English Language Arts Supplement

Compare two perspectives on October 12, 1492 — the Taíno point of view in Encounter and the Spanish ship's-boy view in Pedro's Journal.

After reading Encounter (Jane Yolen) and an excerpt of Pedro's Journal (Pam Conrad), answer in full sentences. Cite specific details from each book.

1. Encounter is told from the perspective of a Taíno boy. How does that change the way you understand the events of 1492? Use a specific moment.
2. Pedro's Journal is told from the perspective of a Spanish ship's boy. What does Pedro notice and worry about? Cite one specific detail.
3. Both books describe the same historical moment. Choose one event (the arrival of the ships, the meeting on the shore, the gift-giving) and explain how the two accounts differ. Use a quote from each.
4. What theme do you see in Encounter? Write one sentence and explain how you decided.
5. Imagine a third perspective — an animal, an elder, or a sailor. Write 3–4 sentences from that perspective describing one moment from October 12, 1492.

Scoring: 4-Point Writing Rubric (focus on Evidence and Ideas).

Original informational passage on Classic Maya civilization with literal and inferential comprehension questions.

1. What are TWO main ideas of this passage? Write each in a complete sentence and identify one key detail that supports each.
2. In what way were the Maya advanced in mathematics? Cite one specific fact from the passage.
3. What is the "three sisters" combination, and why did the Maya plant these crops together? Use evidence from the text.
4. List three possible causes the passage gives for why Maya cities were abandoned around 900 CE.
5. The passage says the Maya did not disappear. What evidence supports this statement?
6. Why does the author end with the sentence about civilizations changing but people enduring? What is the author's purpose?

Scoring: 8/10 = Meets Expectations on rubric.

Roots-first vocabulary: geo-, hydro-, -graph, -logy, aqua-, terra-, climat-. 10 items.

Roots covered: geo- (earth), hydro- (water), -graph (write/draw), -logy (study of), aqua- (water), terra- (land), climat- (climate).

1. The word "geography" comes from the roots geo- and -graph. Predict what geography means.
2. A "hydroelectric" plant uses what to make electricity?
3. A "biography" is a written account of someone's life. Use the roots bio- (life) and -graph to explain why.
4. A "terrarium" holds plants in a small glass container. What does the root terra- tell you?
5. "Geology" is the study of what?
6. "Hydrology" is the study of what?
7. An "aqueduct" carries water. What does the root aqua- mean?
8. "Climatology" is the study of what?
9. Use your knowledge of roots: a "geologist" is someone who…
10. Write your own sentence using a word that contains the root hydro-.

Scoring: 8/10 = Meets · 9–10 = Exceeds.

First multi-paragraph informative essay using Reading Passage 1B as a primary source.

Write a 3–4 paragraph informative essay titled "Three Things to Know About the Maya."

• ✓Introduction with a topic sentence stating the three things.
• ✓Three body paragraphs, each focusing on one of the three things and including at least one specific fact.
• ✓A conclusion that briefly summarizes.
• ✓Use at least 2 facts from Reading Passage 1B or another source.
• ✓Cite your source(s) at the end.

Scoring: 4-Point Writing Rubric — show it to the student before they begin.

Identify and punctuate declarative, interrogative, imperative, and exclamatory sentences.

Part 1: Identify the sentence type

1. "What time is it?"
2. "The temple was built around 700 CE."
3. "Sit down quietly."
4. "What an amazing discovery!"
5. "Did the Maya use a base-20 number system?"

Part 2: Fix the punctuation

1. Rewrite: where is the Yucatan Peninsula
2. Rewrite: the rainforest is home to many species
3. Rewrite: what an amazing temple
4. Rewrite: please be quiet
5. Write your own exclamatory sentence about a topic you find amazing.

Scoring: 8/10 = Meets · 9–10 = Exceeds.

Mixed-format assessment over Q1 standards. Includes a fresh passage on the Inca Road system.

Part 1: Reading comprehension (5 pts)

1. What is the main idea of the passage? Cite one detail.
2. How did the chasqui system work? Use specific details.
3. Why was the Inca road system "one of the engineering wonders"? Explain in your own words.

Part 2: Vocabulary (5 pts)

1. The root geo- means: ____
2. The root hydro- means: ____
3. A "geographer" is someone who ____
4. A "geologist" studies ____
5. Write a sentence using a word with the root aqua-.

Part 3: Grammar (5 pts)

1. Identify the sentence type: "How tall was the temple?"
2. Identify the sentence type: "The Maya farmed maize, beans, and squash."
3. Punctuate: what a remarkable people the Maya were
4. Punctuate: what year was the city of Tikal founded
5. Rewrite this run-on as two sentences: "The Maya built tall temples they also wrote in hieroglyphs."

Part 4: Short essay (5 pts; 4-Point Rubric)

1. Write a 1–2 paragraph informative response: "Why is it important to learn about ancient civilizations like the Maya, Aztec, or Inca?" Use one specific example.

Scoring: Closed items by raw percentage; essay by 4-Point Rubric; average to one grade.

First half of the Q2 anchor novel; identify emerging theme and trace character.

After reading the first 4–5 chapters, answer in complete sentences. Cite specific quotes or page numbers where possible.

1. Describe Esperanza's life at the beginning of the novel. Use at least two specific details.
2. How does Esperanza change after the fire? Compare her behavior before and after using one moment from each time.
3. Who is Miguel? Quote a moment that shows how Esperanza and Miguel relate to each other.
4. Identify a theme that is starting to emerge. State the theme and one detail that suggests it.
5. Predict: what do you think will be hardest for Esperanza about moving to the United States? Use evidence.

Scoring: 4-Point Writing Rubric.

Original passage that retells 1492 from two viewpoints — the language of "discovery" vs. "encounter".

1. List two main ideas of this passage and give one supporting detail for each.
2. Why was the voyage from Spain dangerous and difficult? Cite specific details.
3. How did Columbus see October 12, 1492? How did the Taíno see it? Explain how the same event meant different things (RI.5.6).
4. Why do historians today often use "encounter" instead of "discovery"?
5. What word would YOU use to describe the events of October 1492? Why? Justify with evidence.

Scoring: Closed items by raw percentage; written items by 4-Point Rubric.

Spanish-language vocabulary from the novel plus roots mono- and poly-.

Words: hacienda, abuelita, esperanza, encomienda, missionary, conquistador, indigenous, diaspora, migration. Roots: mono-, poly-.

1. "Esperanza" means ____ in Spanish.
2. "Abuelita" means ____.
3. An "hacienda" is ____.
4. The word "indigenous" means ____.
5. A "conquistador" was ____.
6. "Migration" is the movement of ____.
7. The root mono- means ____.
8. The root poly- means ____.
9. A "monotheist" believes in ____.
10. A "polytheist" believes in ____.

Scoring: 8/10 = Meets · 9–10 = Exceeds.

Theme and character arc across the full novel.

After finishing Esperanza Rising, answer in complete sentences. Cite specific quotes.

1. Identify the main theme. State it in one sentence.
2. Find a quote that supports your theme. Write it in quotation marks and explain how it supports the theme.
3. How has Esperanza changed from beginning to end? Use one detail from early and one from late in the novel.
4. Compare Esperanza and Marta. How are they similar? Different? Use evidence from at least two scenes.
5. Chapters are named after fruits and vegetables. Choose one chapter title and explain how its events connect to the name.

Scoring: 4-Point Writing Rubric.

Multi-source opinion essay synthesizing Encounter, Pedro's Journal, and Reading Passage 2C.

After reading multiple accounts of Columbus's arrival in the Americas, write a 4–5 paragraph opinion essay: "Should October 12 be celebrated as Columbus Day, Indigenous Peoples' Day, or both?"

• ✓Introduction with a clear claim (your opinion).
• ✓At least three reasons supporting your opinion, each in its own paragraph.
• ✓At least two pieces of evidence from the readings.
• ✓Acknowledge the opposing view in at least one sentence.
• ✓Conclusion that restates your claim and the most important reason.

Scoring: 4-Point Writing Rubric.

Trace how Pam Muñoz Ryan develops a central theme through Esperanza's journey.

Write a 4-paragraph essay: "What is a central theme of Esperanza Rising, and how does Pam Muñoz Ryan develop that theme through Esperanza's journey?"

• ✓Introduction with a thesis stating the theme.
• ✓At least two body paragraphs, each focused on a specific scene that develops the theme.
• ✓At least two direct quotes from the novel, in quotation marks.
• ✓Conclusion that reflects on what the theme means.

Scoring: 4-Point Writing Rubric.

Punctuate dialogue, format titles in quotation marks, and write original dialogue lines.

Part 1: Add the correct punctuation

1. where are we going asked Esperanza
2. I don't know Miguel said
3. we should go now said Mama in a quiet voice
4. what time is it asked Hortensia
5. this is amazing Esperanza shouted

Part 2: Quotation marks for short titles

1. I read the short story Las Uvas yesterday.
2. My favorite chapter in Esperanza Rising is Las Almendras.
3. The poem Hope by Emily Dickinson begins beautifully.

Part 3: Write your own

1. Write a sentence of dialogue using correct quotation marks and a "said" verb.
2. Write a sentence with a question inside quotation marks.

Scoring: 8/10 = Meets · 9–10 = Exceeds.

Closes Q2 using Reading Passage 2C plus a one-paragraph theme response on Esperanza Rising.

Part 1: Reading comprehension (5 pts) — use Passage 2C

1. Identify two main ideas of the passage. Cite one detail for each.
2. How did Columbus and the Taíno experience October 12, 1492, differently? Cite evidence.
3. Why do historians prefer "encounter" to "discovery"? Use evidence from the passage.

Part 2: Vocabulary (5 pts)

1. The word "esperanza" means ____.
2. A "conquistador" was ____.
3. "Indigenous" people are ____.
4. The root mono- means ____.
5. The root poly- means ____.

Part 3: Grammar (5 pts)

1. Add quotation marks: where is mama asked Esperanza
2. Add quotation marks: I am tired Miguel said
3. Rewrite without errors: Esperanza said Im going home.
4. Identify the sentence type: "What a beautiful day!"
5. Combine into a compound sentence: "Esperanza picked grapes. She was tired."

Part 4: Short essay (5 pts; rubric)

1. Write a one-paragraph response: "What is one important theme of Esperanza Rising, and how does the novel develop it?" Include at least one detail or quote.

Scoring: Closed items by raw percentage; essay by 4-Point Rubric; average to one grade.

Open response on the chosen Q3 novel — character, conflict, emerging theme.

After reading the first third of your Q3 novel, respond in complete sentences. Cite specific quotes or page numbers.

1. Describe the main character. Use at least two details from the early chapters.
2. What is the main conflict introduced in the first third? Cite a specific moment.
3. Who is one supporting character that matters to the protagonist? How do they affect the protagonist?
4. Identify a theme that is starting to emerge. Write one sentence and explain.
5. Predict the protagonist's biggest challenge in the next part of the book.

Scoring: 4-Point Writing Rubric.

Theme analysis and character comparison after finishing the Q3 novel.

After finishing your Q3 novel, respond in complete sentences. Use direct quotes.

1. Identify a main theme of the novel. State it in one sentence.
2. Find a quote that supports this theme. Quote it exactly and explain its connection.
3. How has the main character changed? Compare them at the beginning vs. the end.
4. Compare two characters in the novel. How are they similar and different? Use evidence from at least two scenes.
5. Pick a chapter or scene you think is most important. Explain why.
6. Write 3–4 sentences from the perspective of a minor character at a key moment.

Scoring: 4-Point Writing Rubric.

Comparative civics passage on U.S., Canada, and Cuba — sets up Writing Prompt 3A.

1. Identify two main ideas of the passage.
2. How does the U.S. government differ from Canada's? Cite two specific differences.
3. According to the passage, why do these differences matter for daily life? Use evidence.
4. What is the Universal Declaration of Human Rights, and when was it signed?
5. Explain in your own words: what is a "constitutional monarchy"?

Scoring: Closed items by raw percentage; written items by 4-Point Rubric.

Civics vocabulary plus the roots that explain why words like "democracy" and "monarchy" mean what they mean.

1. A "monarchy" is a government ruled by ____.
2. A "democracy" is a government in which ____.
3. A "constitution" is ____.
4. "Citizenship" means ____.
5. A "republic" is ____.
6. The root demo- (as in democracy) means ____.
7. The root -archy (as in monarchy) means ____.
8. A "polygon" has ____ sides; the root poly- means many.
9. A "polytheistic" religion worships ____.
10. A "monolingual" person speaks ____.

Scoring: 8/10 = Meets · 9–10 = Exceeds.

Multi-source comparison essay — research bridge to the Q4 capstone.

Write a 4–5 paragraph informative essay comparing the governments of two countries in the Western Hemisphere. Choose two from: United States, Canada, Mexico, Brazil, Cuba.

• ✓Introduction explaining which two countries you are comparing and why this comparison matters.
• ✓At least two body paragraphs, each focusing on one area (who makes laws, who is head of state, what rights citizens have).
• ✓At least three cited sources — Reading Passage 3C, a children's civics book, and one online source.
• ✓Conclusion summarizing the major similarity and major difference.

Scoring: 4-Point Writing Rubric.

Short argument essay practicing claim, reasons, evidence, and counter-acknowledgment.

Write a 3–4 paragraph argument essay: "Should communities require citizens to vote in elections?"

• ✓Introduction with a clear claim.
• ✓At least two reasons supporting your claim, each with evidence.
• ✓Acknowledge the opposing view in one sentence.
• ✓Conclusion that restates your claim.

Scoring: 4-Point Writing Rubric.

Use coordinating and subordinating conjunctions to combine ideas with precision.

Part 1: Identify the conjunction

1. I went to the store, but I forgot the bread.
2. She studied hard because she wanted to do well.
3. Although the day was cold, we went hiking.
4. You can have ice cream or fruit for dessert.

Part 2: Combine into a complex sentence

1. Combine using "even though": "Esperanza picked grapes. She was tired."
2. Combine using "even though": "It was raining. We went outside."
3. Combine using "because": "He missed the bus. He was late."

Part 3: Write your own

1. Write a complex sentence using "because."
2. Write a compound sentence using "but."
3. Write a complex sentence using "although."

Scoring: 8/10 = Meets · 9–10 = Exceeds.

Mixed-format assessment over Q3 standards using Passage 3C as the comprehension stem.

Part 1: Reading comprehension (5 pts) — use Passage 3C

1. Identify two main ideas of the passage with one detail each.
2. How does life in a one-party state differ from life in a constitutional republic? Use evidence.
3. What is the Universal Declaration of Human Rights? Cite the passage.

Part 2: Vocabulary (5 pts)

1. A "monarchy" is ruled by ____.
2. A "democracy" is ____.
3. A "constitution" is ____.
4. The root demo- means ____.
5. The root -archy means ____.

Part 3: Grammar (5 pts)

1. Identify the conjunction: "We went outside although it was raining."
2. Combine using "because": "She was hungry. She ate lunch."
3. Combine using "but": "He likes baseball. He doesn't play it."
4. Identify the sentence type: "Although it was cold, we went hiking." (simple/compound/complex)
5. Add commas where needed: "I bought apples oranges bananas and pears."

Part 4: Short essay (5 pts; rubric)

1. Write a 1–2 paragraph response: "What is one important freedom you have because of the Bill of Rights, and why does it matter?" Use at least one specific example.

Scoring: Closed items by raw percentage; essay by 4-Point Rubric; average to single grade.

Final novel response — adds figurative-language identification.

After reading your Q4 novel, respond in complete sentences with direct quotes.

1. Describe the main character. What makes them unique?
2. Identify the main conflict. How is it introduced and developed?
3. Find an example of figurative language (simile, metaphor, personification). Quote it and explain.
4. Identify a theme. Write one sentence stating it and find one quote that supports it.
5. How does the main character change from beginning to end? Use specific evidence.
6. Why do you think the author chose to tell this story? What did they want readers to think about?

Scoring: 4-Point Writing Rubric.

Original informational passage on a family's migration to the U.S. — connects to the year-end research capstone.

1. Identify two main ideas of this passage.
2. Why did Mei Ling's family come to America?
3. How did the family arrive — all at once or in stages? Cite evidence.
4. How did Mei Ling change during her first year in America?
5. What does the last sentence mean?
6. Imagine you are interviewing Mei Ling today. Write two questions you would ask her.

Scoring: Closed items by raw percentage; written items by 4-Point Rubric.

Identify figurative-language types and the roots sol-, astro-, terra-, lun-.

Part 1: Identify the figurative language

1. "The wind whispered through the trees." (simile / metaphor / personification)
2. "Her eyes were stars in the dark room."
3. "He is as quiet as a mouse."
4. "The clouds danced across the sky."
5. "My backpack weighs a ton." (hint: starts with "exag-")

Part 2: Roots

1. The root sol- (as in solar) means ____.
2. The root astro- (as in astronaut) means ____.
3. The root terra- (as in territory) means ____.
4. The root lun- (as in lunar) means ____.
5. Use the root astro- in a word you know.

Scoring: 8/10 = Meets · 9–10 = Exceeds.

5–7 page research report on a contemporary issue in the Americas, with a proposed solution.

Choose a contemporary issue in the Americas (food security, climate change, immigration, indigenous rights, technology access, education, public health, or another). Write a 5–7 page research report on the issue, with a proposed solution.

• ✓Introduction explaining the issue and why it matters.
• ✓At least 3 body sections, each addressing a different aspect.
• ✓At least 4 cited sources of multiple types (book, article, primary source, interview, or website).
• ✓Proper citations in the body and a Works Cited at the end.
• ✓Proposed solution paragraph — based on what you learned, what should be done?
• ✓Multiple drafts; final version revised and edited.

Scoring: Year-End Research Rubric (5 dimensions; see rubric reference).

Cumulative punctuation: end marks, commas, dialogue, dates, titles.

Add the correct punctuation to each sentence.

1. Maria asked where are we going
2. The dog ate his food the cat watched
3. On Monday April 15 we will visit the museum
4. I need three things sugar flour and eggs
5. My favorite book is Esperanza Rising
6. After the rain stopped we went outside
7. The students who studied did well on the test
8. wow that was amazing
9. Carlos said I think we should go
10. Although it was late we kept reading

Scoring: 8/10 = Meets · 9–10 = Exceeds.

Closes Q4 with a checkpoint on the Q4 novel, figurative language, punctuation, and a research-writing reflection.

Part 1: Q4 novel response (5 pts)

1. Identify a theme of your Q4 novel and one quote that supports it.
2. How does the main character change? Use one detail from early and one from late.

Part 2: Figurative language + roots (5 pts)

1. Write your own simile and your own metaphor.
2. What does the root astro- mean?
3. What does the root terra- mean?

Part 3: Punctuation (5 pts)

1. Add commas: On Tuesday May 5 we visited the museum
2. Punctuate the dialogue: Where are you going asked Maria
3. Combine using "although": "It was late. We kept reading."

Part 4: Research reflection (5 pts; rubric)

1. In one paragraph: what is the most important thing you learned from your year-end research project, and how did your sources help you learn it?

Scoring: Closed items by raw percentage; essay by 4-Point Rubric; average to single grade.

Cumulative Q1 + Q2 final, anchored by a fresh passage on the Columbian Exchange.

Part 1: Reading comprehension on a new passage (8 pts)

1. Identify two main ideas of the passage. Cite one detail for each.
2. According to the passage, what is the Columbian Exchange?
3. How did the Columbian Exchange affect indigenous peoples in the Americas? Cite evidence.
4. How is this passage similar to or different from Reading Passage 2C? (RI.5.6)

Part 2: Vocabulary (4 pts)

1. The root geo- means ____.
2. A "geographer" studies ____.
3. "Indigenous" people are ____.
4. The word "esperanza" means ____.

Part 3: Grammar (5 pts)

1. Identify the sentence type: "Did the Maya use zero in their math?"
2. Punctuate this dialogue: where are we going asked Miguel
3. Rewrite as a compound sentence: "Esperanza was tired. She kept working."
4. Split this run-on into two sentences: "The Maya built temples they also wrote in hieroglyphs."
5. Add commas: "I bought apples oranges and bananas."

Part 4: Multi-paragraph essay (8 pts; rubric)

1. Write a 3–4 paragraph essay: "What is one theme of Esperanza Rising, and how is it shown through the events of the novel?" Use at least one direct quote in quotation marks.

Scoring: Closed items by raw percentage; essay by 4-Point Rubric; average to single grade.

Cumulative final covering reading literature, informational text analysis, vocabulary, grammar, and a multi-paragraph essay drawn from the year's themes.

Use a fresh hemispheric passage of the educator's choice; pair with a novel reflection from any of the four quarter anchor texts.

Section breakdown

• ✓Reading comprehension on a fresh passage (10 pts).
• ✓Vocabulary — roots and figurative language (8 pts).
• ✓Grammar — sentence structure, dialogue, punctuation (7 pts).
• ✓Multi-paragraph essay drawing on a year-anchor theme (10 pts; 4-Point Rubric).
• ✓Optional Section 5: oral presentation of the research capstone (rubric).

Scoring: Closed items by raw percentage; essay by 4-Point Rubric; average to single grade.