live in quiet countryside areas with wide open spaces and fewer neighbors. Both
places have their own special benefits and challenges, and choosing which is better depends on what a person
values most.
City life offers a lot of convenience. In cities, there are more schools, stores, restaurants, and hospitals close
by. Public transportation like buses and trains helps people get around quickly without needing a car. Cities also
have more entertainment like movie theaters, sports stadiums, and museums. However, city life can also feel
crowded and noisy. Streets are busy, and apartments are often smaller than homes in the country. There is also
more traffic and pollution.
In the country, things are usually quieter and more peaceful. People have more space and often live in houses
with yards or land around them. Nature is closer, with fresh air, trees, and animals all around. Kids may spend
more time outdoors riding bikes, fishing, or helping in gardens. However, living in the country can also mean longer
drives to school, fewer stores nearby, and limited options for things like internet or phone service.
Some people say that living in the city prepares you for more opportunities like jobs or education. Others
believe the country gives you a stronger connection to nature and a slower pace of life that feels more relaxing.
Families might choose one place over another based on what they need and enjoy.
Another difference between city and country life is how people spend their time. In cities, many kids join
after-school clubs or sports teams and may visit friends who live nearby in the same apartment building. In the
country, kids often help with outdoor chores or go on nature adventures. Each place offers fun, but the way
people have fun can be very different.
The way people connect with their neighbors also depends on where they live. In cities, neighbors may live
close together but not always know each other well. In the country,
people may live farther apart but often take time to stop, talk, Glossary
convienience - something that makes life
and help each other out. Some people prefer the fast pace of the
easier or more comfortable
city, while others enjoy the strong sense of community in rural
pollution - dirty or harmful things in the
towns.
air, water, or land that can hurt people,
Whether you prefer bright city lights or quiet country nights,
animals, or the planet
both places have something special to offer. The important thing is rural - an area in the countryside where
to understand what each environment is like so you can decide there are fewer people and homes
what matters most to you.
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 CITY LIFE VS COUNTRY LIFE Name:
Based on the text, which place is a better place to live for families?
QUESTION Defend your answer with reasons and evidence from the text.
checklist

R estate the question

A nswer the question

C ite
evidence
from
Evidence from the
text reveals that...
An important piece
of information from
the passage is...
the text

E xplain how
the
evidence
The author’s use of
this information
demonstrates...
This example
illustrates the idea...
proves your
answer

S ummarize
The message of the
passage is...
In conclusion, the
evidence clearly
supports...

CAPITAL LETTER, PUNCTUATION MARKS, CORRECT SPELLING

create inspire teach

 Based on the text, which place is
QUESTION: a better place to live for families? Name:

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Directions: Read the text carefully, then use the graphic Name:
organizer to plan your response to the question. Write
your answer on the provided writing paper, using evidence
from the text and the sentence stems to support your
ideas. Use the checklist to review and improve your work.

THE LEMONADE STAND RACE

The summer sun beat down on the sidewalk as Mia wiped her forehead and stared at her lemonade
sign. It was her first time running a stand, and she had spent the whole morning squeezing lemons,
mixing sugar, and decorating her table with bright yellow streamers. “You’re going to crush it,” her
cousin Leo said, setting up his stand across the street. His table was full of bottled lemonade from the
store. “Faster and easier,” he said with a wink. “Why wait when you can just sell what people want
right now?”
Mia frowned. Her lemonade was homemade and fresh, not from a bottle. She believed it mattered.
“Mine may take longer to make, but people will taste the difference,”
she said. Leo just shrugged. “We’ll see who sells more.” The race
was on. By noon, a steady line had formed at Leo’s stand. Cars
pulled over, and kids rode up on bikes with money in hand. Across
the street, Mia waited. A few customers trickled in, complimenting
her decorations but hurrying off with Leo’s ready-to-go drinks. Mia's
shoulders sank. “Maybe I should’ve done it the easy way,” she mumbled.
Just as she was thinking about packing up, a woman with a stroller approached.
“Is your lemonade fresh?” she asked. Mia nodded. “Squeezed this morning.” The woman
smiled and bought two cups. Then a jogger came by and asked for a refill. Soon, a small
group formed around her table. They laughed, sat on the grass, and even complimented
her for adding mint leaves to the cups. “This is the real stuff,” someone said.
Across the street, Leo’s line had shrunk. A boy spat out his lemonade and frowned. “This tastes
weird,” he said. Leo looked over, and for the first time all day, his smile faded. He walked across the
street. “Okay, your lemonade wins,” he admitted, taking a sip of hers. “Mine was faster, but yours is
better.” Mia raised an eyebrow. “You sure about that?” Leo nodded, and they both laughed.
That evening, after the stands were taken down and the last cup was sold, Mia counted her
earnings. They were just about even, but something felt different. She didn’t rush. She didn’t take
shortcuts. And even though it took longer, people had enjoyed it. On the walk home, Leo asked, “Would
you do it the same way again?” Mia thought for a moment. “Yeah,” she said. “It was worth the wait.”
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 THE LEMONADE STAND RACE Name:
Should Mia have waited for customers instead of changing her lemonade
QUESTION to match Leo's? Explain why or why not using details from the story.
checklist

R estate the question

A nswer the question

C ite
evidence
from
In (title), it is
mentioned that...
The
narrator/character
describes... when
the text they say, “..."

E xplain how
the
evidence
This example
illustrates the idea...
This evidence
suggests...
proves your
answer

S
In conclusion, the
evidence clearly
ummarize supports...
The message of the
passage is...

CAPITAL LETTER, PUNCTUATION MARKS, CORRECT SPELLING

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QUESTION: Should Mia have waited for customers instead Name:
of changing her lemonade to match Leo's?

create inspire teach

Directions: Read the text carefully, then use the graphic Name:
organizer to plan your response to the question. Write
your answer on the provided writing paper, using evidence
from the text and the sentence stems to support your
ideas. Use the checklist to review and improve your work.

CODE, WHEELS, AND COOPERATION

Every year, Lincoln Elementary held the Great Robot Challenge, a school-wide contest where teams built and
programmed robots to complete a tricky obstacle course. This year, Ava was determined to win. She had a notebook
full of designs, a mind full of ideas, and a stubborn belief that she could do it mostly on her own. Her teammates—
Jules, who loved coding, and Ben, who was great with tools—were just as excited, but Ava had a hard time letting
them help.
“We should use the crawler wheels,” Ben suggested on the first day. “They’ll handle bumps better.”
Ava shook her head. “No, regular wheels will be faster. Trust me.”
Jules leaned over the table. “But speed isn’t everything. The course has ramps and a tunnel.”
Ava shrugged. “I’ve got this. Let’s just build it my way and fix problems if we need to.”
For the next few days, Ava directed most of the work. Jules and Ben helped, but their ideas were usually pushed
aside. When test day came, the robot looked sleek and fast. But the moment it hit the tunnel, one wheel got stuck.
Then the code glitched, and it spun in circles instead of turning left. By the end of the trial run, their robot had
completed less than half the course.
Ben sighed. “I guess we’ll need to rebuild some parts.”
Jules looked at Ava. “We need to work together this time. All of us.”
Ava stared at the robot, feeling frustrated and embarrassed. But she also realized something. Her teammates
hadn’t said “I told you so.” They were still here, still ready to help. She picked up her notebook and passed it to Jules.
“Okay,” she said quietly. “Let’s all put our ideas in this. Then we choose the best ones together.”
For the next week, things changed. They rebuilt the base using Ben’s idea for stronger wheels. Jules rewrote the
code from scratch, and Ava helped debug every line. They held mini
meetings after school, sharing snacks and sketches. Slowly, the robot
started to work the way they imagined. It wasn’t just faster—it was
smarter and stronger, too.
On competition day, their robot zipped across the field, climbed
the ramps with ease, and spun neatly through the tunnel. When the
final buzzer sounded, their time was one of the best in the entire
school. The team high-fived and cheered, not just because they had
done well, but because they had done it together.
That afternoon, as they packed up their robot, Ava looked at her
teammates. “I’m glad I stopped trying to do everything myself,” she
admitted. “This worked because we built it together.”
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 CODE, WHEELS, AND COOPERATION Name:

QUESTION Do you think Ava is a good role model?

Explain using details from the passage. checklist

R estate the question

A nswer the question

C ite
evidence
from
Evidence from the
text reveals that...
The text
emphasizes...
the text

E xplain how
the
evidence
Additionally, the text
emphasizes that...
This detail supports
the main idea by...
proves your
answer

S
In conclusion, the
evidence clearly
ummarize supports...
The message of the
passage is...

CAPITAL LETTER, PUNCTUATION MARKS, CORRECT SPELLING

create inspire teach

QUESTION: Do you think Ava is a good role model? Name:
Explain using details from the passage.

create inspire teach

Directions: Read the text carefully, then use the graphic Name:
organizer to plan your response to the question. Write
your answer on the provided writing paper, using evidence
from the text and the sentence stems to support your
ideas. Use the checklist to review and improve your work.

THE UPGRADE
Lena had always been one of the top students at Orion Middle School, a place where science experiments and
robot prototypes were as common as math quizzes. Lately, though, she had begun to feel like she was falling behind.
Her classmates were advancing quickly—building bots that could climb stairs or coding simulations that dazzled the
teachers. Lena’s work was solid, but it no longer stood out.
So when the school announced a trial for a neural enhancement chip that could temporarily boost memory and
processing speed, Lena immediately volunteered. Although her parents hesitated, Lena pleaded, “I just want a chance
to keep up.” The procedure was non-invasive, and soon after, Lena began to notice a change. Equations came
effortlessly, complex code unraveled in her mind like a puzzle, and her projects were completed in record time.
At first, it was thrilling. Teachers were impressed, peers were speechless, and Lena basked in the attention. But
as the weeks passed, something shifted. During group assignments, she insisted on doing most of the work herself,
certain she could finish faster and better. She corrected her teammates
mid-sentence and dismissed their suggestions without thought. “You’re not
even trying,” she snapped once when someone made a mistake.
After class one day, her friend Noor stopped her. “You’ve changed,”
she said gently. “You don’t let anyone in. We used to work together.”
Lena opened her mouth to argue but stopped. That night, as she
reviewed her robotics challenge plans, she realized the blueprint had only
one name written in the corner—hers. She hadn’t even asked for feedback.
She began to wonder: Was being the best worth losing the people around her?
The next morning, Lena gathered her team. “Let’s start from scratch,” she said. “Together this time.” They looked
surprised, but after a quiet moment, they agreed. The process that followed wasn’t smooth—they debated, made
mistakes, and had to rebuild parts from the ground up—but for the first time in weeks, Lena felt like she was truly
part of something.
Their robot wasn’t the fastest or the flashiest, but it worked. More importantly, it was built with everyone’s
ideas, not just one person’s. At the event, they didn’t win first place, but the applause they earned felt just as
rewarding.
Back at school, Lena no longer felt the need to lead every project or solve every problem. When a younger
student asked her for help learning to code, she took the time to guide him step by step, answering questions instead
of showing off. Her upgrade had sharpened her mind, but it was collaboration that had deepened her character. And
that, she realized, was a kind of success no chip could ever guarantee.

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 THE UPGRADE Name:

QUESTION What does Lena’s behavior during group assignments reveal about her character?
checklist

R estate the question

A nswer the question

C ite
evidence
from
An important piece
of information from
the passage is...
In (title), it is
mentioned that...
the text

E xplain how
the
evidence
This evidence is
important because...
This evidence
suggests...
proves your
answer
This evidence is

S
important because..."
for E and use
ummarize "Ultimately, the text
demonstrates...
Reflecting on the
evidence presented,...

CAPITAL LETTER, PUNCTUATION MARKS, CORRECT SPELLING

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QUESTION: What does Lena’s behavior during group Name:
assignments reveal about her character?

create inspire teach

Directions: Read the text carefully, then use the graphic Name:
organizer to plan your response to the question. Write
your answer on the provided writing paper, using evidence
from the text and the sentence stems to support your
ideas. Use the checklist to review and improve your work.

THE DAY I BECAME PRINCIPAL (SORT OF)

It all started on a Tuesday. Tuesdays were already the worst, mostly because cafeteria lunch included
mystery meat and math class came right after. But this Tuesday, something strange happened. Our principal, Mr.
Dodd, tripped over a scooter in the hallway and twisted his ankle. It was on camera, and yes, it looked hilarious.
He was fine, but he had to go home. That was when he made
the announcement: “Since I cannot fulfill my duties today,”
he said through the intercom, “I will select a student to be
Acting Principal.” That student was me—Max Barnes.
Everyone turned and stared at me like I had just been
crowned King of the School. I puffed out my chest and
marched to the front office, already thinking about what
changes I would make. No more tests. Recess all day. Extra
essert. Mrs. Pinkley, the secretary, handed me a shiny badge
and said, “Don’t let the power go to your head.” I laughed.
“Too late.”
By lunch, I had banned homework, created a hallway
dance rule, and declared pajama day for the rest of the week. Students cheered. Teachers groaned. When I
passed by classrooms, kids high-fived me like I was a celebrity. “Max for President!” someone shouted. I grinned.
I was finally in charge.
Then things started to go wrong. Mr. Jenkins, the music teacher, came in and said the band room had flooded
because someone clogged the sink trying to make slime. The janitor slipped on a banana peel in the gym, which I
had allowed during my “Bring Your Own Banana” challenge. A parent called about the loud music blasting in the
hallways during quiet reading time. The smile slid off my face like melted ice cream.
By the end of the day, I was hiding in Mr. Dodd’s swivel chair, spinning slowly and chewing the end of a pencil.
Mrs. Pinkley poked her head in. “Ready to resign, Principal Barnes?” I sighed. “Maybe being in charge isn’t as fun as
I thought.” She handed me a form labeled “Request for Early Retirement” as a joke. I signed it in purple crayon.
The next morning, Mr. Dodd was back on crutches, wearing an ankle brace and a knowing smile. “Heard you
made quite an impression,” he said. “Would you do it all over again?” I thought for a second. “Yes,” I said, “but
maybe with fewer bananas and more listening.” Mr. Dodd nodded. “That’s what makes a real leader, Max.” I
wasn’t sure if I was a leader yet, but I definitely knew one thing: I was never becoming a principal again. Not
unless it came with a free scooter helmet.
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 THE DAY I BECAME PRINCIPAL (SORT OF) Name:

QUESTION How does Max's feeling about being in charge shift

after experiencing the consequences of his decisions? checklist

R estate the question

A nswer the question

C ite
evidence
from
Evidence from the
text reveals that...
The
narrator/character
describes... when
the text they say, “..."

E xplain how
the
evidence
This example
illustrates the idea...
This evidence
suggests...
proves your
answer

S
In conclusion, the
evidence clearly
ummarize supports...
The message of the
passage is...

CAPITAL LETTER, PUNCTUATION MARKS, CORRECT SPELLING

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QUESTION: How does Max's feeling about being in charge shift Name:
after experiencing the consequences of his decisions?

create inspire teach

Directions: Read the text carefully, then use the graphic Name:
organizer to plan your response to the question. Write
your answer on the provided writing paper, using evidence
from the text and the sentence stems to support your
ideas. Use the checklist to review and improve your work.

BRAVE LITTLE BOOKMARK

Tucked between the pages of a dusty old novel on the top shelf of Maplewood Elementary’s library, a fabric
bookmark named Bert had one job: to mark the reader’s place and do it with pride. He was blue with gold stitching and
a slightly frayed tassel. Bert had been there for years, and he liked it that way. “My job is important,” he’d often
mutter. “I keep order in the world of books.” The other bookmarks rolled their ribbon eyes at him. Some were
magnetic, some were shiny plastic with unicorns or superheroes, but none took themselves as seriously as Bert did.
When a new book arrived in the library—The Epic Adventures of Galaxy Cat—every student wanted it. It was
flashy, exciting, and most importantly, it didn’t use bookmarks. It had a fancy built-in ribbon. Bert scoffed. “That cat
doesn’t need a bookmark because it doesn’t expect anyone to finish the book,” he grumbled. “Real readers need real
tools.” But deep down, Bert felt forgotten. Fewer students picked up old books like the one he lived in, and no one
asked for bookmarks anymore.
One afternoon, chaos broke out. A class of fifth graders came in for free reading time, and in the rush, several
books fell from the shelves. Bert tumbled out of his beloved novel and landed near a group of paperclips and rubber
bands in the supply drawer. “What is this place?” Bert asked, horrified. A rubber band stretched lazily. “Welcome to
the Land of Misfit Office Supplies,” it said. “We’re retired.” Bert gasped. “I am not retired! I’m still useful!”
Just then, a girl named Harper entered, clutching an old book with no bookmark. She looked frustrated. “I can
never remember where I stop,” she muttered. She rifled through the drawer and spotted Bert. “Huh. You’ll do.” Bert
felt his stitching tighten with purpose. She tucked him gently between the pages and smiled. “Perfect.”
Bert began a new life with Harper. She read during recess, after school, even at breakfast. He kept her place
through spills, backpack tosses, and one terrifying moment involving syrup. At first, Bert still mumbled about order
and being proper, but something was changing. He started to enjoy the
adventure. Harper laughed, gasped, and sometimes cried while reading, and
Bert was there for all of it. He realized that his job was not just about
marking pages. It was about being part of a story someone cared about.
One day, Harper finished the book and placed it proudly on the return
shelf. She gently removed Bert and placed him in another book, already
halfway through. Bert didn’t complain. He didn’t worry about the pages being
bent or the spine being too loose. Instead, he nestled into his spot and
whispered, “Let’s see what happens next.” He was no longer just a bookmark.
He was a partner in the journey.

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 BRAVE LITTLE BOOKMARK Name:

QUESTION How does Bert's attitude change when Harper begins to use him?
checklist

R estate the question

A nswer the question

C ite
evidence
from
In (title), it is
mentioned that...
The text
emphasizes...
the text

E xplain how
the
evidence
This detail supports
the main idea by...
This evidence
suggests...
proves your
answer

S
In conclusion, the
evidence clearly
ummarize supports...
The message of the
passage is...

CAPITAL LETTER, PUNCTUATION MARKS, CORRECT SPELLING

create inspire teach

QUESTION: How does Bert's attitude change Name:
when Harper begins to use him?

create inspire teach

create inspire teach
Grading Rubric for RACES Paragraph Writing (Scale 1-4)
1 – Needs
Criteria 2 – Getting There 3 – Good Work 4 – Stretch Goal
Improvement

Restates the
Restates part of Restates the question clearly
The question is not and connects it
Restate the the question but question clearly in
restated or is off- smoothly to the
Question (R) lacks clarity or a complete
topic. answer, showing a
precision. sentence.
strong grasp of the
prompt.

Answers all parts of

Attempts to Answers all parts of the question
Answer the The answer is answer but is the question thoroughly,
Question (A) missing or off-topic. incomplete or clearly and showing depth
missing key points. directly. and thoughtful
insight.

Includes one Includes two or more

Includes evidence, strong, well-chosen
No evidence from relevant, accurate
Cite Evidence but it may be pieces of evidence
the text is piece of evidence
(C) unclear, weak, or with smooth
included. that supports the integration and clear
unrelated.
answer. support.

Thoroughly explains
Attempts to with strong
Clearly explains
explain, but the reasoning, including
Explain / No explanation or how the evidence
reasoning is additional
Elaborate (E) reasoning is given. supports the
unclear or connections,
answer. interpretations, or
incomplete.
examples.

Ends with a strong,

No conclusion or Includes a Wraps up with a insightful conclusion
Summarize an conclusion, but it clear conclusion that reinforces the
(S) unclear/unfinished may be vague or that restates the response and ties
one. repetitive. main point. ideas together
meaningfully.

Many errors that Few errors; writing is Nearly error-free;

Grammar & Some errors that writing is polished,
interfere with clear and
Mechanics affect clarity or flow. fluent, and easy to
understanding. understandable.
read.

Name: _________________ Score: _______

Comments:

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 Student Grading Rubric for RACES
Paragraph Writing (Scale 1-4)
1 – Needs 4 – Amazing
Criteria 2 – Getting There 3 – Good Work!
Improvement Work!

I restated the
I restated the
I clearly restated question clearly
Restate the I didn’t restate the question, but it’s a
the question in my and connected it
Question (R) question. little unclear or
own words. to my answer in a
missing part of it.
strong way.

I answered part of I gave a full

I answered the
Answer the I didn’t answer the question but answer with extra
whole question
Question (A) the question. left out important detail to show my
clearly.
information. thinking.

I used one strong I used two (or

I used evidence,
I didn’t include piece of more!) strong
but it doesn’t fully
Cite Evidence (C) any evidence evidence that pieces of evidence
support my
from the text. matches my that really support
answer. my answer.
answer.

I didn’t explain I explained how I explained my

I tried to explain, evidence clearly
Explain / how my evidence my evidence
but it wasn’t very and added extra
Elaborate (E) supports my supports my
clear. thinking or
answer. answer. examples.

I didn’t include a I wrote a I wrote a clear I wrote a strong

summary that ties
summary, or it was summary, but it summary that
Summarize (S) everything together
hard to was missing wraps up my
and adds
understand. important ideas. paragraph. something extra.

My writing had My writing had My writing had just My writing was

Grammar & lots of mistakes some mistakes a few mistakes neat, clear, and
Mechanics and was hard to and was a little and was easy to had almost no
read. confusing. read. mistakes.

Name: _________________ Score: _______

Comments:

create inspire teach

 THE PEOPLE WHO RUN TOWARD DANGER Name: Answers will vary
What details in the text show that storm chasers
QUESTION are helping others, not just looking for excitement? checklist

R estate the question Storm chasers are helping others, not just
looking for excitement, because...

A nswer the question

they gather vital information about tornadoes.

C ite
evidence
from
The author states in
paragraph __, “...”
An important piece
of information from
The author states in paragraph 4, “Thanks to
the information they gather, weather experts
can warn people sooner and help them stay
the text the passage is... safe.”

E xplain how
the
evidence
This evidence is
important because...
This example
illustrates the idea...
This evidence is important because it shows
that the data collected by storm chasers is
used to save lives by providing timely warnings.
proves your
answer
In conclusion, the evidence clearly supports the

S
In conclusion, the
evidence clearly idea that storm chasers play an essential role
ummarize supports...
Ultimately, the text in protecting communities from the dangers of
demonstrates... tornadoes.

CAPITAL LETTER, PUNCTUATION MARKS, CORRECT SPELLING

create inspire teach

QUESTION: What details in the text show that storm chasers
are helping others, not just looking for excitement?
Name: Answers will vary
Storm chasers are helping others, not just looking for excitement,
because they gather vital information about tornadoes. The
author states in paragraph 4, “Thanks to the information they
gather, weather experts can warn people sooner and help them
stay safe.” This evidence is important because it shows that the
data collected by storm chasers is used to save lives by providing
timely warnings. In conclusion, the evidence clearly supports the
idea that storm chasers play an essential role in protecting
communities from the dangers of tornadoes.

create inspire teach

 THE GIRL WHO HELPED INVENT WI-FI Name: Answers will vary
QUESTION What can the reader infer about how women in
Hedy’s time were treated in science and technology? checklist

R estate the question In Hedy’s time, women in science and

technology...

A nswer the question

were often not taken seriously.

C ite
evidence
from
paragraph __, “..."
An important piece of information from the
The author states in passage is “She didn’t get much credit while she
An important piece was alive.” This shows that despite her
of information from significant contributions, she was overlooked
the passage is...
the text because she was a woman.

E xplain how
the
evidence
This evidence is
important because...
This evidence
suggests...
This evidence is important because it highlights
that women like Hedy had to fight for
recognition. Women were often undervalued,
proves your even when they made important inventions.
answer

S
Reflecting on the Reflecting on the evidence presented, Hedy
evidence presented,... Lamarr’s experience shows the challenges
ummarize Ultimately, the text
demonstrates... women faced in science and technology at that
time.

CAPITAL LETTER, PUNCTUATION MARKS, CORRECT SPELLING

create inspire teach

 time were treated in science and technology? Name: Answers will vary
What can the reader infer about how women in
QUESTION:Hedy’s

In Hedy’s time, women in science and technology were often not

taken seriously. An important piece of information from the
passage is “She didn’t get much credit while she was alive.” This
shows that despite her significant contributions, she was
overlooked because she was a woman. This evidence is important
because it highlights that women like Hedy had to fight for
recognition. Women were often undervalued, even when they
made important inventions. Reflecting on the evidence presented,
Hedy Lamarr’s experience shows the challenges women faced in
science and technology at that time.

create inspire teach

 UNDERWATER CITIES LOST TO TIME Name: Answers will vary
QUESTION How do the discoveries of underwater
cities help us understand ancient civilizations? checklist

R
The discoveries of underwater cities like
estate the question Heracleion and Pavlopetri help us understand
ancient civilizations by...

A nswer the question

revealing how people lived and organized their
societies.

C ite
evidence
from
Evidence from the
text reveals that...
The text
emphasizes...
Evidence from the text reveals that Heracleion
was a busy port city that was lost to the sea
due to earthquakes and floods.
the text

E xplain how
the
evidence
The author’s use of
this information
demonstrates...
This example
illustrates the idea...
The author's use of this information demonstrates
that these cities were once thriving centers of
trade and culture, showing us the complexity of
ancient life. Additionally, the text emphasizes that
proves your Pavlopetri had roads and a water system, which
answer illustrates how advanced these societies were.

In conclusion, the evidence clearly supports the

S
In conclusion, the
evidence clearly idea that underwater cities are vital for
ummarize supports the idea
that... understanding the daily lives and innovations of
Ultimately, the text ancient peoples.
demonstrates...

CAPITAL LETTER, PUNCTUATION MARKS, CORRECT SPELLING

create inspire teach

QUESTION: How do the discoveries of underwater
cities help us understand ancient civilizations? Name: Answers will vary
The discoveries of underwater cities like Heracleion and Pavlopetri
help us understand ancient civilizations by revealing how people
lived and organized their societies. Evidence from the text reveals
that Heracleion was a busy port city that was lost to the sea due
to earthquakes and floods. The author's use of this information
demonstrates that these cities were once thriving centers of
trade and culture, showing us the complexity of ancient life.
Additionally, the text emphasizes that Pavlopetri had roads and a
water system, which illustrates how advanced these societies
were. In conclusion, the evidence clearly supports the idea that
underwater cities are vital for understanding the daily lives and
innovations of ancient peoples.

create inspire teach

 PLAY TO WIN OR PLAY FOR FUN? Name: Answers will vary
QUESTION Should every child be encouraged to play competitive sports?
Why or why not? checklist

R estate the question In my opinion, every child...

A
should not necessarily be encouraged to play
nswer the question competitive sports.

C ite
evidence
from
Evidence from the
text reveals that...
According to the
text...
According to the text, “Some people worry that
competition at a young age can cause stress.”
Not all children thrive in high-pressure
the text environments.

This example illustrates the idea that while

E xplain how
the
evidence
The author's use of
this information
demonstrates...
This example
illustrates the idea...
competitive sports can be exciting, they may also
lead to pressure that takes away the joy of
playing. It is essential to consider each child's
personality and preferences when deciding
proves your whether they should participate in competitive
answer sports.

In conclusion, the evidence clearly supports

S
In conclusion, the
evidence clearly that while competitive sports can provide
ummarize supports...
Ultimately, the text benefits, they may not be suitable for every
demonstrates... child.

CAPITAL LETTER, PUNCTUATION MARKS, CORRECT SPELLING

create inspire teach

QUESTION: Should every child be encouraged to play
competitive sports? Why or why not?
Name: Answers will vary
In my opinion every child should not necessarily be encouraged to
play competitive sports. According to the text, “Some people
worry that competition at a young age can cause stress.” Not all
children thrive in high-pressure environments. This example
illustrates the idea that while competitive sports can be exciting,
they may also lead to pressure that takes away the joy of playing.
It is essential to consider each child's personality and preferences
when deciding whether they should participate in competitive
sports. In conclusion, the evidence clearly supports that while
competitive sports can provide benefits, they may not be suitable
for every child.

create inspire teach

 CITY LIFE VS. COUNTRY LIFE Name: Answers will vary
Based on the text, which place is a better place to live for families?
QUESTION Defend your answer with reasons and evidence from the text.
checklist

R estate the question Based on the text, I believe that...

A
living in the country is a better place for
nswer the question families.

C ite
evidence
from
Evidence from the
text reveals that...
Evidence from the text reveals that families in the
country enjoy more space and a peaceful environment.
An important piece Families can participate in outdoor activities like riding
of information from bikes and helping in gardens, which encourages bonding
the passage is...
the text for them.

E xplain how
the
evidence
The author’s use of
this information
demonstrates...
This example
illustrates the idea...
The author’s use of this information demonstrates
that a slower pace of life can also provide a more
relaxing atmosphere for families.
proves your
answer

S
In conclusion, the evidence clearly supports that the
The message of the
passage is... country is a better choice for families because it
ummarize In conclusion, the offers a strong sense of community and
evidence clearly opportunities for outdoor fun.
supports...

CAPITAL LETTER, PUNCTUATION MARKS, CORRECT SPELLING

create inspire teach

QUESTION: Based on the text, which place is
a better place to live for families?
Name: Answers will vary
Based on the text, I believe that living in the country is a better
place for families. Evidence from the text reveals that families in
the country enjoy more space and a peaceful environment.
Families can participate in outdoor activities like riding bikes and
helping in gardens, which encourages bonding for them. The
author’s use of this information demonstrates that a slower pace
of life can also provide a more relaxing atmosphere for families.
In conclusion, the evidence clearly supports that the country is a
better choice for families because it offers a strong sense of
community and opportunities for outdoor fun.

create inspire teach

 THE LEMONADE STAND RACE Name:
Should Mia have waited for customers instead of changing her lemonade
QUESTION to match Leo's? Explain why or why not using details from the story.
checklist

R estate the question Mia should not have changed her lemonade to match
Leo's because...

A
her homemade lemonade was better for her
nswer the question customers.

C ite
evidence
from
In (title), it is
mentioned that...
The
narrator/character
Evidence from the text reveals that Mia's
lemonade was “squeezed this morning," showing
that it was fresh and made with care.
describes... when
the text they say, “..."

E
This detail supports the main idea by
This example
demonstrating that customers appreciated the
xplain how illustrates the idea... quality of her drink over the convenience of Leo's
the This evidence store-bought lemonade. For example, a woman
evidence suggests...
with a stroller specifically asked if Mia's lemonade
proves your was fresh, and when she purchased it, she was
answer happy.
In conclusion, the evidence clearly supports that

S
In conclusion, the
evidence clearly taking the time to make something special can lead
ummarize supports...
The message of the
to positive results. Mia's choice to wait for
passage is... customers and serve homemade lemonade was the
right one.

CAPITAL LETTER, PUNCTUATION MARKS, CORRECT SPELLING

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QUESTION: Should Mia have waited for customers instead Name: Answers will vary
of changing her lemonade to match Leo's?

Mia should not have changed her lemonade to match Leo's because
her homemade lemonade was better for her customers. Evidence
from the text reveals that Mia's lemonade was “squeezed this
morning," showing that it was fresh and made with care. This
detail supports the main idea by demonstrating that customers
appreciated the quality of her drink over the convenience of Leo's
store-bought lemonade. For example, a woman with a stroller
specifically asked if Mia's lemonade was fresh, and when she
purchased it, she was happy. In conclusion, the evidence clearly
supports that taking the time to make something special can lead
to positive results. Mia's choice to wait for customers and serve
homemade lemonade was the right one.

create inspire teach

 CODE, WHEELS, AND COOPERATION Name:

QUESTION Do you think Ava is a good role model?

Explain using details from the passage. checklist

R estate the question In my opinion, Ava is a good role model because...

A
she learns the importance of teamwork and
nswer the question collaboration.

C ite
evidence
from
Evidence from the
text reveals that...
The text
emphasizes...
Evidence from the text reveals that after struggling
with her robot, Ava says, “I’m glad I stopped trying
to do everything myself.” This shows that she
recognizes her teammates' contributions and values
the text working together.

E xplain how
the
evidence
Additionally, the text Additionally, the text emphasizes that when they
emphasizes that... rebuilt the robot as a team, they achieved one of the
This detail supports best times in the competition. Because she grew as a
the main idea by...
leader and listened to others, their team was
proves your successful.
answer

S
In conclusion, the
evidence clearly In conclusion, the evidence clearly supports that
ummarize supports...
The message of the
Ava is a good role model for her ability to adapt
passage is... and collaborate with her teammates.

CAPITAL LETTER, PUNCTUATION MARKS, CORRECT SPELLING

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QUESTION: Do you think Ava is a good role model? Name: Answers will vary
Explain using details from the passage.

In my opinion, Ava is a good role model because she learns the

importance of teamwork and collaboration. Evidence from the
text reveals that after struggling with her robot, Ava says, “I’m
glad I stopped trying to do everything myself.” This shows that
she recognizes her teammates' contributions and values working
together. Additionally, the text emphasizes that when they rebuilt
the robot as a team, they achieved one of the best times in the
competition. Because she grew as a leader and listened to others,
their team was successful. In conclusion, the evidence clearly
supports that Ava is a good role model for her ability to adapt
and collaborate with her teammates.

create inspire teach

 THE UPGRADE Name:

QUESTION What does Lena’s behavior during group assignments reveal about her character?
checklist

R estate the question Lena’s behavior during group assignments reveals

that...

A
she is initially self-centered but ultimately learns
nswer the question the value of teamwork.

C
In The Upgrade, it is mentioned that Lena insisted on doing
An important piece most of the work herself and dismissing their suggestions
of information from
ite the passage is... when she said, “You’re not even trying.” This shows her
evidence In (title), it is desire to excel led to isolation from her peers. However,
from mentioned that... after reflecting on her actions, Lena recognized that
collaboration was essential when she said, “Let’s start
the text from scratch. Together this time.”

E xplain how
the
evidence
This evidence is
important because...
This evidence
suggests...
This evidence suggests that Lena’s growth
allowed her to appreciate the contributions of
others, leading to a successful project built on
proves your shared ideas.
answer
Ultimately, the text

S
demonstrates... Reflecting on the evidence presented, Lena’s
Reflecting on the
ummarize evidence presented,... character evolves from being competitive to valuing
teamwork.

CAPITAL LETTER, PUNCTUATION MARKS, CORRECT SPELLING

create inspire teach

QUESTION: What does Lena’s behavior during group Name: Answers will vary
assignments reveal about her character?

Lena’s behavior during group assignments reveals that she is

initially self-centered but ultimately learns the value of teamwork.
In The Upgrade, it is mentioned that Lena insisted on doing most
of the work herself and dismissing their suggestions when she said,
“You’re not even trying.” This shows her desire to excel led to
isolation from her peers. However, after reflecting on her actions,
Lena recognized that collaboration was essential when she said,
“Let’s start from scratch. Together this time.” This evidence
suggests that Lena’s growth allowed her to appreciate the
contributions of others, leading to a successful project built on
shared ideas. Reflecting on the evidence presented, Lena’s
character evolves from being competitive to valuing teamwork.

create inspire teach

 THE DAY I BECAME PRINCIPAL (SORT OF) Name:

QUESTION How does Max's feeling about being in charge shift

after experiencing the consequences of his decisions? checklist

R
Max's feelings about being in charge shift
estate the question significantly after he experiences the consequences
of his decisions.

A
Max initially feels excited and powerful when he
nswer the question becomes Acting Principal and then it fades.

Evidence from the text reveals that Max is

C ite
evidence
from
Evidence from the
text reveals that...
The
excited when he declares, “No more tests.
Recess all day.” However, this excitement
narrator/character quickly goes away when things go wrong, such
describes... when as the flooded band room and loud music during
the text they say, “..."
reading time.

E xplain how
the
evidence
This example
illustrates the idea...
This evidence
suggests...
This evidence suggests that Max realizes the
challenges of leadership are more complicated than he
thought. He eventually concludes that “maybe being in
charge isn’t as fun as I thought,” which demonstrates
proves your his understanding of the responsibilities that come
answer with power.

S
In conclusion, the
evidence clearly In conclusion, the evidence clearly supports
ummarize supports...
The message of the
that being a leader involves making tough
passage is... choices and learning from mistakes.

CAPITAL LETTER, PUNCTUATION MARKS, CORRECT SPELLING

create inspire teach

QUESTION: How does Max's feeling about being in charge shift Name: Answers will vary
after experiencing the consequences of his decisions?

Max's feelings about being in charge shift significantly after he

experiences the consequences of his decisions. Max initially feels
excited and powerful when he becomes Acting Principal and then it
fades. Evidence from the text reveals that Max is excited when he
declares, “No more tests. Recess all day.” However, this excitement
quickly goes away when things go wrong, such as the flooded band
room and loud music during reading time. This evidence suggests
that Max realizes the challenges of leadership are more
complicated than he thought. He eventually concludes that “maybe
being in charge isn’t as fun as I thought,” which demonstrates his
understanding of the responsibilities that come with power. In
conclusion, the evidence clearly supports that being a leader
involves making tough choices and learning from mistakes.

create inspire teach

 BRAVE LITTLE BOOKMARK Name:

QUESTION How does Bert's attitude change when Harper begins to use him?
checklist

R estate the question Bert's attitude changes greatly when Harper begins
to use him.

A
At first, he feels forgotten and frustrated that no
nswer the question one values bookmarks anymore.

C ite
evidence
from
In (title), it is
mentioned that...
The text
emphasizes...
The text emphasizes, “He realized that his job
was not just about marking pages. It was about
being part of a story someone cared about.”
the text Bert starts to see his role change.

E
This evidence suggests that Bert transforms
This detail supports from feeling forgotten and unimportant to
xplain how the main idea by... finding joy and purpose in helping Harper with
the This evidence
evidence suggests... her reading. He stops worrying about being
proves your proper and instead embraces the adventure of
answer reading with her.

In conclusion, the evidence clearly supports the

S
In conclusion, the
evidence clearly idea that Bert's change in attitude reflects his
ummarize supports...
The message of the newfound importance in Harper's reading
passage is... journey.

CAPITAL LETTER, PUNCTUATION MARKS, CORRECT SPELLING

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QUESTION: How does Bert's attitude change Name: Answers will vary
when Harper begins to use him?

Bert's attitude changes significantly when Harper begins to use

him. At first, he feels forgotten and frustrated that no one
values bookmarks anymore. The text emphasizes, “He realized that
his job was not just about marking pages. It was about being part
of a story someone cared about.” Bert starts to see his role
change. This evidence suggests that Bert transforms from feeling
forgotten and unimportant to finding joy and purpose in helping
Harper with her reading. He stops worrying about being proper
and instead embraces the adventure of reading with her. In
conclusion, the evidence clearly supports the idea that Bert's
change in attitude reflects his newfound importance in Harper's
reading journey.

create inspire teach

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