Reading Passages Packet

This packet contains 12 grade-level passages that grow in complexity. Each passage is accompanied by a list of key vocabulary with definitions and guided annotation prompts to support comprehension and evidence-based thinking.

Passage 1: A Quiet Morning

Samantha loved sketching in her notebook every morning before school. She sat by the window and watched the sun rise, feeling inspired by the soft colors in the sky. Drawing helped her organize her thoughts and start the day with calm energy.

Vocabulary Supports

• sketching: making a quick, informal drawing
• inspired: feeling motivated to create or do something
• calm: feeling peaceful and relaxed

Annotation Prompts

1. Underline the sentence that tells why Samantha sketches.
2. Circle two words that describe Samantha’s mood.
3. In the margin, write a synonym for inspired.

Passage 2: The Garden Project

Jamal and his classmates planted seeds in the school garden last week. Each team was responsible for watering their seedlings and recording daily observations. By the end of the week, tiny sprouts peeked through the soil, promising a colorful bloom in spring.

Vocabulary Supports

• seedlings: young plants just starting to grow
• observations: notes about what you see
• sprouted: began to grow and emerge

Annotation Prompts

1. Highlight the main idea of the paragraph.
2. Draw a box around the steps the students took in order.
3. Define seedlings in your own words beside the word.

Passage 3: The Old Library’s Secret

The town’s library stood silent for decades until renovations uncovered a hidden room behind a bookshelf. Dusty tomes lined the walls, and a single lantern hung from the ceiling. Historians believe the secret chamber once stored rare manuscripts during times of war.

Vocabulary Supports

• renovations: repairs and improvements to a building
• tomes: large, old books
• manuscripts: original handwritten documents

Annotation Prompts

1. Underline the phrase that shows how the room was discovered.
2. Circle the evidence that tells what was inside.
3. In the margin, note why historians value the manuscripts.

Passage 4: The Science Fair Challenge

Marisol built a model volcano for the annual science fair. She mixed baking soda, vinegar, and red dye to simulate molten lava. When it erupted, her classmates watched in awe as the “lava” flowed down the sides of her creation.

Vocabulary Supports

• simulate: imitate or recreate
• molten: melted by heat
• erupted: burst out suddenly

Annotation Prompts

1. Identify the claim Marisol makes about her project.
2. Highlight the evidence that explains how she simulated lava.
3. Paraphrase the description of her classmates’ reaction.

Passage 5: A Lesson in Respect

During history class, the teacher described the code of Bushido, which guided samurai warriors in medieval Japan. Honor, loyalty, and respect were the three pillars of the code. Students discussed how these values compare to modern ideas of integrity.

Vocabulary Supports

• Bushido: the samurai way of life
• pillars: fundamental principles or supports
• integrity: the quality of being honest and having strong moral principles

Annotation Prompts

1. Underline the three pillars of Bushido.
2. Circle the question the students discussed.
3. Write an example of integrity from your own life in the margin.

Passage 6: The Desert’s Secret Bloom

In the heart of the Sahara, a rare flower blooms only after heavy rain. Its petals are white with purple speckles, and it releases a sweet scent that attracts desert moths at night. Botanists travel thousands of miles to observe this fleeting spectacle.

Vocabulary Supports

• fleeting: lasting for a very short time
• botanists: scientists who study plants
• speckles: small spots or patches of color

Annotation Prompts

1. Highlight the condition required for the flower to bloom.
2. Circle the phrase that shows why moths visit.
3. Explain in the margin why botanists find this event important.

Passage 7: Voices from the Past

A local museum recently acquired letters written by a wartime nurse named Clara Barton. Her vivid descriptions of the battlefield and her patients’ resilience offer a firsthand look at history. Museum guides now read excerpts aloud during tours to bring her story to life.

Vocabulary Supports

• acquired: obtained or received
• vivid: producing clear, powerful images in the mind
• resilience: the ability to recover quickly from difficulties

Annotation Prompts

1. Underline what the letters describe.
2. Circle the evidence that shows the significance of Barton’s writing.
3. In your own words, summarize why guides read excerpts aloud.

Passage 8: The Digital Debate

At town hall, citizens held a debate about installing free public Wi-Fi in all parks. Proponents argued it would increase accessibility and learning opportunities. Opponents worried about maintenance costs and security risks. After a lively discussion, the council agreed to pilot the program in two parks.

Vocabulary Supports

• proponents: people who support an idea or plan
• opponents: people who are against an idea or plan
• security risks: potential dangers to safety or privacy

Annotation Prompts

1. Identify the claim of each side (supporters vs. opponents).
2. Highlight two pieces of evidence used by proponents.
3. Note the council’s final decision in the margin.

Passage 9: Exploring Deep Space

Astronomers using the new telescope discovered a planet with rings much like Saturn’s, orbiting a distant star 400 light-years away. Spectral analysis revealed traces of water vapor in its atmosphere. These findings fuel questions about the potential for extraterrestrial life.

Vocabulary Supports

• spectral analysis: studying light to find chemical composition
• extraterrestrial: originating outside Earth or its atmosphere
• orbiting: traveling around another body in space

Annotation Prompts

1. Underline the discovery made by astronomers.
2. Circle the evidence that suggests water vapor.
3. In the margin, write a question you have about the planet.

Passage 10: The Economics of Recycling

A recent study found that communities with curbside recycling programs see a 40% reduction in waste going to landfills. Recycling glass, paper, and plastic not only conserves resources but also creates local jobs in sorting and processing centers. Experts recommend expanding these programs to rural areas next.

Vocabulary Supports

• curbside: located at the edge of the street where trash is collected
• landfills: designated sites for dumping waste
• conserves: saves or protects from wasteful use

Annotation Prompts

1. Highlight the statistic about waste reduction.
2. Circle two benefits of recycling mentioned.
3. Paraphrase the experts’ recommendation.

Passage 11: The Power of Metaphor

In literature, metaphors allow writers to compare two unlike things to reveal deeper meaning. For example, calling time a thief suggests it steals moments from our lives. Understanding metaphors enriches your interpretation and emotional connection to a text.

Vocabulary Supports

• metaphor: a figure of speech comparing two things without using "like" or "as"
• enriches: makes more meaningful or rewarding
• interpretation: the act of explaining the meaning of something

Annotation Prompts

1. Underline the definition of a metaphor.
2. Identify the example given in the passage.
3. Write your own metaphor and its meaning in the margin.

Passage 12: Balancing Progress and Preservation

Urban developers often face the challenge of building new infrastructure while protecting historic districts. In Riverside, planners designed a light rail line that skirts the old town, preserving cobblestone streets and Victorian facades. Community input and creative engineering made the project both modern and respectful of the past.

Vocabulary Supports

• infrastructure: basic physical structures needed for society to function
• facades: the front faces of buildings, often decorative
• planners: people who design strategies for land use and development

Annotation Prompts

1. Highlight the conflict developers must balance.
2. Circle how Riverside’s planners solved this problem.
3. Explain in the margin why community input was important.

Worksheets Packet

Worksheet 1: Baseline Claim & Evidence (Session 1)

Read Passage 1 from Reading Passages Packet.

1. Underline the sentence that shows the claim.
   
   
   
2. List two pieces of evidence that support this claim:
   
   a) ____________________________________________
   
   
   
   b) ____________________________________________
   
   
   
3. Why is evidence important in an open-response answer?
   
   
   
   
   
   

Worksheet 2: Claim vs. Evidence (Session 2)

Read Passage 2.

1. Write the claim in one sentence:
   
   
   
2. Identify two pieces of evidence and cite them (include line numbers if available):
   
   a) “”
   
   
   
   b) “”
   
   
   
3. Explain how each piece of evidence supports the claim:
   
   a) ____________________________________________
   
   
   
   b) ____________________________________________
   
   
   

Worksheet 3: Quotation vs. Paraphrase (Session 3)

Read Passage 3.

1. Quote two sentences exactly as they appear (use quotation marks):
   
   a) “”
   
   
   b) “”
   
   
   
2. Paraphrase each sentence in your own words:
   
   a) ____________________________________________
   
   
   
   b) ____________________________________________
   
   
   
3. Which version (quote or paraphrase) do you think is clearer and why?
   
   
   
   
   
   

Worksheet 4: Citation Integration (Session 4)

Read Passage 4.

1. Choose one quote and integrate it into a sentence using a citation frame (e.g., “According to the text, …”):
   
   
   
   
   
   
2. Rewrite the sentence without the citation frame but still include the in-text citation:
   
   
   
   
   
   
3. Explain the difference in tone or clarity between the two versions:
   
   
   
   
   
   

Worksheet 5: Vocabulary & Sentence Structure (Session 5)

Read Passage 5.

1. Match each term to its definition:

• Bushido: ____________________________
  - pillars: ____________________________
  - integrity: ____________________________
  
  

2. Write an original sentence using the word integrity that also cites evidence from Passage 5:
   
   
   
   
   
   
3. Underline the evidence in your sentence and circle the vocabulary word.
   
   
   
   
   
   

Worksheet 6: Paragraph Planning Graphic Organizer (Session 6)

Plan a response to Passage 6 below.

• Claim:
  
  
  
  
• Evidence #1:
  • Quote: “_______________________________”
  • Explanation:
  
  
  
• Evidence #2:
  • Quote: “_______________________________”
  • Explanation:
  
  
  
• Topic Sentence Draft:
  
  
  
  

Worksheet 7: Analysis & Conclusion Practice (Session 7)

Read your draft paragraph for Passage 7.

1. Underline your analysis sentence and highlight your concluding sentence.
   
   
   
   
   
   
2. Write an improved analysis sentence explaining why the evidence matters:
   
   
   
   
   
   
3. Craft a stronger concluding sentence that ties back to your claim:
   
   
   
   
   
   

Peer-Review Checklist (Sessions 7 & 9)

Review a partner’s paragraph. Check each box and add comments.

• Claim is clear and present.
• Two pieces of evidence are cited correctly.
• Analysis explains why the evidence matters.
• Conclusion ties back to the claim.

Comments:

Worksheet 10: Independent Response Practice (Session 10)

Read Passage 10 and use the template.

1. Topic Sentence (Claim):
   
   
   
   
2. Evidence (Quote or Paraphrase):
   
   
   
   
3. Analysis:
   
   
   
   
4. Concluding Sentence:
   
   
   
   

Response Template for Post-Test Prep (Session 11)

Use this when practicing before the post-test.

• Claim: __________________________
• Evidence: ________________________
• Analysis: ________________________
• Conclusion: ______________________
  
  
  
  
  
  

End of Worksheets Packet

Activities Packet

This packet contains interactive group activities designed to reinforce each session’s skill—annotation, paraphrase, citation, peer feedback, and review games.

Activity 1: Claim & Evidence Sort (Session 2)

Materials: Claim cards & Evidence cards printed from Passage 2.

1. In groups of 3–4, shuffle all cards face down.
2. Draw one Claim card and two Evidence cards.
3. Decide as a group if those Evidence cards support the Claim. If yes, stack them together; if no, place them in the discard pile.
4. After sorting, each group shares one correct pair and explains how the evidence supports the claim.

Activity 2: Paraphrase Relay (Session 3)

Materials: Strips with two sentences from Passage 3.

1. Form two lines. The first student in each line reads the sentence strip.
2. They whisper a one-sentence paraphrase to the next student, who paraphrases again to the third, and so on.
3. The last student writes down the final paraphrase on chart paper.
4. Compare the end paraphrase to the original. Discuss how meaning changed and identify best practices.

Activity 3: Citation Carousel (Session 4)

Materials: Four stations, each with a short excerpt from Passage 4 and a citation-frame prompt.

1. Divide into four groups; assign each to a station.
2. At each station, integrate the provided quote into a sentence using the frame: “According to the text, …”
3. After 3 minutes, rotate stations. Each group refines the previous group’s sentence for clarity.
4. On the final rotation, share a polished example with the class.

Activity 4: Vocabulary Tag (Session 5)

Materials: Sentence strips containing Tier 2 words from Passage 5 and blank sticky notes.

1. In pairs, rotate through five strips. For each, write the definition on a sticky note and attach it next to the word.
2. Use a sentence-frame bookmark to rewrite the sentence, embedding both the vocabulary word and a piece of evidence from the passage.
3. Post strong examples on the anchor chart for review.

Activity 5: Graphic Organizer Gallery Walk (Session 6)

Materials: Blank Paragraph Planning graphic organizers (from Worksheets Packet).

1. Each group completes the ‘Claim’ and ‘Evidence #1’ box for Passage 6.
2. After 5 minutes, groups rotate clockwise and review the previous group’s work.
3. Add or improve the ‘Evidence #2’ section on each organizer.
4. Return organizers to the original group; they draft their topic sentence using peer suggestions.

Activity 6: Peer-Review Rotations (Sessions 7 & 9)

Materials: Peer-Review Checklist (from Worksheets Packet).

1. In broad circles, each student reads their paragraph draft aloud to the person on their right.
2. The listener uses the checklist to give one strength and one question/suggestion.
3. Rotate and repeat until every student has heard feedback from three peers.
4. Writers revise based on the most common suggestion.

Activity 7: Quiz Stations (Session 8)

Materials: Quiz 1 sheets and answer keys at three stations.

1. Split into triads; assign each a station.
2. Complete the station’s section of Quiz 1 (claim identification, quotation/paraphrase, short response).
3. Rotate every 7 minutes; at the final station, confer with the teacher for immediate feedback.

Activity 8: Conference Circles (Session 10)

Materials: Worksheet 10 responses in progress.

1. Form two concentric circles—inner writers, outer reviewers.
2. Inner circle reads their draft claim & evidence aloud to outer partner.
3. Outer partner offers one question to clarify and one suggestion for stronger evidence or structure.
4. After feedback, inner writers step out, revise on the spot, then switch roles.

Activity 9: Jeopardy Review Game (Session 11)

Materials: Custom Jeopardy board slides from Slide Decks for Sessions 1–12.

1. Divide into three teams; pick categories: Claims, Evidence, Citations, Vocabulary, Sentence Frames.
2. Teams take turns selecting questions and answering within 30 seconds.
3. Award points for correct answers; discuss any missed questions immediately.

Activity 10: Reflection Gallery (Session 12)

Materials: Poster paper labeled with reflection prompts:

• “Which strategy helped me most?”
• “My strongest skill is…”
• “I want to work on…”

1. In small groups, rotate among posters and write responses beside previous notes.
2. Groups summarize key takeaways from each poster on chart paper.
3. Share summaries aloud and set individual goals for future writing tasks.

End of Activities Packet