Grades 2–6 Correlated to State and

Common Core Lessons

Common Core State Standards

• Sample unit for each grade

level with a home–school

Text-Based
connection activity
Evan-Moor®
• Leveled selections
science, social studies,

Writing Nonfiction
health, biography
• Writing prompts include
argument, opinion,
compare & contrast,
2 –6
Grades cause & effect, sequence

er
pl
m
Sa
 Grades 2– 6

Contents

Grade 2. . . . . . . . . . . . . . . . . . . . Click

Grade 3. . . . . . . . . . . . . . . . . . . . Click

Grade 4. . . . . . . . . . . . . . . . . . . . Click

Grade 5. . . . . . . . . . . . . . . . . . . . Click

Grade 6. . . . . . . . . . . . . . . . . . . . Click
 Grade 2
Sample

UNIT Science Article – Level L

2 Compare-and-Contrast Writing Prompt

Owl Facts
Lesson Objectives Prepare

Writing Reproduce and distribute one copy for

Students use information from the science each student.
article to write a compare-and-contrast LESSON PAGE
paragraph.
Unit Focus and
1 20
Vocabulary Lesson Checklist
Students learn content vocabulary words and
use those words to write about how owls are 2 Learn Vocabulary 21
alike and different.
Read the Science Article: Owl
Content Knowledge 3 22
Facts
Students understand the unique characteristics
Answer Questions About the
of snowy owls and barn owls. 4 23
Science Article
Essential Understanding
Students understand what owls look like and 5 Organize Information 24
how they live and act in nature.
Write a Compare-and-
6 25
Contrast Paragraph

Name
1 Unit Focus and Lesson Checklist
UNIT

2
Distribute one unit to each student and direct students’
Owl Facts
attention to the Unit Focus and Lesson Checklist. Tell them
they will be able to refer to the focus of the unit as needed
Unit Focus
You are going
to read a scien
ce article abou
t while working on the lessons. Instruct students to check off
barn owls.
snow y owls and
As You Read
:
these owls are
alike and different. each task on the checklist after they complete it.
Think about how

After You Read

: pare-
Use information
from the artic
and-contrast para
le to write a com
graph about the
owls. Read aloud the focus statements, and verify that students
Lesson Checkli
st
it.
understand their purpose for reading. Ask:
task after you complete
Check off each

Learn Vocabula

Read the Scie

ry

nce Article:
• What are we going to read about? (snowy owls and
Owl Facts

Answer Question
s About the barn owls)
Science Article
rmation
Organize Info

Write a Compare
W
-and-Contras
t Paragraph • What are you going to learn about them? (how they
are alike and different)
oor Corp.
6032 • © Evan-M
: Nonfiction • EMC
Text-Based Writing

20
• What are you going to write based on this article?
(a compare-and-contrast paragraph)

CCSS: W 2.2, 2.7, 2.8 RIT 2.4, 2.5, 2.10

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 Grade 2
Sample

Name

Owl Facts
2 Learn Vocabulary
Direct students’ attention to the picture dictionary.
UNIT

2
lary
Learn Vocabu

Read aloud each content vocabulary word and

s.
re. Read the word
Look at the pictu

owls

have students repeat. Point out that the words are

wing

related to owls and that students will have a better

claws understanding of the words after they read the
feathers
nest
Name science article. Have students write the vocabulary
Read the word and
write it on the line.
s to Know.
words on the provided lines. Then review the Words
Then read the Word Owl Facts
Content Word
s Owls are large,
alike. All owls have
interesting birds.
In some ways, all
owls are
to Know, and encourage students to ask questions
about any words they do not understand.
large heads. They
claws have circles of feath
around each of ers
their eyes. Owls
can’t move their
feathers can. They have eyes like we
to move their whole
head to look aroun
nest owls have sharp d! All
claws on their feet.
The claws help them
food and sit on catch
owls tree limbs.

3 Read the Science Article: Owl Facts

In some ways, owls
wing are different from
owls and barn owls each other. Snow
y
have features and
ed habits that make
© Evan-Moor Corp.
• EMC 6032 • Text-Bas different from each them

Read aloud the science article as students follow

other.
Snow y owls are
white. They have
more
feathers on their
legs than other
owls. Their

along silently. Then have students reread the article

feet have extra padd
ing for walking
on
snow. Snow y owls
make low hooting
sounds.
Most of these large

independently or in small groups.

owls live in the
Arctic. Snowy Owl
The arctic land
is very flat. Snow
y owls make their
on the ground. They nests right
hunt for food durin
g the day and the
night.
Barn owls have
white faces that
look like
hearts. Their bodie

4 Answer Questions About the Science Article

s are small, but
Name their wings
are large. Barn
owls are usually
light gray with
some spots. Barn
Owl Facts owls do not hoot.
UNIT Instead, they

To ensure reading comprehension, have students

2 make a hissing
or screeching sound
. Barn owls
Questio nshunt for food
Answer world . They make their
only at night. They
live all over the
nests in tree holes

answer the text-dependent questions. Review the

. , buildings, or barns
they all .
are alike is that
1. One way owls
legs
feathers on their
A have extra Nonfiction • EMC
6032 • © Evan-Mo

answers together.
nests in barns or Corp.
B make their
on their feet
have sharp claws
.
snow y owls because barn owls
arn owls are different from
like hearts
that are shaped
A have faces

5 Organize Information
feet
padding on their
B have extra
can
eyes like humans
an’t move their
C can’t
a barn owl
its nest. Then draw
raw a picture of
3. Draw
in its nest. Label
a snow y owl in
each part of your
Name pictures.
Explain to students that they will use a compare-
and-contrast graphic organizer to help them plan
UNIT

2
Owl Facts

their paragraphs. Guide students in using the text

Organize Info
Read the science
rma
tion
article again. Then
organizer that tells write information
how snowy owls in the graphic
and barn owls are

to complete the organizer, rereading the article if

alike and differ
ent.
Snowy Owls

needed.
© Evan-Moor Corp.
Remind students that a compare-and-contrast
paragraph:
Both

• tells how two or more things are alike, and

Name
• tells how two or more things are different.
UNIT Owl Facts
2
Contrast

Write a compare-a
Compare and
nd-contrast parag
raph that expla
different.
ins how snowy 6 Write a Compare-and-Contrast Paragraph
owls are alike and
owls and barn
• Use information
and the science
from your
article.
graphic organizer
6032 • © Evan-Mo
or Corp.
Instruct students to complete the writing assignment
Title independently, with a partner, or in small groups.
If needed, review the structure of a compare-and-
contrast paragraph:
• The topic sentence tells about the two subjects.
• Details support the topic sentence and tell how
the subjects are alike and different.
25
n
ed Writing: Nonfictio
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© Evan-Moor Corp.

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 Grade 2
Sample
Name

UNIT

2
Owl Facts

Unit Focus

You are going to read a science article about

snowy owls and barn owls.

As You Read:
Think about how these owls are alike and different.

After You Read:

Use information from the article to write a compare-
and-contrast paragraph about the owls.

Lesson Checklist

Check off each task after you complete it.

Learn Vocabulary

Read the Science Article:

Owl Facts

Answer Questions About the

Science Article

Organize Information

Write a Compare-and-Contrast Paragraph

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 Grade 2
Sample
Name

UNIT

2 Owl Facts

Learn Vocabulary
Look at the picture. Read the words.

owls

wing

claws
nest feathers

Read the word and write it on the line.

Then read the Words to Know.

Content Words Words to Know

claws Arctic hiss

feathers eyes hoot

nest habits interesting

owls heads screech

wing

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 Grade 2
Sample
Name

Owl Facts
Owls are large, interesting birds. In some ways, all owls are
alike. All owls have large heads. They have circles of feathers
around each of their eyes. Owls can’t move their eyes like we
can. They have to move their whole head to look around! All
owls have sharp claws on their feet. The claws help them catch
food and sit on tree limbs.
In some ways, owls are different from each other. Snowy
owls and barn owls have features and habits that make them
different from each other.
Snowy owls are white. They have more
feathers on their legs than other owls. Their
feet have extra padding for walking on
snow. Snowy owls make low hooting sounds.
Snowy Owl
Most of these large owls live in the Arctic.
The Arctic land is very flat. Snowy owls make their nests right
on the ground. They hunt for food during the day and the night.
Barn owls have white faces that look like
hearts. Their bodies are small, but their wings
are large. Barn owls are usually light gray with
some spots. Barn owls do not hoot. Instead, they
make a hissing or screeching sound. Barn owls
Barn Owl
hunt for food only at night. They live all over the
world. They make their nests in tree holes, buildings, or barns.

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 Grade 2
Sample
Name

UNIT

2 Owl Facts

Answer Questions
1. One way owls are alike is that they all .

A have extra feathers on their legs

B make their nests in barns
C have sharp claws on their feet

2. Barn owls are different from snowy owls because barn owls .
A have faces that are shaped like hearts
B have extra padding on their feet
C can’t move their eyes like humans can

3. Draw a picture of a snowy owl in its nest. Then draw a barn owl
in its nest. Label each part of your pictures.

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 Grade 2
Sample
Name

UNIT

2 Owl Facts

Organize Information
Read the science article again. Then write information in the graphic
organizer that tells how snowy owls and barn owls are alike and different.
Snowy Owls

Both

Barn Owls
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 Grade 2
Sample
Name

UNIT

2 Owl Facts

Compare and Contrast

Write a compare-and-contrast paragraph that explains how snowy
owls and barn owls are alike and different.

• Use information from your graphic organizer

and the science article.

Title

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 Grade 2
Sample

Text-Based Writing Grade

2
Home–School
CONNECTION Selection Connection: Owl Facts

Pine Cone Barn Owl

Owls are interesting creatures. Each
owl has unique features. A barn owl, W hat You Need
for example, has a white heart-shaped
• pine cone
face. You and your child can see a
barn owl up close and personal by • brown, gray, and white
making your own barn owl. feathers

• small square of white fel

t
• black buttons or beads

• 1 brown pipe cleaner

• glue and scissors

How Long
It Will Take

15 minutes

© Evan-Moor Corp. • EMC HS6032 • Text-Based Writing: Home–School Connection

 Grade 2
Sample

Text-Based Writing, Grade 2 – Selection Connection: Owl Facts

W hat You Do Together

d as
e pin e cone wi ll for m th e owl’s body. Use the narrow en
1. Th
ers on the pine cone.
the top of the owl. Glue feath
form
t out a hear t sh ap e fro m the white felt, big enough to
2. Cu
the owl’s face.

ue on buttons or be ad s for the eyes. Let the glue set.

3. Gl
e cone.
4. Glue the face onto the pin
claws.
t the pip e cleaner in ha lf. Fashion each piece into owl
5. Cu
m of the pine cone body.
Glue the claws onto the botto

© Evan-Moor Corp. • EMC HS6032 • Text-Based Writing: Home–School Connection

 Grade 3
Sample

UNIT Health Article – Level P

13 Opinion Writing Prompt

Little Berry, Big Benefit

Lesson Objectives Prepare

Writing Reproduce and distribute one copy for

Students use information from the health each student.
article to write an opinion paragraph. LESSON PAGE
Vocabulary Unit Focus and
1 108
Students learn content vocabulary words and Lesson Checklist
use those words to write about blueberries.
2 Learn Vocabulary 109
Content Knowledge
Students understand that blueberries contain Read the Health Article:
important vitamins and antioxidants. 3 110
Little Berry, Big Benefit
Essential Understanding Answer Questions About the
4 111
Students understand that people can eat Health Article
foods such as blueberries to stay healthy
and alert. 5 Organize Information 112

6 Write an Opinion Paragraph 113

1 Unit Focus and Lesson Checklist

Distribute one unit to each student and direct students’
Name

UNIT

13
attention to the Unit Focus and Lesson Checklist. Tell them
Big Benefit
Little Berry, they will be able to refer to the focus of the unit as needed
Unit Focus
th article abou
t blueberries.
while working on the lessons. Instruct students to check off
to read a heal
You are going
As You Read
:
blueberries affec
t the human body. each task on the checklist after they complete it.
Think about how
:
e an opinion
Read aloud the focus statements, and verify that students
After You Read
from the article to writ
Use information
t blueberries.
paragraph abou

Lesson Checkli
st
it.
understand their purpose for reading. Ask:
task after you complete
Check off each

Learn Vocabula
ry

lth Article:
• What are we going to read about? (blueberries)
Read the Hea fit
Big Bene
Little Berry,

Answer Question
Health Article
s About the
• What are you going to learn about them? (how they
affect the body)
rmation
Organize Info
Paragraph
Write an Opinion

• What are you going to write based on this article?

oor Corp.

(an opinion paragraph)

6033 • © Evan-M
: Nonfiction • EMC
Text-Based Writing

108

CCSS: W 3.1, 3.8 RIT 3.3, 3.4, 3.5, 3.10

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 Grade 3
Sample

Name

Little Berry, Big

Benefit
2 Learn Vocabulary
Read aloud each content vocabulary word and
UNIT

13
lary
Learn Vocabu

Read the word and

its definition.
Then write the vocab
ulary word on the
line. have students repeat. Then read aloud and discuss
1. antioxidants
things found in
or added to
food that stop dang
erous
body
the definitions. Point out that the words are related
reactions in your

2. contain
to have within
to blueberries and that students will have a better
3. immune
system
the part of your
fights infections
body that
and keeps
understanding of the words after they read the
you healthy

to stop or to keep
from
Name
health article. Have students write the vocabulary
4. prevent

words on the provided lines. Then review the Words

happening

in table salt
5. sodium
a mineral found Little Berry, Big
Benefit

Words to Know
Some foods are
for us than other
better
s. Even
to Know, and encourage students to ask questions
about any words they do not understand.
though blueberries
blueberry calories are tiny,
they can have a
big effect on
your body. Blueb
erries contain
important vitam
ins such as C,
A, B-complex, and
E. Even

3 Read the Health Article: Little Berry,

a blueberry’s color
is healthy.
ed The blue comes
© Evan-Moor Corp.
• EMC 6033 • Text-Bas from
antioxidants that

Big Benefit
are good
for you. There are
three things
blueberries do not
have a lot

Read aloud the health article as students follow

of: fat, sodium,
and calories.
Your brain needs
antioxidants to
help you stay
sharp. Antioxidan
help prevent your
ts can also
brain from havin
along silently. Then have students reread the
g memory loss when

article independently or in small groups.

much older. Your you are
heart needs antio
xidants, too. Your
vitamin A to help eyes need
Name you see. Your immu
ne system needs
and antioxidan vitamin C
ts to keep you from
fit gettin g sick. When
hen you have
UNIT Little Berry Big gBene
a ,stron immune system
, it’s easier for your

4
13 entire body to stay

Answer Questio
ns
to the correct answ
er.
Answer Questions About the Health Article
in the circle next

To ensure reading comprehension, have students

ion. Fill
Read each quest

in a lot of . Nonfiction • EMC

6033 • © Evan-Mo
1. Blueberries conta
or Corp.

A calories
B vitamins
answer the text-dependent questions. Review the
C fat

2. What gives blueb

erries their blue
color? answers together.
A antioxidants
B sodium

5
Name

Organize Information
C fat
can be hel
of the body that
Draw two parts UNIT

13

Explain to students that they will use an opinion

Little Berry, Big
Benefit

Organize Info
rmation

graphic organizer to help them plan their

Read the health
article again. Then
organizer that tells write information
your opinion abou in the graphic
not eat blueberries t why people shou
. Support your opini ld or should
on with reasons.

Opinion paragraphs. Guide students in using the text to

complete the organizer, rereading the article if
© Evan-Moor Corp.
needed.
Remind students that an opinion paragraph:
Reasons (Why
?)
• tells how you feel about something, and
• tells why you feel that way.
Name

Benefit
UNIT Little Berry, Big
13
Opinion
. Should
on about blueberries

6
that tells your opini
Write a paragraph
everyone eat blueb
erries? Why or why

• Use information
from your
not?

graphic organizer
and the 6033 • © Evan-Mo
or Corp. Write an Opinion Paragraph
health article.

Title
Instruct students to complete the writing assignment
independently, with a partner, or in small groups.
If needed, review the structure of an opinion
paragraph:
• The topic sentence tells your opinion about
the subject.

n
113 • Details give reasons why you feel that way.
ed Writing: Nonfictio
• EMC 6033 • Text-Bas
© Evan-Moor Corp.

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 Grade 3
Sample
Name

UNIT

13
Little Berry, Big Benefit

Unit Focus

You are going to read a health article about blueberries.

As You Read:
Think about how blueberries affect the human body.

After You Read:

Use information from the article to write an opinion
paragraph about blueberries.

Lesson Checklist

Check off each task after you complete it.

Learn Vocabulary

Read the Health Article:

Little Berry, Big Benefit

Answer Questions About the

Health Article

Organize Information

Write an Opinion Paragraph

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 Grade 3
Sample
Name

UNIT

13 Little Berry, Big Benefit

Learn Vocabulary
Read the word and its definition.
Then write the vocabulary word on the line.

1. antioxidants things found in or added to

food that stop dangerous
reactions in your body

2. contain to have within

3. immune the part of your body that

system fights infections and keeps
you healthy

4. prevent to stop or to keep from

happening

5. sodium a mineral found in table salt

Words to Know

blueberry calories memory loss vitamins

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 Grade 3
Sample
Name

Little Berry, Big Benefit

Some foods are better
for us than others. Even
though blueberries are tiny,
they can have a big effect on
your body. Blueberries contain
important vitamins such as C,
A, B-complex, and E. Even
a blueberry’s color is healthy.
The blue comes from
antioxidants that are good
for you. There are three things
blueberries do not have a lot
of: fat, sodium, and calories.
Your brain needs
antioxidants to help you stay
sharp. Antioxidants can also
help prevent your brain from having memory loss when you are
much older. Your heart needs antioxidants, too. Your eyes need
vitamin A to help you see. Your immune system needs vitamin C
and antioxidants to keep you from getting sick. When you have
a strong immune system, it’s easier for your entire body to stay
healthy. Feeling hungry? Eat some blueberries!

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 Grade 3
Sample
Name

UNIT

13 Little Berry, Big Benefit

Answer Questions
Read each question. Fill in the circle next to the correct answer.

1. Blueberries contain a lot of .

A calories
B vitamins
C fat

2. What gives blueberries their blue color?

A antioxidants
B sodium
C fat

Draw two parts of the body that can be helped by eating blueberries.

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 Grade 3
Sample
Name

UNIT

13 Little Berry, Big Benefit

Organize Information
Read the health article again. Then write information in the graphic
organizer that tells your opinion about why people should or should
not eat blueberries. Support your opinion with reasons.

Opinion

Reasons (Why?)

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 Grade 3
Sample
Name

UNIT

13 Little Berry, Big Benefit

Opinion
Write a paragraph that tells your opinion about blueberries. Should
everyone eat blueberries? Why or why not?

• Use information from your graphic organizer and the

health article.

Title

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 Grade 3
Sample

Text-Based Writing Grade

3
Home–School
CONNECTION Selection Connection: Little Berry, Big Benefit

Blueberry Muffins
Blueberries have a lot of health
W hat You Need
benefits! They contain important
Ingredients
vitamins and antioxidants. These
• ¼ cup softened butter
berries are also delicious, especially
in this recipe for blueberry muffins! • ¾ cup white sugar
• 2 eggs, beaten
• 1 tbsp lemon extract
• 1 tbsp vanilla extract
• zest of one lemon
• ¾ cup buttermilk
• 1 ½ cups all-purpose flo
ur
• ¾ cup cornmeal
• 2 tsp baking powder
• 1 tsp baking soda
• 2 cups fresh or frozen
blueberries
• pinch of salt

How Long
It Will Take

30 minutes

Photo credit: ©Olga Lyubkina/Shutterstock.com

© Evan-Moor Corp. • EMC HS6033 • Text-Based Writing: Home–School Connection

 Grade 3
Sample

Text-Based Writing, Grade 3 – Selection Connection: Little Berry, Big Benefit

W hat You Do Together

Directions
ea t th e oven to 35 0º. Sp ra y muffin cups or use paper
1. Preh
muffin liners.
e butter and sugar.
2. In a large bowl, cream th
.
, lemon zest, and buttermilk
3. Mix in the eggs, extracts
king
a sep arate bo wl, wh isk tog ether the flour, cornmeal, ba
4. In
lt.
powder, baking soda, and sa
nded.
r th e flour m ixtu re in to th e milk mixture until just ble
5. Sti
ies.
6. Gently fold in the blueberr
muffin cups.
7. Scoop batter into prepared
until golden brown.
8. Bake about 20 minutes or

Makes 12 muffins.

© Evan-Moor Corp. • EMC HS6033 • Text-Based Writing: Home–School Connection

 Grade 4
Sample

UNIT Social Studies Article – Level S

11 Argument Writing Prompt

The Study of Garbage

Lesson Objectives Prepare the Unit

Writing Reproduce and distribute one copy for

Students use information from the social each student.
studies article to write an argument essay. LESSON PAGE
Vocabulary Unit Focus and
1 112
Students learn content vocabulary words and Lesson Checklist
use those words to write about whether it is
or is not important to study garbage. 2 Learn Vocabulary 113

Content Knowledge Read the Social Studies

Students learn what people are throwing 3 114
Article: The Study of Garbage
away and how they can help to control
Answer Questions About the
garbage levels in the future. 4 116
Social Studies Article
Essential Understanding
Students understand that we all benefit from 5 Organize Information 117
recycling items and creating less trash.
6 Write an Argument Essay 118

7 Evaluate Your Writing 119

Name

UNIT

11
1 Unit Focus and Lesson Checklist
Garbage
Distribute one unit to each student and direct students’
The Study of
attention to the Unit Focus and Lesson Checklist. Tell them
Unit Focus

You are going

to read a socia
l studies article
about people they will be able to refer to the focus of the unit as needed
.

while working on the lessons. Instruct students to check

who study trash
: garbage.
As You Read from studying
t people learn
Think about wha

After You Read

:

Use information
from the artic
le to write an argu
useful to study
ment
garbage.
off each task on the checklist after they complete it.
her it is or is not
essay about whet

Lesson Checklis
t
complete it.
Read aloud the focus statements, and verify that students
task after you
Check off each

Learn Vocabula
ry understand their purpose for reading. Ask:
cle:
al Studies Arti
Read the Soci
age
The Study of Garb
T

Answer Question
s About the
Article
• What are we going to read about? (people who
Social Studies

Organize Info
rmation study trash)
ment Essay
Write an Argu
W

• What are you going to learn about them? (what they

Writ ing
Evaluate Your

learn from studying garbage)

oor Corp.
6034 • © Evan-M
: Nonfiction • EMC
Text-Based Writing

112

• What are you going to write based on this article?

(an argument essay)

CCSS: W 4.1, 4.7, 4.8 RIT 4.3, 4.4, 4.5, 4.10

110 Text-Based Writing: Nonfiction • EMC 6034 • © Evan-Moor Corp.

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 Grade 4
Sample

Name
2 Learn Vocabulary
UNIT

11 The Study of Garbage Read aloud each content vocabulary word and have
students repeat. Then read aloud and discuss the
Learn Vocabulary
Read the word and its definition.
Then write the vocabulary word on the line.

1. archaeologist a person who studies the art,

remains, and structures of
people from the past
definitions. Explain that students will have a better
2. civilizations groups of people who live and
work together
understanding of the words after they read the social
3. disposable something that is used once
and then thrown away studies article. Have students write the vocabulary
UNIT

11 Social Studies Article

words on the provided lines.
The Study of Garbage

3 Read the Social Studies Article: The Study

As long as there have been
people, there has been garbage. Whether it is a broken clay pot

Today, most trash consists of food or a candy wrapper, garbage has Trash Timeline
wrappers and newspapers, but helped scientists learn a lot about

of Garbage
how people live. Archaeologists use 10,000 B.C.
hundreds of years ago, garbage
Towns appear. So does
included chips from stone tools garbage to peek into the past, and
waste. It’s mostly broken
and broken clay pots. About garbologists use garbage to paint stone tools, wood ash,
and bones.
40 years ago, an archaeologist a picture of the present. Dr. Rathje

Read aloud the social studies article as students

named Dr. William Rathje was doesn’t think our present picture is 500 B.C.
teaching at the University of too bad. He recognizes that there The first landfill is built
near Athens, Greece.
are more people in the world today,
Arizona. He knew garbage was used to learn about past civilizations,
which means there is also more 0

follow along silently. Then have students reread

so why not study modern garbage to learn about life in the present?
trash. But he does believe we can
In 1973, Dr. Rathje’s class did a project about garbage. The subject
of garbology turned out to be really interesting. Over the years, make a difference by continuing A.D. 1850
to recycle and by paying more Pioneers leave wagon
Dr. Rathje and other garbologists have sorted through over 250,000 wheels, furniture, and

the article independently or in small groups.

pounds (113,400 kg) of garbage. The assorted trash came from attention to what we buy. other items along
You can help control how much the way to the West.
landfills, garbage trucks, and people’s homes.
garbage is created by only buying
Garbologists thought they’d find the landfills overflowing with
A.D. 1916
modern fast-food packages. They also thought there would be athelot amount
of of food you know you
Coal is used to heat
will eat. It also helps to choose
disposable diapers and plastics. But there was much less than they homes and to power
trains and factories.
things
expected. They found a lot of garbage from construction projects, and with less paper and plastic About 80% of waste
packaging. And it is better to repair
over 50 percent of the trash was paper. The team found newspapers
in cities is coal ash.

4 Answer Questions About the Social

dating back to the 1930s. old items than to buy new ones. All
A.D. 1986
Garbologists also discovered a lot of food waste. There were of these actions make less waste and
several A landfill in New York
use fewer resources. By controlling
15-year-old hot dogs and 20-year-old bread rolls! The researchers becomes the largest
how much garbage you make today, city landfill in the world.
determined that families were wasting 10 to 15 percent of their food.

Studies Article
It is big enough to be
Garbologists concluded that most people were doing a good job youof can create a better world for seen from space.
people in the future. Next time you
recycling plastics and soda cans, but they weren’t recycling as much
take out the garbage, stop for a TODAY
paper. People also weren’t recycling old clothes and cleaning supplies. The average American
moment. Ask yourself this question:

To ensure reading comprehension, have students

throws away 4 pounds
of garbage every day.
114 Text-Based Writing: Nonfiction • EMC 6034 • © Evan-Moor Corp.

answer the text-dependent questions. Review the

© Evan-Moor Corp. • EMC 6034 • Text-Based Writing: Nonfiction 115

answers together.
Name

UNIT

11 The Study of Garbage

Answer Questions

5 Organize Information
Read and answer each question.

arbage from ancient civilizations has included

Name
food wrappers

Explain to students that they will use an argument

clay pots
plastics UNIT

11 The Study of Garbage

r. William Rathje and his students studied trash found in
archaeological digs Organize Information
the University of Arizona
landfills Read the social studies article again. Think about whether it is or is not
useful to study garbage. Write your argument in the first box. Then write
hich of the following was found the most often by Dr. Rathje
threeand
details from the article that support your argument.
graphic organizer to help them plan their essays.
Guide students in using the text to complete the
the garbologists?
paper Argument
disposable diapers
cleaning supplies

hich of these do people recycle the most?

old clothes
soda cans
organizer.
paper

5. Why
hy is it better to repair an old pair of shoes than it is to buy
a new pair? Explain.

Detail 1 Detail 2 Detail 3 6 Write an Argument Essay

Have students complete the writing assignment
6. What
hat might happen if everyone stopped recycling today?

independently, with a partner, or in small groups.

116 Text-Based Writing:

Name Remind students that an argument essay:

Writing: Nonfiction 117
UNIT

11 The Study of Garbage

Argument
Write an argument essay about whether it is or is not a good idea to spend
• makes an argument for or against something,
time and resources studying what we throw away
your graphic organizer and the social studies article.

• gives reasons or facts to support the argument,

Name

Title
UNIT

11 The Study of Garbage

Evaluate Your Writing

Read about the argument structure. Then use your essay to complete
and
the activity below.

• includes an introductory topic sentence and

A text that argues makes an argument for or against something.
It also includes facts or reasons that support the argument.

The reason for writing is clear.

My essay argued that:

a conclusion sentence at the end.
I introduced the subject in this topic sentence:

I provided facts or reasons that support my argument.

I included these facts or reasons: 7 Evaluate Your Writing

Explain that students will evaluate their writing
1.

2.

to ensure that they have produced well-written

118 Text-Based Writing: My paragraphs have a clear focus.

My first paragraph explains that:

My last paragraph includes this conclusion sentence:

essays that follow the argument structure.
© Evan-Moor Corp. • EMC 6034 • Text-Based Writing: Nonfiction 119

© Evan-Moor Corp. • EMC 6034 • Text-Based Writing: Nonfiction 111

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 Grade 4
Sample
Name

UNIT

11
The Study of Garbage

Unit Focus

You are going to read a social studies article about people

who study trash.

As You Read:
Think about what people learn from studying garbage.

After You Read:

Use information from the article to write an argument
essay about whether it is or is not useful to study garbage.

Lesson Checklist

Check off each task after you complete it.

Learn Vocabulary

Read the Social Studies Article:

The Study of Garbage

Answer Questions About the

Social Studies Article

Organize Information

Write an Argument Essay

Evaluate Your Writing

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 Grade 4
Sample
Name

UNIT

11 The Study of Garbage

Learn Vocabulary
Read the word and its definition.
Then write the vocabulary word on the line.

1. archaeologist a person who studies the art,

remains, and structures of
people from the past

2. civilizations groups of people who live and

work together

3. disposable something that is used once

and then thrown away

4. garbology the study of what people use

and what they throw away

5. landfills large, special areas for the

long-term storage of garbage

6. modern relating to the present time

7. recycling using an item multiple times

or in new ways

8. stone tools tools made out of stone, such as

hammers, knives, or scrapers

© Evan-Moor Corp. • EMC 6034 • Text-Based Writing: Nonfiction 113

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 Grade 4
Sample

UNIT

11 Social Studies Article

The Study of Garbage

As long as there have been
people, there has been garbage.
Today, most trash consists of food
wrappers and newspapers, but
hundreds of years ago, garbage
included chips from stone tools
and broken clay pots. About
40 years ago, an archaeologist
named Dr. William Rathje was
teaching at the University of
Arizona. He knew garbage was used to learn about past civilizations,
so why not study modern garbage to learn about life in the present?
In 1973, Dr. Rathje’s class did a project about garbage. The subject
of garbology turned out to be really interesting. Over the years,
Dr. Rathje and other garbologists have sorted through over 250,000
pounds (113,400 kg) of garbage. The assorted trash came from
landfills, garbage trucks, and people’s homes.
Garbologists thought they’d find the landfills overflowing with
modern fast-food packages. They also thought there would be a lot of
disposable diapers and plastics. But there was much less than they
expected. They found a lot of garbage from construction projects, and
over 50 percent of the trash was paper. The team found newspapers
dating back to the 1930s.
Garbologists also discovered a lot of food waste. There were several
15-year-old hot dogs and 20-year-old bread rolls! The researchers
determined that families were wasting 10 to 15 percent of their food.
Garbologists concluded that most people were doing a good job of
recycling plastics and soda cans, but they weren’t recycling as much
paper. People also weren’t recycling old clothes and cleaning supplies.

114 Text-Based Writing: Nonfiction • EMC 6034 • © Evan-Moor Corp.

6034.indb 114 10/16/13 11:59 AM

 Grade 4
Sample

The Study of Garbage, continued

Whether it is a broken clay pot

or a candy wrapper, garbage has Trash Timeline
helped scientists learn a lot about
how people live. Archaeologists use 10,000 B.C.
Towns appear. So does
garbage to peek into the past, and
waste. It’s mostly broken
garbologists use garbage to paint stone tools, wood ash,
and bones.
a picture of the present. Dr. Rathje
doesn’t think our present picture is 500 B.C.
too bad. He recognizes that there The first landfill is built
near Athens, Greece.
are more people in the world today,
which means there is also more 0
trash. But he does believe we can
make a difference by continuing A.D. 1850
to recycle and by paying more Pioneers leave wagon
wheels, furniture, and
attention to what we buy. other items along
You can help control how much the way to the West.

garbage is created by only buying

A.D. 1916
the amount of food you know you
Coal is used to heat
will eat. It also helps to choose homes and to power
trains and factories.
things with less paper and plastic About 80% of waste
packaging. And it is better to repair in cities is coal ash.

old items than to buy new ones. All

A.D. 1986
of these actions make less waste and
A landfill in New York
use fewer resources. By controlling becomes the largest
how much garbage you make today, city landfill in the world.
It is big enough to be
you can create a better world for seen from space.
people in the future. Next time you
take out the garbage, stop for a TODAY
The average American
moment. Ask yourself this question: throws away 4 pounds
Is this really garbage? of garbage every day.

© Evan-Moor Corp. • EMC 6034 • Text-Based Writing: Nonfiction 115

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 Grade 4
Sample
Name

UNIT

11 The Study of Garbage

Answer Questions
Read and answer each question.

1. Garbage from ancient civilizations has included .

A food wrappers
B clay pots
C plastics

2. Dr. William Rathje and his students studied trash found in .

A archaeological digs
B the University of Arizona
C landfills

3. Which of the following was found the most often by Dr. Rathje and
the garbologists?
A paper
B disposable diapers
C cleaning supplies

4. Which of these do people recycle the most?

A old clothes
B soda cans
C paper

5. Why is it better to repair an old pair of shoes than it is to buy

a new pair? Explain.

6. What might happen if everyone stopped recycling today?

116 Text-Based Writing: Nonfiction • EMC 6034 • © Evan-Moor Corp.

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 Grade 4
Sample
Name

UNIT

11 The Study of Garbage

Organize Information
Read the social studies article again. Think about whether it is or is not
useful to study garbage. Write your argument in the first box. Then write
three details from the article that support your argument.

Argument

Detail 1 Detail 2 Detail 3

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Meal 1 10/16/13 11:59 AM
 Grade 4
Sample
Name

UNIT

11 The Study of Garbage

Argument
Write an argument essay about whether it is or is not a good idea to spend
time and resources studying what we throw away. Use information from
your graphic organizer and the social studies article.

Title

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 Grade 4
Sample
Name

UNIT

11 The Study of Garbage

Evaluate Your Writing

Read about the argument structure. Then use your essay to complete
the activity below.
A text that argues makes an argument for or against something.
It also includes facts or reasons that support the argument.

The reason for writing is clear.

My essay argued that:

I introduced the subject in this topic sentence:

I provided facts or reasons that support my argument.

I included these facts or reasons:

1.

2.

My paragraphs have a clear focus.

My first paragraph explains that:

My last paragraph includes this conclusion sentence:

© Evan-Moor Corp. • EMC 6034 • Text-Based Writing: Nonfiction 119

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 Grade 4
Sample

Text-Based Writing Grade

4
Home–School
CONNECTION Selection Connection: The Study of Garbage

Smart Art W hat You Need

Examples of types of rec
yclables
You and your child will give new and trash
purpose to garbage by creating a • cardboard
• cereal boxes
sculpture from items found in recycle • egg car tons
bins and the trash can. • margarine tubs
• newspapers and junk
mail
• paper or plastic cups
• paper towel and toilet
paper tubes
• plastic bottles and cap
s
• yogurt cups

Examples of types of ma
terials
and tools
• aluminum foil
• glue: white glue, glue stic
k, hot glue
• hot glue gun
• markers
• papier-mâché
• poster paints or watercol
ors
• str ing
• tape: cellophane, duct,
masking
• toothpicks
• wire
• yar n

Examples of types of scu

lptures
Choose a theme or use you
r imagination
as you go.

[ART: sample}

How Long
It Will Take

approximately one week

© Evan-Moor Corp. • EMC HS6034 • Text-Based Writing: Home–School Connection

 Grade 4
Sample

Text-Based Writing, Grade 4 – Selection Connection: The Study of Garbage

W hat You Do Together

1. Keep track of the trash.
e rec yc lab le bin s an d/ or tra sh cans in your home for
Monitor th ily
or mor e da ys . No tice wh at types of objects your fam
three
ay an d/ or sa ve s for rec yc ling. Also note if you think
throws aw ycle.
pr ovem en ts coul d be m ad e in your family’s effor ts to rec
im

2. Select the trash. d/or trash cans and select

h yo ur rec yc le bin s an
Each day, go throug
wo uld be us efu l in m ak ing a sculpture. Make sure they
objects that products.
e clean. Avoid contai ne rs that were used for cleaning
ar
u are ready to use them.
Set the objects aside until yo

3. Design your sculpture.

an idea for a design, you may want to sketch it first.
If you have

4. Create your sculpture.

m s on a table or wo rk su rface. Have your materials and
Place the ite oup, take
ls ha nd y. If there ar e mor e than two people in your gr
too
e sculpture.
turns adding something to th

5. Talk about it.

, ta lk ab ou t what you th in k you are doing well in your
As a family ur effor ts,
or ts to rec yc le. Al so co m e up with a plan to expand yo
eff
in vo lve s your hous eh old, the neighborhood, or the
whether it
community.

6. Show off your sculpture. me,

l out a ca rd that de scr ibes your ar twork. Include your na
Fil
th e wo rk , an d th e m ai n m aterials used. Share your
the title of t
tw ork with yo ur cla ss an d what you have learned abou
ar
garbage and recycling.

© Evan-Moor Corp. • EMC HS6034 • Text-Based Writing: Home–School Connection

 Grade 5
Sample

UNIT Social Studies Article – Level V

6 Compare-and-Contrast Writing Prompt

Transportation Over Time

Lesson Objectives Prepare the Unit

Writing Reproduce and distribute one copy for

Students use information from the social each student.
studies article to write a compare-and- LESSON PAGE
contrast essay.
1 Unit Focus and 62
Vocabulary Lesson Checklist
Students learn content vocabulary words and
use those words to compare and contrast 2 Learn Vocabulary 63
modes of transportation throughout history.
Content Knowledge 3 Read the Social Studies Article: 64
Transportation Over Time
Students learn the designs and functions of
the basic wheel, the bicycle, and the car. 4 Answer Questions About the 66
Social Studies Article
Essential Understanding
Students understand that transportation has 5 Organize Information 67
come a long way, but it could still change
dramatically in the future. 6 Write a Compare-and- 68
Contrast Essay

7 Evaluate Your Writing 69

Name

1 Unit Focus and Lesson Checklist

UNIT

Transportati
on Over Tim
e Distribute one unit to each student and direct students’
attention to the Unit Focus and Lesson Checklist. Tell them
Unit Focus

they will be able to refer to the focus of the unit as needed

about
l studies article
to read a socia
You are going
transpor tation.
As You Read
:

Think about how

transpor tation
ughout the year
s.
has changed or stayed
while working on the lessons. Instruct students to check
the same thro

After You Read

:

Use information
from the artic
le to write a com
about the type
pare-
s of transpor tatio
n off each task on the checklist after they complete it.
and-contrast essay the artic le.
tione d in
that were men

t
Read aloud the focus statements, and verify that students
Lesson Checklis

understand their purpose for reading. Ask:

complete it.
task after you
Check off each
ry
Learn Vocabula
cle:
al Studies Arti
Read the Soci
Transportatio

Answ er Que
n Over Time

stion s About the

• What are we going to read about? (transportation)
Article
Social Studies

• What are you going to learn about it? (how it has

rmation
Organize Info
Essay
-and-Contrast
Write a Compare

changed or stayed the same)

Writ ing
Evaluate Your
oor Corp.
6035 • © Evan-M
: Nonfiction • EMC
Text-Based Writing

62

• What are you going to write based on this article?

(a compare-and-contrast essay)

CCSS: W 5.2, 5.4, 5.8 RIT 5.3, 5.4, 5.10

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 Grade 5
Sample

Name
2 Learn Vocabulary
UNIT

6 Transportation Over Time Read aloud each content vocabulary word and have
Read the word and its definition.
Learn Vocabulary

Then write the vocabulary word on the line.

students repeat. Then read aloud and discuss the
1. assembly line an arrangement where each
worker in a line adds one piece
definitions. Explain that students will have a better
understanding of the words after they read the social
to an object until it is complete

2. innovations new ideas or ways of doing

something

3. manually done by hand studies article. Have students write the vocabulary
UNIT

6 Social Studies Article

4. mechanical including or using machine
parts
words on the provided lines.
5. primitive relatingTransportation
to the earliest form
Over Time, continued

Transportation Over ofTime

something

3 Read the Social Studies Article:

You might not think that you have much inable
6. rechargeable common
to hold with
an electric charge
Over time, bicycles became more mechanical. Designers included
prehistoric humans, but there’s one similarity we know about
multiple times forand still work
pedals, gears, and rubber tires. Today, bicycles are still one of the
sure: the need for transportation. From the earliest times until now,
most popular forms of transportation for both children and
humans have needed to move themselves, their animals, or their

Transportation Over Time

7. self-propelled able to move under adults. its own
belongings from one place to another. Finding the quickest way to
weight or power The automobile was one of the most important innovations
do these things has been quite challenging. But bit by bit, we’ve
in transportation. Various models were created and tested, but the
figured out better, safer, and faster ways to get from point A to
industry didn’t have a lot of success until the
point B.

Read aloud the social studies article as students

1830s. At that time, the first “electric carriage”
The earliest humans began
was created. It had a nonrechargeable battery
experimenting with transportation by
that powered a small electric motor. This led
inventing the wheel. The materials and
to the creation of cars that used rechargeable 63

follow along silently. Then have students reread

tools people used were©primitive,
Evan-Moor Corp.
but • EMC 6035 • Text-Based Writing: Nonfiction
they Early carts were made by
placing logs underneath batteries. One of the best-selling vehicles could
them
were able to make steady progress. By
to allow the cart goto40roll.
miles on a single charge and run at
placing logs under objects, people were German Flocken
speeds up to 15 miles per hour. Although it
able to roll those objects along the ground or up a hill. Loads of Elektrowagen of
was a “clean” form of transportation, people

the article independently or in small groups.

1888, considered
goods were able to be self-propelled rather than manually carried. the first electric car
wanted to travel farther than the electric car
Eventually, wooden discs or wheels replaced the log rollers. With
batteries would allow.
time, the wheels were attached to wooden carts. Basic carts and
By the early 1900s, gasoline-powered cars started to outsell all
horse-pulled carriages helped people move around more easily
other types of motor vehicles. Henry Ford invented an improved
for hundreds of years.
assembly line and installed the
Many other forms of transportation were developed over
first conveyor belt in his car factory
the centuries, but the bicycle was by far one of the

4 Answer Questions About the Social

around 1913. The assembly line
most popular. Versions of the bicycle started
lowered production costs and
appearing in the early 1800s. One of the
allowed Ford’s famous Model T to
first models was known as the “running
be completely assembled in just

Studies Article
machine.” It was made of wood and
93 minutes. Henry Ford’s gasoline-
had no pedals. The rider sat on the seat, powered Model T
It’s interesting to imagine what
held on to the handlebars, and “ran” kinds of transportation will be available in the future. As long
Vintage bicycle with
along the ground to turn the front wheel. wooden wheels
as humans need to travel, you can bet we’ll continue to strive

To ensure reading comprehension, have students

for even better and faster ways to move around the planet!
64 Text-Based Writing: Nonfiction • EMC 6035 • © Evan-Moor Corp.

65

answer the text-dependent questions. Review the

© Evan-Moor Corp. • EMC 6035 • Text-Based Writing: Nonfiction

Name

UNIT
answers together.
6 Transportation Over Time

Answer Questions

5 Organize Information
Read and answer each question.

hat form of transportation did the earliest humans experiment with?

1. What
Name
 running machine

Explain to students that they will use a compare-

 wheel
 electric carriage UNIT

he “running machine” was different from a modern bicycle because

2. The
6 Transportation Over Time

it didn’t have .

and-contrast graphic organizer to help them plan

 pedals
Organize Information
 handlebars Read the social studies article again. Then write information in the graphic
 a seat organizer that tells about the different forms of transportation mentioned
in the article. Write characteristics in the chart (the first one has been done

their essays. Guide students in using the text to

ow long did it take to build one of Henry Ford’s Model T cars?
3. How
for you). Then make an X to show which type of transportation had those
 15 minutes characteristics.
 40 minutes
 93 minutes Log roller or Car or

complete the organizer.

Characteristics Bicycle Notes
Cart Automobile
merican society rejected battery-powered cars because they
4. American .
 had not been tested
 already had gasoline-powered cars
Used gasoline X
 wanted to be able to take longer road trips
isualize that you are riding in one of the first gasoline-powered cars.
5. Visualize
How would you feel? Why?

ow would life probably be different today if we had kept using

6. How
6 Write a Compare-and-Contrast Essay
Have students complete the writing assignment
battery-powered cars?

66 Text-Based Writing: Nonfiction • EMC 6035 • © Evan-Moor Corp.

independently, with a partner, or in small groups.

Name Review the structure of a compare-and-contrast
UNIT

6 Transportation Over Time

© Evan-Moor Corp. • EMC 6035 • Text-Based Writing: Nonfiction 67

essay and the related signal words:

Compare and Contrast
Write a compare-and-contrast essay about transportation from the past
and the present.
Name
• Explain how these types of transportation are alike and different. • Explains similarities and differences between
two or more things
UNIT
Title 6 Transportation Over Time

Evaluate Your Writing

Read about the compare-and-contrast text structure. Then use your essay

• Signal words: same, alike, also, as well, both;

to complete the activity below.
A text that has a compare-and-contrast structure makes
comparisons, or describes similarities between two or more things.
It also contrasts, or describes how these things are different.

The reason for writing is clear.

My essay compared and contrasted:

different, however, but, while, instead of
I used these compare-and-contrast signal words:

I provided details that support the topic.

7 Evaluate Your Writing
I included these detail sentences:

1.
Explain that students will evaluate their writing to
ensure that they have produced well-written essays
2.

68 Text-Based Writing: Nonfiction •My

EMC paragraphs have
6035 • © Evan-Moor Corp. a clear focus.

that follow the compare-and-contrast text structure.

My opening sentence for the first paragraph is:

My closing sentence for the first paragraph is:

© Evan-Moor Corp. • EMC 6035 • Text-Based Writing: Nonfiction 69

© Evan-Moor Corp. • EMC 6035 • Text-Based Writing: Nonfiction 61

6035.indb 61 10/21/13 8:25 AM

 Grade 5
Sample
Name

UNIT

6
Transportation Over Time

Unit Focus

You are going to read a social studies article about

transportation.
As You Read:
Think about how transportation has changed or stayed
the same throughout the years.

After You Read:

Use information from the article to write a compare-
and-contrast essay about the types of transportation
that were mentioned in the article.

Lesson Checklist

Check off each task after you complete it.

Learn Vocabulary

Read the Social Studies Article:

Transportation Over Time

Answer Questions About the

Social Studies Article

Organize Information

Write a Compare-and-Contrast Essay

Evaluate Your Writing

62 Text-Based Writing: Nonfiction • EMC 6035 • © Evan-Moor Corp.

6035.indb 62 10/21/13 8:25 AM

 Grade 5
Sample
Name

UNIT

6 Transportation Over Time

Learn Vocabulary
Read the word and its definition.
Then write the vocabulary word on the line.

1. assembly line an arrangement where each

worker in a line adds one piece
to an object until it is complete

2. innovations new ideas or ways of doing

something

3. manually done by hand

4. mechanical including or using machine

parts

5. primitive relating to the earliest form

of something

6. rechargeable able to hold an electric charge

multiple times and still work

7. self-propelled able to move under its own

weight or power

© Evan-Moor Corp. • EMC 6035 • Text-Based Writing: Nonfiction 63

6035.indb 63 10/21/13 8:25 AM

 Grade 5
Sample

UNIT

6 Social Studies Article

Transportation Over Time

You might not think that you have much in common with
prehistoric humans, but there’s one similarity we know about for
sure: the need for transportation. From the earliest times until now,
humans have needed to move themselves, their animals, or their
belongings from one place to another. Finding the quickest way to
do these things has been quite challenging. But bit by bit, we’ve
figured out better, safer, and faster ways to get from point A to
point B.
The earliest humans began
experimenting with transportation by
inventing the wheel. The materials and
tools people used were primitive, but they Early carts were made by
were able to make steady progress. By placing logs underneath them
to allow the cart to roll.
placing logs under objects, people were
able to roll those objects along the ground or up a hill. Loads of
goods were able to be self-propelled rather than manually carried.
Eventually, wooden discs or wheels replaced the log rollers. With
time, the wheels were attached to wooden carts. Basic carts and
horse-pulled carriages helped people move around more easily
for hundreds of years.
Many other forms of transportation were developed over
the centuries, but the bicycle was by far one of the
most popular. Versions of the bicycle started
appearing in the early 1800s. One of the
first models was known as the “running
machine.” It was made of wood and
had no pedals. The rider sat on the seat,
held on to the handlebars, and “ran”
Vintage bicycle with
along the ground to turn the front wheel. wooden wheels

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 Grade 5
Sample

Transportation Over Time, continued

Over time, bicycles became more mechanical. Designers included

pedals, gears, and rubber tires. Today, bicycles are still one of the
most popular forms of transportation for both children and
adults.
The automobile was one of the most important innovations
in transportation. Various models were created and tested, but the
industry didn’t have a lot of success until the
1830s. At that time, the first “electric carriage”
was created. It had a nonrechargeable battery
that powered a small electric motor. This led
to the creation of cars that used rechargeable
batteries. One of the best-selling vehicles could
go 40 miles on a single charge and run at
speeds up to 15 miles per hour. Although it German Flocken
Elektrowagen of
was a “clean” form of transportation, people 1888, considered
wanted to travel farther than the electric car the first electric car
batteries would allow.
By the early 1900s, gasoline-powered cars started to outsell all
other types of motor vehicles. Henry Ford invented an improved
assembly line and installed the
first conveyor belt in his car factory
around 1913. The assembly line
lowered production costs and
allowed Ford’s famous Model T to
be completely assembled in just
93 minutes. Henry Ford’s gasoline-
It’s interesting to imagine what powered Model T

kinds of transportation will be available in the future. As long

as humans need to travel, you can bet we’ll continue to strive
for even better and faster ways to move around the planet!

© Evan-Moor Corp. • EMC 6035 • Text-Based Writing: Nonfiction 65

6035.indb 65 10/21/13 8:25 AM

 Grade 5
Sample
Name

UNIT

6 Transportation Over Time

Answer Questions
Read and answer each question.

1. What form of transportation did the earliest humans experiment with?

A running machine
B wheel
C electric carriage
2. The “running machine” was different from a modern bicycle because
it didn’t have .
A pedals
B handlebars
C a seat
3. How long did it take to build one of Henry Ford’s Model T cars?
A 15 minutes
B 40 minutes
C 93 minutes
4. American society rejected battery-powered cars because they .
A had not been tested
B already had gasoline-powered cars
C wanted to be able to take longer road trips
5. Visualize that you are riding in one of the first gasoline-powered cars.
How would you feel? Why?

6. How would life probably be different today if we had kept using

battery-powered cars?

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 Grade 5
Sample
Name

UNIT

6 Transportation Over Time

Organize Information
Read the social studies article again. Then write information in the graphic
organizer that tells about the different forms of transportation mentioned
in the article. Write characteristics in the chart (the first one has been done
for you). Then make an X to show which type of transportation had those
characteristics.

Log roller or Car or

Characteristics Bicycle Notes
Cart Automobile

Used gasoline X

© Evan-Moor Corp. • EMC 6035 • Text-Based Writing: Nonfiction 67

6035.indb 67 10/21/13 8:25 AM

 Grade 5
Sample
Name

UNIT

6 Transportation Over Time

Compare and Contrast

Write a compare-and-contrast essay about transportation from the past
and the present.
• Explain how these types of transportation are alike and different.

Title

68 Text-Based Writing: Nonfiction • EMC 6035 • © Evan-Moor Corp.

6035.indb 68 10/21/13 8:25 AM

 Grade 5
Sample
Name

UNIT

6 Transportation Over Time

Evaluate Your Writing

Read about the compare-and-contrast text structure. Then use your essay
to complete the activity below.
A text that has a compare-and-contrast structure makes
comparisons, or describes similarities between two or more things.
It also contrasts, or describes how these things are different.

The reason for writing is clear.

My essay compared and contrasted:

I used these compare-and-contrast signal words:

I provided details that support the topic.

I included these detail sentences:

1.

2.

My paragraphs have a clear focus.

My opening sentence for the first paragraph is:

My closing sentence for the first paragraph is:

© Evan-Moor Corp. • EMC 6035 • Text-Based Writing: Nonfiction 69

6035.indb 69 10/21/13 8:25 AM

 Grade 5
Sample

Text-Based Writing Grade

5
Home–School
CONNECTION Selection Connection: Transportation Over Time

Let It Fly!
Making paper airplanes is a fun
activity; making paper airplanes W hat You Need
that fly can take a bit of innovation.
• paper
The great thing is that there are
unlimited ways to make paper planes. • masking tape or ruler fo
r
Encourage your child to experiment a starting line
with different designs—from the most • Optional: colored pencils
basic to models that have landing ,
crayons, stamps and ink
gear. to decorate planes

How Long
It Will Take
approximately
30 to 45 minutes

Photo credit: ©Hung Chung Chih/Shutterstock.com

© Evan-Moor Corp. • EMC HS6035 • Text-Based Writing: Home–School Connection

 Grade 5
Sample

Text-Based Writing, Grade 5 – Selection Connection: Transportation Over Time

W hat You Do Together

k your ch ild what he or she knows about different
1. As
types of transportation.
of paper.
2. Give each person a sheet
n m ak es a pa pe r ai rp lane. (Decorating the plane
3. Each perso
op tiona l.) Yo u ca n refer to the diagram below or make
is
up your own design.

ter al l th e pla ne s ar e m ad e, each person stands at

4. Af
the starting line.

on e fli es th eir pla ne s. Th e plane that flies the highest

5. Ev ery
and/or the farthest wins.

© Evan-Moor Corp. • EMC HS6035 • Text-Based Writing: Home–School Connection

 Grade 6
Sample

UNIT Health Article – Level V

3 Cause-and-Effect Writing Prompt

The Benefits of Laughter

Lesson Objectives Prepare the Unit

Writing Reproduce and distribute one copy for

Students use information from the health each student.
article to write a cause-and-effect essay. LESSON PAGE
Vocabulary
1 Unit Focus and 32
Students learn content vocabulary words and Lesson Checklist
use those words to write about laughter.
2 Learn Vocabulary 33
Content Knowledge
Students learn about the mental and physical
benefits of laughter. 3 Read the Health Article: 34
The Benefits of Laughter
Essential Understanding
4 Answer Questions About the 36
Students understand that laughing regularly Health Article
can help them improve their mental health,
physical health, and social lives. 5 Organize Information 37

6 Write a Cause-and-Effect Essay 38

7 Evaluate Your Writing 39

Name

UNIT

3
1 Unit Focus and Lesson Checklist
of Laughter
The Benefits Distribute one unit to each student and direct students’
Unit Focus t laughter.
attention to the Unit Focus and Lesson Checklist. Tell them
th article abou
to read a heal
You are going

As You Read
:
mental and phys
ical benefits of
laughter. they will be able to refer to the focus of the unit as needed
Think about the

After You Read

:

Use information
from the artic
le to write a caus
e- while working on the lessons. Instruct students to check
fits of laughter.
about the bene
and-effect essay
off each task on the checklist after they complete it.
t
Lesson Checklis
complete it.
task after you
Check off each

Learn Vocabula
ry Read aloud the focus statements, and verify that students
Read the Hea
The Benefits of
T
lth Article:
Laughter understand their purpose for reading. Ask:
er Que stion s About the
Answ
Article

• What are we going to read about? (laughter)

Hea lth
rmation
Organize Info
nd-E ffect Essay
Write a Cause-a

• What are you going to learn about it? (the mental

Writ ing
Evaluate Your

Text-Based Writing
: Nonfiction • EMC 6036 • ©
Evan-Moor Corp.
and physical benefits)
32

• What are you going to write based on this article?

(a cause-and-effect essay)

CCSS: W 6.1, 6.4, 6.9 RIT 6.1, 6.4, 6.10

30 Text-Based Writing: Nonfiction • EMC 6036 • © Evan-Moor Corp.

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 Grade 6
Sample

Name
2 Learn Vocabulary
UNIT

3 The Benefits of Laughter Read aloud each content vocabulary word and have
students repeat. Then read aloud and discuss the
Learn Vocabulary
Read the word and its definition.
Then write the vocabulary word on the line.

1. blood pressure the pressure that is put on the

blood vessels in one’s body
when the heart beats
definitions. Explain that students will have a better
2. contort to move in an odd or unnatural
way
understanding of the words after they read the health
3. defuse to make less dangerous or
uncomfortable article. Have students write the vocabulary words on
UNIT

3 Health Article
the provided lines.
The Benefits of Laughter

3 Read the Health Article: The Benefits

What makes you laugh? Does
a funny joke crack you up? Do you Despite the odd things that happen to our bodies as we laugh,
burst out giggling when you’re scientific studies have shown that laughter can have many positive
nervous? You know that you laugh effects on health. One of those effects is providing a good workout.

of Laughter
because something is funny, but did Laughter works stomach, facial, leg, and back muscles. Studies show
you know that laughing can be good that laughing 100 times has the same effect as being on a rowing
for your health? There are many machine for 10 minutes or an exercise bike for 15 minutes.
researchers and scientists who study

Read aloud the health article as students follow

HUMAN LAUGHTER
laughter and can confirm that the
health benefits are real. Physical Health Benefits Mental Health Benefits Social Benefits

Laughter is good for our physical and psychological well-being, Adds joy and zest to life Strengthens relationships

along silently. Then have students reread the

but there are still a lot of questions about why humans laugh. It Improves memory and Builds confidence
might seem that we laugh to make ourselves feel good, but many learning
earning
researchers say that the main purpose for human laughter is to bring Relieves stress Enhances teamwork
people together. They say that by connecting with each other through
Improves mood Helps defuse conflict

article independently or in small groups.

laughter, both our physical health and psychological health improve.
Enhances resilience Promotes group bonding
The health benefits are the positive side effects.
The act of laughing can cause a number of things to happen to
our brains and bodies. When we laugh, our brains release endorphins. Even if nothing seems funny to you right now, you can create
Endorphins make us better able to handle stressful situations oropportunities
to feel to laugh in the near future. Try some of these activities,
and
relaxed in group settings. By sharing laughter with others, we feel you’ll be laughing in no time:
that
we are part of the group—that we belong. Watch a funny movie or TV show.

4 Answer Questions About the Health Article

Depending on how we are laughing, there are some physical Read cartoons or comics.
changes we go through as well. We make sounds, such as hiccuping or Share a good joke or a funny story.
coughing noises. We might even laugh so hard that we cry. Our faces Check out a book from the humor section at the library.
change—we use about 15 of our face muscles when we laugh. Our
bodies move, twist, or contort. The larynx might half close, making it Do something silly.
hard for us to catch our breath or to speak because air can’t get into Plan a fun outing with friends.
and out of the body as well as it normally can.
Now that you’ve read about the health benefits of laughter and
To ensure reading comprehension, have students
answer the text-dependent questions. Review the
activities that can make you laugh, you are better prepared to improve
34 your
Text-Based Writing: Nonfiction • EMC 6036 health and
• © Evan-Moor Corp. the health of those around you with a simple giggle.

answers together.
© Evan-Moor Corp. • EMC 6036 • Text-Based Writing: Nonfiction 35

Name

5 Organize Information
UNIT

3 The Benefits of Laughter

Answer Questions

Explain to students that they will use a cause-

Read and answer each question.

any researchers believe that humans laugh in order to

Name
make themselves feel better

and-effect graphic organizer to help them plan

bond with other humans
exercise their stomachs UNIT

3 The Benefits of Laughter

hen endorphins are released, a person’s is lowered.
stress level Organize Information
ability to laugh
immune system

hich of the following is a social benefit of laughter?

Read the health article again. Then write information in the graphic
organizer that tells the causes and effects of laughter. their essays. Guide students in using the text
to complete the organizer.
enhanced teamwork
Cause Effect
improved memory
fewer infections

aughter is good for your body’s overall health because it

moves your facial muscles
half closes your larynx

6 Write a Cause-and-Effect Essay

is a form of physical exercise

hy do you think humans enjoy being “part of the group”?

6. Describe
escribe the last time you laughed really hard. What made you laugh
and why?
Have students complete the writing assignment
independently, with a partner, or in small groups.
36 Text-Based Writing:

Review the structure of a cause-and-effect essay

Name and the related signal words:
Writing: Nonfiction 37
UNIT

3 The Benefits of Laughter

Cause and Effect

Write a cause-and-effect essay about the benefits of laughter. Use
• Explains what happens (effect) and why
it happens (cause)
information from your graphic organizer and the health article.

Name

Title

UNIT

3 The Benefits of Laughter

Evaluate Your Writing

Read about the cause-and-effect text structure. Then use your essay
• Signal words: because, therefore, so, since,
as a result
to complete the activity below.
A text that has a cause-and-effect structure tells what happens
(effect) and why it happens (cause). It also tells if a cause has
multiple effects.

The reason for writing is clear.

7 Evaluate Your Writing

My essay described the cause-and-effect relationship(s) between:

I used these cause-and-effect signal words:

I provided details that support the topic.

Explain that students will evaluate their writing to
I included these detail sentences:

1.
ensure that they have produced well-written essays
that follow the cause-and-effect text structure.
2.

38 Text-Based Writing:
My paragraphs have a clear focus.

My first paragraph explains that

caused (or causes)

My last paragraph summarizes the cause-and-effect relationship(s) with

this sentence:

© Evan-Moor Corp. • EMC 6036 • Text-Based Writing: Nonfiction 39

© Evan-Moor Corp. • EMC 6036 • Text-Based Writing: Nonfiction 31

6036.indb 31 10/23/13 12:48 PM

 Grade 6
Sample
Name

UNIT

3
The Benefits of Laughter

Unit Focus

You are going to read a health article about laughter.

As You Read:
Think about the mental and physical benefits of laughter.

After You Read:

Use information from the article to write a cause-
and-effect essay about the benefits of laughter.

Lesson Checklist

Check off each task after you complete it.

Learn Vocabulary

Read the Health Article:

The Benefits of Laughter

Answer Questions About the

Health Article

Organize Information

Write a Cause-and-Effect Essay

Evaluate Your Writing

32 Text-Based Writing: Nonfiction • EMC 6036 • © Evan-Moor Corp.

6036.indb 32 10/23/13 12:48 PM

 Grade 6
Sample
Name

UNIT

3 The Benefits of Laughter

Learn Vocabulary
Read the word and its definition.
Then write the vocabulary word on the line.

1. blood pressure the pressure that is put on the

blood vessels in one’s body
when the heart beats

2. contort to move in an odd or unnatural

way

3. defuse to make less dangerous or

uncomfortable

4. endorphins natural chemicals in the brain

that make humans feel good
or happy

5. immunity the body’s ability to resist

disease

6. larynx the part of the upper throat that

allows humans to speak or make
sounds

7. psychological relating to the mind or thoughts

8. resilience the ability to stay strong or

brave during hard times

© Evan-Moor Corp. • EMC 6036 • Text-Based Writing: Nonfiction 33

6036.indb 33 10/23/13 12:48 PM

 Grade 6
Sample

UNIT

3 Health Article

The Benefits of Laughter

What makes you laugh? Does
a funny joke crack you up? Do you
burst out giggling when you’re
nervous? You know that you laugh
because something is funny, but did
you know that laughing can be good
for your health? There are many
researchers and scientists who study
laughter and can confirm that the
health benefits are real.
Laughter is good for our physical and psychological well-being,
but there are still a lot of questions about why humans laugh. It
might seem that we laugh to make ourselves feel good, but many
researchers say that the main purpose for human laughter is to bring
people together. They say that by connecting with each other through
laughter, both our physical health and psychological health improve.
The health benefits are the positive side effects.
The act of laughing can cause a number of things to happen to
our brains and bodies. When we laugh, our brains release endorphins.
Endorphins make us better able to handle stressful situations or to feel
relaxed in group settings. By sharing laughter with others, we feel that
we are part of the group—that we belong.
Depending on how we are laughing, there are some physical
changes we go through as well. We make sounds, such as hiccuping or
coughing noises. We might even laugh so hard that we cry. Our faces
change—we use about 15 of our face muscles when we laugh. Our
bodies move, twist, or contort. The larynx might half close, making it
hard for us to catch our breath or to speak because air can’t get into
and out of the body as well as it normally can.

34 Text-Based Writing: Nonfiction • EMC 6036 • © Evan-Moor Corp.

6036.indb 34 10/23/13 12:48 PM

 Grade 6
Sample

The Benefits of Laughter, continued

Despite the odd things that happen to our bodies as we laugh,

scientific studies have shown that laughter can have many positive
effects on health. One of those effects is providing a good workout.
Laughter works stomach, facial, leg, and back muscles. Studies show
that laughing 100 times has the same effect as being on a rowing
machine for 10 minutes or an exercise bike for 15 minutes.

HUMAN LAUGHTER

Physical Health Benefits Mental Health Benefits Social Benefits

Boosts immunity Adds joy and zest to life Strengthens relationships

Reduces the effects of Improves memory and Builds confidence

stress learning

Decreases pain Relieves stress Enhances teamwork

Relaxes muscles Improves mood Helps defuse conflict

Lowers blood pressure Enhances resilience Promotes group bonding

Even if nothing seems funny to you right now, you can create
opportunities to laugh in the near future. Try some of these activities,
and you’ll be laughing in no time:
• Watch a funny movie or TV show.
• Read cartoons or comics.
• Share a good joke or a funny story.
• Check out a book from the humor section at the library.
• Play with a pet.
• Do something silly.
• Plan a fun outing with friends.

Now that you’ve read about the health benefits of laughter and
activities that can make you laugh, you are better prepared to improve
your health and the health of those around you with a simple giggle.

© Evan-Moor Corp. • EMC 6036 • Text-Based Writing: Nonfiction 35

6036.indb 35 10/23/13 12:48 PM

 Grade 6
Sample
Name

UNIT

3 The Benefits of Laughter

Answer Questions
Read and answer each question.

1. Many researchers believe that humans laugh in order to .

A make themselves feel better
B bond with other humans
C exercise their stomachs

2. When endorphins are released, a person’s is lowered.

A stress level
B ability to laugh
C immune system

3. Which of the following is a social benefit of laughter?

A enhanced teamwork
B improved memory
C fewer infections

4. Laughter is good for your body’s overall health because it .

A moves your facial muscles
B half closes your larynx
C is a form of physical exercise

5. Why do you think humans enjoy being “part of the group”?

6. Describe the last time you laughed really hard. What made you laugh
and why?

36 Text-Based Writing: Nonfiction • EMC 6036 • © Evan-Moor Corp.

6036.indb 36 10/23/13 12:48 PM

 Grade 6
Sample
Name

UNIT

3 The Benefits of Laughter

Organize Information
Read the health article again. Then write information in the graphic
organizer that tells the causes and effects of laughter.

Cause Effect

© Evan-Moor Corp. • EMC 6036 • Text-Based Writing: Nonfiction 37

6036.indb 37 10/23/13 12:48 PM

 Grade 6
Sample
Name

UNIT

3 The Benefits of Laughter

Cause and Effect

Write a cause-and-effect essay about the benefits of laughter. Use
information from your graphic organizer and the health article.

Title

38 Text-Based Writing: Nonfiction • EMC 6036 • © Evan-Moor Corp.

6036.indb 38 10/23/13 12:48 PM

 Grade 6
Sample
Name

UNIT

3 The Benefits of Laughter

Evaluate Your Writing

Read about the cause-and-effect text structure. Then use your essay
to complete the activity below.
A text that has a cause-and-effect structure tells what happens
(effect) and why it happens (cause). It also tells if a cause has
multiple effects.

The reason for writing is clear.

My essay described the cause-and-effect relationship(s) between:

I used these cause-and-effect signal words:

I provided details that support the topic.

I included these detail sentences:

1.

2.

My paragraphs have a clear focus.

My first paragraph explains that

caused (or causes)

My last paragraph summarizes the cause-and-effect relationship(s) with

this sentence:

© Evan-Moor Corp. • EMC 6036 • Text-Based Writing: Nonfiction 39

6036.indb 39 10/23/13 12:48 PM

 Grade 6
Sample

Text-Based Writing Grade

6
Home–School
CONNECTION Selection Connection: The Benefits of Laughter

Have a Laugh!
This activity is a combination of
clapping, chanting, deep breathing, W hat You Need
stretching, dancing, acting playful,
• two or more people
and laughing.
• hands for clapping

How Long • a voice for chanting

It Will Take • a sense of playfulness

approximately
10 to 15 minutes
(depending on how long
the laughter lasts)

Photo credit: © Belinda Pretorius/Shutterstock.com

© Evan-Moor Corp. • EMC HS6036 • Text-Based Writing: Home–School Connection

 Grade 6
Sample

Text-Based Writing, Grade 6 – Selection Connection: The Benefits of Laughter

W hat You Do Together

wly and get faster.
1. Begin clapping: Start slo
-3.
2. Clap in rhythm: 1-2, 1-2
you clap.
Then swing your arms up as
ant: ho-ho, ha-ha-ha.
3. Clap in rhythm and ch
you clap and chant.
Then swing your arms up as
ap wh ile wa lk ing in a cir cle: Look at each other.
4. Cl
Add dance moves.
ep ly as yo u re ac h up wa rd with both arms:
5. Breathe in de
etc h an d ho ld. La ug h as yo u bring your arms down
Str
and bend over.
lk around and laugh:
6. Do an activity as you wa
ee t each oth er with a ha nd shake or by bowing.
Gr
.
Pretend to talk on a cellphone
s.
Make funny faces and motion
activity:
Do an exercise between each
a-ha.
Chant and clap: ho-ho, ha-h
very good, YA AA AA AY!
Chant and clap: very good,
ea the in de ep ly an d rea ch upward, stretch, and hold.
Br
s down and bend over.
Laugh as you bring your arm
ey es an d br ea th e in : Say “hummm” as you let
7. Close your
your breath out.

© Evan-Moor Corp. • EMC HS6036 • Text-Based Writing: Home–School Connection

 m o n C o re L es s o ns S eries
C om Rigorous lessons support students
on the Common Core learning path

Leveled texts
& scaffolding
options!
Reading Informational Text Reading Paired Text Text-Based Writing: Nonfiction
Grades 1–6 Grades 1–6 Grades 2–6
Easy to scaffold! Students study academic Perfectly paired! Informational and literary Ideal for test prep! Students practice text-
vocabulary and text analysis to improve text sets are thematically linked, promoting dependent writing of essential nonfiction
close reading of content-area articles. rich oral discussions and rigorous close writing forms, such as explanatory, cause
Includes writing prompts. reading and writing activities. and effect, and compare and contrast.
Grade 1 EMC 3201 Grade 4 EMC 3204 Grade 1 EMC 1371 Grade 4 EMC 1374 Grade 2 EMC 6032 Grade 5 EMC 6035
Grade 2 EMC 3202 Grade 5 EMC 3205 Grade 2 EMC 1372 Grade 5 EMC 1375 Grade 3 EMC 6033 Grade 6 EMC 6036
Grade 3 EMC 3203 Grade 6 EMC 3206 Grade 3 EMC 1373 Grade 6 EMC 1376 Grade 4 EMC 6034

Common Core Edition

Daily Math Practice Common Core Edition
Grades 1–6
Grade 1 EMC 750
• Models and tools aid students in solving problems
Grade 2 EMC 751
and open-ended questions.
• Activities practice number relationships, mathematical Grade 3 EMC 752
reasoning and processes, and computational fluency. Grade 4 EMC 753
• Each title includes downloadable math activities and Grade 5 EMC 754
projects to offer reinforcing practice at home. Grade 6 EMC 755

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