Socialandemotionallearningreadingcomprehensiondistancelearning

Grades 3+ 18 PASSAGES
BIG FEELINGS
FOR BIG KIDS
. . . . . . . . . . . . .
Reading comprehension
passages that focus on
Social and Emotional
Learning
PREFER TO HAVE STUDENTS WORK ON THIS DIGITALLY?
Click here to access the student pages on Google Slides.

TOPICS INCLUDE
• Academic anxiety • Feeling overwhelmed
• Trying your best • Good sportsmanship
• Staying focused • Accepting differences
• Standing up for yourself • Standing up for others
• Being compassionate • Making friends
• Calming down • Anger
• Hurt • Peer pressure
• Death • Homelessness
• Violence • Socioeconomic status

EACH PASSAGE:
REQUIRES STUDENTS TO:
• Underline text evidence ANSWER

KEYS ARE
• Analyze feelings INCLUDED
• Analyze body language
• Reflect on the situation from the passage by

thinking about how to solve the problem
• Reflect on the situation from the passage by

empathizing
• Decide on an overall lesson learned from each

passage
Name: ____________________________ ACADEMIC ANXIETY
Directions: Read the following scenario. As you are reading, imagine that you are there
watching and listening in person. Then, answer the questions.
MATH CLASS
“This is dumb!” shouted Michael, after his teacher asked him to work on problem number
three in his math workbook. The other kids in the class snickered and a few whispered to one
another. Michael tried to hide his smirk.
“Excuse me?” asked Mrs. Rivers, who was standing by her desk with a surprised look on
her face. “That was not an appropriate thing to say. Besides, we’re working on having a
growth mindset. If you need help, I’m happy to sit with you and help you.”
The other kids in the class glanced at Michael as he shifted in his seat and looked to the
ground.
“It’s just… I don’t… I don’t like division and I don’t see why we need to learn it.” muttered
Michael.
Mrs. Rivers walked over to Michael and sat beside him. “I know this can be frustrating.
Here, let me help you out.” said Michael’s teacher.
ANALYZE
1. How does Michael feel? Underline clues in the passage that help you infer how he feels.
Then, use the text evidence to help explain your answer.
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2. How does Mrs. Rivers feel? Underline clues in the passage that help you infer how she
feels. Then, use the text evidence to help explain your answer.
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© Markers and Minions 1
MATH CLASS
3. Describe Michael’s body language. Underline the part of the passage that helps you
visualize Michael’s emotions. Then, use the text evidence to help explain your answer.
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REFLECT
4. Think: If you were Michael, how would you fix the problem?
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5. Feel: If you were in this class, what would you say to Michael to help fix his problem?
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6. Circle the statement that you agree with most.
Michael likes to read more Michael doesn’t feel like Michael thinks math
than he likes to do math. he is good at division. is a waste of time.

Name: ____________________________ FEELING OVERWHELMED
DAVID’S TEST
“I just can’t do this,” grumbled David as he looked as his spelling test. His eyes welled up
with tears as he wrote down random letters on his test and began to crumple it up.
“Remember to take a deep breath and just try your best,” said Mrs. Owens as she tried
to reassure him. “Our spelling test only shows me what you know and don’t know. It’s ok to
make mistakes. I believe in you.”
“I just want to get 100 percent. I’ve studied my spelling words all week long and now I
can’t remember them,” David stammered. “I will be so disappointed. I worked so hard for
nothing.” He saw his other classmates’ eyes looking at him as he uncrumpled his paper and
wiped the tears off his face.
ANALYZE
1. How does David feel? Underline clues in the passage that help you infer how he feels. Then,
use the text evidence to help explain your answer.
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2. How does Mrs. Owens feel? Underline clues in the passage that help you infer how she
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DAVID’S TEST
3. Describe David’s body language. Underline the part of the passage that helps you visualize
David’s emotions. Then, use the text evidence to help explain your answer.
_______________________________________________________________________________
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REFLECT
4. Think: If you were David, how would you fix the problem?
_______________________________________________________________________________
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5. Feel: If you were in this class, what would you say to David to help fix his problem?
_______________________________________________________________________________
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David works hard at his spelling David thinks his hard work is David does not like
but cannot pass his test.. useless if he cannot pass his test. spelling.

Name: ____________________________ TRYING YOUR BEST
THE FIRST TO FINISH DOESN’T ALWAYS WIN
Mrs. Smith handed out the daily multiplication practice page as she gave the
instructions. She reminded the students to take their time and check their work.
Aaron looked over the problems and looked at his best friend, Matt, across the
room. Matt was very smart and always the first one to finish his work. Aaron decided he
would like to beat Matt and be the first one done today. As he looked over his paper, he
knew some of the answers but not all of them. He quickly wrote down the answers he knew
but he scribbled random answers for the ones he didn’t know and turned it in.
As he put his paper in the turn in bin, Mrs. Smith asked him if it was his best work. He
replied “yes,” even though he knew if he had taken more time, he could have gotten more
answers correct. Instead, he had focused on being the first one done.
Mrs. Smith looked over his paper and noticed a lot of careless mistakes. She circled the
ones she wanted Aaron to review and try again. As she handed him back his paper, she said,
“Aaron, your work is usually really well done. It seems like you were rushing and not trying
your best. I want you to try this again. I know you can do it.”
Aaron slinked down in his seat and looked at his paper, trying to decide what to do.

ANALYZE
1. How does Aaron feel? Underline clues in the passage that help you infer how he feels. Then,
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2. Describe Aaron’s body language. Underline the part of the passage that helps you visualize
Aaron’s emotions. Then, use the text evidence to help explain your answer.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
REFLECT
3. Think: If you were Aaron, how would you fix the problem?
_______________________________________________________________________________
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4. Feel: If you were Matt, what would you say to Aaron to help fix his problem?
_______________________________________________________________________________
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Aaron loves to be the first Aaron works hard sometimes Aaron did not try his best or
one done. and rushes sometimes. take his time.
Name: ____________________________ GOOD SPORTSMANSHIP
IT’S ABOUT HAVING FUN
The students were excited as they got ready for specials, because today was a PE day.
They loved PE. Anxiously, they filed down the hallway and stood outside the gym.
Mr. McVey, the gym teacher, greeted them with a big smile as he gave instructions. The
students listened carefully to Mr. McVey as he divided them into teams. Once they began
playing, Carlos noticed his team dwindling around him. Carlos looked around him and his hands
turned to fists.
Carlos stomped over to Mr. McVey and shouted loudly, “This is not fair! The other team
is cheating! I know it!”
Jasmine, who was on the other team, heard Carlos accusing her team of cheating. “No
way! We were not! You’re just a sore loser!” she shouted back walking angrily towards him.
Mr. McVey noticed that both Jasmine and Carlos felt upset. He told them each to take a
deep breath. “Remember, guys, this is supposed to be fun. It isn’t about winning or losing,
it’s about having fun. Right now, no one is having fun. It sounds like we need to reset and try
this again.”
Both students returned to their teams, but they were not sure about forgiving each
other.
ANALYZE
1. How does Carlos feel? Underline clues in the passage that help you infer how he feels.
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2. How does Jasmine feel? Underline clues in the passage that help you infer how she feels.
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3. Describe Carlos’ body language. Underline the part of the passage that helps you visualize
Carlos’ emotions. Then, use the text evidence to help explain your answer.
_______________________________________________________________________________
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REFLECT
4. Think: If you were Carlos, how would you fix the problem?
_______________________________________________________________________________
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5. Feel: If you were in Carlos’ class, what would you say to Carlos to help fix his problem?
_______________________________________________________________________________
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Carlos is a sore loser. The other team really was Carlos does not like to lose.
cheating.

Name: ____________________________ STAYING FOCUSED
A DRIFTING MIND
It was time for silent reading in Mrs. Cook’s fourth grade classroom. Diana knew she
needed to complete her reading, so she pulled out her book right away. As she started reading,
she noticed that her friend Alex was writing letters to his pen pal.
“I wonder who Alex’s pen pal is and where he lives. What is life like for him? I hope I
remember to write my letter to my pen pal today. I want her to know I am thinking of her…”
Diana’s thoughts flooded in. Her eyes still looked at the words on her page, but the words were
meaningless as her focus was on Alex and his letter to his pen pal.
“Back on task,” Diana whispered to herself as she reminded herself to focus on the book.
She started to reread the page again.
“My spelling test is on Friday. I am trying to remember to spell the word ‘perspective’ this
week. P-E-R-S-P-E-C-T…..,” her thoughts turned to her spelling words. “I cannot remember the
next letter. Is it an i or an e?”
She tapped Jenny on the shoulder. “Does perspective have an i or an e?” she whispered.
Jenny reluctantly started to respond just as Mrs. Cook said, “Remember we are quiet
during silent reading. If you have a question, write it down and I can answer it later.”
Diana blushed as she realized she had been corrected. She knew she was supposed to be
quiet, but she just couldn’t remember how to spell perspective. Then, she remembered she was
supposed to be reading.
“Come on Diana,” she whispered to herself. “You are supposed to be reading. Just slow
down and think about the words you are reading.”
She carefully looked at the same page she had been looking at for the last few minutes and
tried to read it again.
Diana completed her Diana was having a hard time staying Diana does not like to get in
reading. focused on her classwork. trouble.
A DRIFTING MIND
ANALYZE
2. How does Diana feel? Underline clues in the passage that help you infer how she feels.
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3. How does Jenny feel? Underline clues in the passage that help you infer how she feels.
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4. Describe Diana’s body language. Underline the part of the passage that helps you visualize
Diana’s emotions. Then, use the text evidence to help explain your answer.
_______________________________________________________________________________
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_______________________________________________________________________________
REFLECT
5. Think: If you were Diana, how would you fix the problem?
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6. Feel: If you were in Diana’s class, what would you say to her to help fix her problem?
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Name: ____________________________ ACCEPTING DIFFERENCES
LUNCHTIME
It was lunchtime for Mr. Thomas’ class. The students sat in two rows at their table in
the cafeteria. Everyone at the table began opening their lunchboxes. Allison pulled out a
hard-boiled egg from her lunchbox and started to take a bite.
“Ewwwww!” shouted Eddie as he stuck his tongue out at her. “Allison likes hard boiled
eggs! Those are so gross!”
Allison could feel the tears welling up in her eyes as she felt Eddie tease. She loved hard
boiled eggs. That is why her mom put them in her lunch.
As the other kids at the table looked at her food and turned up their noses, Allison
couldn’t help but wonder what else she could have brought for lunch. She loved her hard-
boiled eggs, but she didn’t love the way she felt at that moment.
ANALYZE
1. How does Allison feel? Underline clues in the passage that help you infer how she feels.
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LUNCHTIME
2. How does Eddie feel? Underline clues in the passage that help you infer how he feels.
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3. Describe Allison’s body language. Underline the part of the passage that helps you visualize
Allison’s emotions. Then, use the text evidence to help explain your answer.
_______________________________________________________________________________
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REFLECT
4. Think: If you were Allison, how would you fix the problem?
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5. Feel: If you were sitting at that table for lunch, what would you say to Allison to help her
feel better?
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Allison likes hard-boiled eggs, Allison wishes her mom had Allison and Eddie are
and Eddie does not. packed something different. different and need to accept
each other, so they don’t
hurt each other’s feelings.
Name: ____________________________ STANDING UP FOR YOURSELF
RECESS
Recess had just started, and Timmy was walking slowly around the playground looking at
the ground.
“Hey there, Slow Poke!” George shouted as he ran past Timmy. “Bet you can’t even make
it to the fence!”
Timmy looked at George and stuffed his hands in his pockets. Timmy thought about
some of the conversations Mrs. White had discussed with his class about standing up for
yourself. He remembered he should tell George to stop, but he was too nervous.
He cleared his throat and looked at the ground, thinking of what to say, but by then,
George had already gone on with playing on the playground. Timmy had missed his chance to
say something. He would have to be quicker next time.
ANALYZE
1. How does Timmy feel? Underline clues in the passage that help you infer how he feels.
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RECESS
2. Why do you think George said what he said? How do you think George feels? Underline
clues in the passage that help you infer how he feels. Then, use the text evidence to help
explain your answer.
_______________________________________________________________________________
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_______________________________________________________________________________
3. Describe Timmy’s body language. Underline the part of the passage that helps you visualize
Timmy’s emotions. Then, use the text evidence to help explain your answer.
_______________________________________________________________________________
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REFLECT
4. Think: If you were Timmy, how would you fix the problem?
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5. Feel: If you had seen this during recess, what would you say to Timmy to help him feel
better?
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Timmy is the slowest Timmy does not like to be Timmy does not know what to say, and
boy in his class. teased by George. he wishes he stood up for himself.

Name: ____________________________ STANDING UP FOR OTHERS
CALEB AND BENJAMIN
Caleb was one of the smaller kids in the fourth grade.

“Caleb is so teeny!” shouted Matt as he ran past him on the playground. “He can’t even
reach the monkey bars!” Several of the other boys near Matt snickered. Caleb looked down
at the ground and began to shuffle towards the swings.
“Teeny Tiny Caleb! You should go back to third grade!” shouted the boys as he was
walking away. Caleb had heard these names day after day. He was tired of hearing his
classmates tease him and was just planning to ignore them.
“Cut that out! There is no need to call Caleb names! He works hard and can run fast. He
is my friend, and if you don’t have anything nice to say to him, go play somewhere
else!” Caleb looked up to see his best friend Benjamin being assertive with these boys for
him. Caleb was stunned as he watched the boys walk away from him.
ANALYZE
1. How does Caleb feel? Underline clues in the passage that help you infer how he feels. Then,
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CALEB AND BENJAMIN
2. How do you think Benjamin feels? Underline clues in the passage that help you infer how he
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3. Describe Caleb’s body language. Underline the part of the passage that helps you visualize
Caleb’s emotions. Then, use the text evidence to help explain your answer.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
REFLECT
4. Think: If you were Caleb, how would you fix the problem?
_______________________________________________________________________________
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5. Feel: If you saw Caleb being picked on, what would you do?
_______________________________________________________________________________
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Caleb is the smallest kid in his Caleb’s friend Benjamin helps Caleb cannot reach the
class. Caleb with the boys. monkey bars.

Name: ____________________________ BEING COMPASSIONATE
A BROKEN FOOT
Jonah did not come to school for a few days. The students in his class had no idea where
he had been, but they had been missing him. They heard the door creak open, and in hobbled
Jonah. He was struggling to walk on his crutches and had a lime green cast on his left foot.
“Welcome back! We are so happy you are here! We have missed you!” said Ms. Spain, with
a big smile on her face.
The students helped Jonah put away his lunch and papers from his book bag and get
situated at his desk. How was he going to make it through today? He hoped his classmates
would be able to help him out. He put his head in his hands. He was not one to ask others for
help.
ANALYZE
1. How does Jonah feel? Underline clues in the passage that help you infer how he feels.
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2. How does Ms. Spain feel? Underline clues in the passage that help you infer how she feels.
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A BROKEN FOOT
3. Describe Jonah’s body language. Underline the part of the passage that helps you visualize
Jonah’s emotions. Then, use the text evidence to help explain your answer.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
REFLECT
4. Think: If you were Jonah, what would you do?
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5. Feel: If you were a student in Jonah’s class, what would you do?
_______________________________________________________________________________
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_______________________________________________________________________________
Jonah’s foot is broken, and Jonah missed school because Jonah does not like to ask
he needs help to do things. his foot was broken. others for help, but he will
have to.

Name: ____________________________ MAKING FRIENDS
THE FIRST DAY
Laura was new to Eastside Elementary, and she felt nervous. She sat by herself on the
school bus and inched quietly and slowly down the hall towards her new class. She hoped her
new classmates would be nice, and that she would be able to make friends.
She made it to her classroom and looked around. The classroom had nice desks and a
smiling teacher. All the kids were greeting one another, high-fiving and hugging.
“I missed you all summer!” a girl exclaimed.
“I didn’t know you were in my class!” an excited boy marveled.
“I can’t wait to hear about your trip to Florida!” said another student.
All the other kids were discussing their summers with one another. Laura just listened,
avoiding eye contact with anyone. All the other kids knew each other, and she knew no one.
ANALYZE
1. How does Laura feel? Underline clues in the passage that help you infer how she feels.
_______________________________________________________________________________
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_______________________________________________________________________________
2. Describe Laura’s body language. Under the parts in the passage that help you visualize
Laura’s emotions. Then, use text evidence to help explain your answer.
_______________________________________________________________________________
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THE FIRST DAY
REFLECT
3. Think: If you were Laura, what would you do?
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4. Feel: If you were a student in Laura’s class, what would you do?
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5. Have you ever felt like Laura? Tell about a time you felt uncomfortable around new
people. What did you do?
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Laura is new to the school Laura feels uncomfortable The kids are mean to Laura
and has no friends. that she is new and does not because they didn’t ask how
know anyone. her summer was.

Name: ____________________________ CALMING DOWN
THE CALM DOWN CORNER

Nick was having a hard time. He was upset with his Mom for something she had told him
before school. Now at school, he couldn’t focus on anything. At one moment, his thoughts
exploded. His face turned red, he started to cry, and he threw his pencil on the floor.
“Now Nick, you know that we do not throw pencils in the classroom. If you are upset,
you should take a few minutes and calm down,” said his teacher Ms. Nelson.
Nick wanted to calm down, but he did not feel like he could. He got up, walked to the
calm down corner, and took some deep breaths. He sat there for what felt like forever. He
tried taking deep breaths, reading some books, squeezing some stress balls, but he was still
upset. He just couldn’t get his mother’s words out of his head.
ANALYZE
1. How does Nick feel? Underline clues in the passage that help you infer this. Then, use text
evidence to help explain your answer.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. How does Ms. Nelson feel? Underline clues in the passage that help you infer this. Then,
use text evidence to help explain your answer.
_______________________________________________________________________________
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_______________________________________________________________________________
3. Describe Nick’s body language. Underline the parts in the passage that help you visualize Nick’s
emotions. Then, use text evidence to help explain your answer.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
REFLECT
4. Think: If you were Nick, how would you fix the problem?
_______________________________________________________________________________
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_______________________________________________________________________________
5. Feel: If you were in Nick’s class, what would you say to Nick to help fix his problem?
_______________________________________________________________________________
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_______________________________________________________________________________
6. Have you ever felt like Nick? Tell about a time you felt very upset and unable to calm
down. What did you do?
_______________________________________________________________________________
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_______________________________________________________________________________
Nick is upset about something Nick is upset that Ms. Nelson Nick calmed down in the calm
his mom said to him. told him to not throw his down corner.
pencil.

Name: ____________________________ ANGER
THE FALL
Aidan was walking from his desk to his cubby when he tripped on Phillip’s chair knocking
Phillip to the floor. As Aidan turned to Phillip to apologize, Phillip yelled “You kicked my chair
on purpose and made me fall!” Now Aidan’s face turned red and his shoulders tensed up. He
hadn’t meant to make Phillip fall. It was an accident, even though Phillip did not see it that
way.
Phillip turned around and refused to speak with Aidan. Aidan ran to Ms. Turner saying,
“It was an accident! I didn’t mean to make Phillip fall on the floor. Now he won’t even let me
apologize, and he’s blaming me for falling! I am so mad!”
ANALYZE
1. How does Aidan feel? Underline clues in the passage that help you infer this. Then, use text
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. How does Phillip feel? Underline clues in the passage that help you infer this. Then, use
text evidence to help explain your answer.
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_______________________________________________________________________________

THE FALL
3. Describe Aidan’s body language. Underline the parts in the passage that help you visualize Aidan’s
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
REFLECT
4. Think: If you were Aidan, how would you fix the problem?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
5. Feel: If you were in Aidan’s class, what would you say to Aidan to help fix his problem?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Aidan tripped Phillip and Aidan and Phillip are upset Aidan and Phillip are not
made Phillip fall out of his with one another and need to friends.
chair. tell each other how they are
feeling.

Name: ____________________________ HURT
NEW SHOES
“I love your shoes,” Sarah whispered to Mackenzie as they walked to the carpet for
their morning meeting. Mackenzie had new pink, sparkly shoes that squeaked when she
walked.
“Thank you,” Mackenzie said.
Nora had new shoes, too, but hers were gray with purple stripes and did not
squeak. Even though Sarah did not mean it, her compliment to Mackenzie had hurt Nora.
Nora overheard Sarah and began to think that her shoes were not as cool as
Mackenzie’s. Nora had really wanted the new shoes she had and had saved all her chore
money to purchase them. Nora looked at them, shifting her weight from one foot to the
other.
“I should have bought something else with my money,” thought Nora. “I’m just not as
cool as Mackenzie.” Nora couldn’t wait to go home.
ANALYZE
1. How does Nora feel? Underline clues in the passage that help you infer this. Then, use text
_______________________________________________________________________________
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_______________________________________________________________________________

NEW SHOES
2. Describe Nora’s body language. Underline the parts in the passage that help you visualize Nora’s
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
REFLECT
3. Think: If you were Nora, how would you fix the problem?
_______________________________________________________________________________
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_______________________________________________________________________________
4. Feel: If you were in Nora’s class, what would you say to Nora to help fix his problem?
_______________________________________________________________________________
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Nora’s shoes and Mackenzie’s Sarah does not like Sarah did not mean to hurt Nora’s
shoes are both cool. Nora. feelings, even though she did.

Name: ____________________________ PEER PRESSURE
PRINGLES
Friends are a big deal to everyone, especially to Kenny. Kenny was new at the start of
the school year. At the beginning, he struggled to make friends, but was now starting to
make some new ones. Kenny admired Jacob and thought he would be a great friend. Jacob
always played kickball like a star at recess, and everyone wanted to be Jacob’s friend.
The class waited on the bus for their field trip, and Mr. King had sat Jacob and Kenny
next to each other.
“Hey man,” Kenny said to Jacob.
“What’s up,” Jacob said back.
“I got some Pringles in my lunch today. What did you bring?” Kenny asked. Jacob
loved Pringles. They were his favorite.
“I’ll play with you at recess if you give me your chips,” Jacob said.
“Ok!” said Kenny.
“I’ll choose you first for kickball if you bring me chips every day this week,” Jacob
said.
“Deal!” said Kenny, shaking Jacob’s hand. He knew his Uncle had some Pringles in the
pantry, he would just have to sneak them to school. He wondered if it was worth it to take
the Pringles and risk getting in trouble to get Jacob to be his best friend? Kenny watched
all of the trees pass outside the window as he contemplated what to do.
ANALYZE
1. How does Kenny feel? Underline clues in the passage that help you infer this. Then, use
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_______________________________________________________________________________
_______________________________________________________________________________

PRINGLES
2. How does Jacob feel? Underline clues in the passage that help you infer this. Then, use
text evidence to help explain your answer
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
3. Describe Kenny’s body language. Underline the parts in the passage that help you visualize Kenny’s
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
REFLECT
4. Think: If you were Kenny, how would you fix the problem?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
5. Feel: If you were Jacob, what would you say to Kenny to help fix his problem?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Kenny and Jacob need to Kenny does not need to be Kenny should not sneak food
have a deal to be friends. friends with a boy like Jacob. to school.

Name: ____________________________ DEATH
THE SPECIAL DOG
Maddie was listening carefully to Mrs. Lock’s lesson. She was talking about how animals
have adaptations to help them survive.
“What adaptations do dogs have that help them survive?” Mrs. Lock asked the
class. Maddie was trying not to cry, but the tears started falling down her face. Her
family dog had died a few days earlier, and she felt unbelievably sad about it. Her dog had
been her first friend, and she had known him her entire life.
Mrs. Lock noticed Maddie’s tears. “Do you want to talk?” she whispered.
“Not really,” Maddie replied. She didn’t want everyone in her class looking at
her. Maddie’s eyes shifted from her book to the floor while she slid down in her chair. She
just wished this whole nightmare would end.
ANALYZE
1. How does Maddie feel? Underline clues in the passage that help you infer this. Then, use
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

The Special Dog
2. Describe Maddie’s body language. Underline the parts in the passage that help you
visualize Maddie’s emotions. Then, use text evidence to help explain your answer.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
REFLECT
3. Think: If you were Maddie, what would you do in that moment?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
4. Feel: If you were in Maddie’s class, what would you say to Maddie?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Maddie is struggling to deal Maddie does not need to talk Maddie’s dog dying was not
with her grief from the loss to anyone about the grief of that big of a deal..
of her dog. her dog.

Name: ____________________________ HOMELESSNESS
LIZZIE AND EMMA
“Can I come over after school?” asked Emma to her best friend Lizzie. “We need to
work on our school project!” Lizzie put her hands in her pockets and looked at the floor. She
did not want to tell Emma. Lizzie’s mom had recently been evicted because she was unable
to pay the rent on her house. Now they were living at local temporary aid shelter. She was
embarrassed that she didn’t have her pretty pink room anymore. She was embarrassed
that she had to share a room with her little brother. She knew her mom was doing the best
she could, but there wasn’t enough money to go around. How was she going to tell Emma
that she didn’t have a house anymore?
“Can we go to your house?” Lizzie asked quickly.
“No, my Mom won’t be home until 4,” Emma responded. This was going to be so
embarrassing, but Lizzie took a deep breath and thought carefully about what to say.
ANALYZE
1. How does Lizzie feel? Underline clues in the passage that help you infer this. Then, use
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

LIZZIE AND EMMA
2. Describe Lizzie’s body language. Underline the parts in the passage that help you visualize
Lizzie’s’ emotions. Then, use text evidence to help explain your answer.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
REFLECT
3. Think: If you were Lizzie, how would you fix the problem?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
4. Feel: If you were Emma, what would you say to Lizzie to help fix her problem?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Lizzie feels self-conscious Emma should not have invited Lizzie’s mother is working
about her living situation. herself over to Lizzie’s house.. hard to get their house back.

Name: ____________________________ VIOLENCE
THE FIGHT
“Don’t talk about my brother like that!” yelled Marcus. William had been teasing
Marcus about his little brother while they waited for school to start. Marcus felt the anger
rise through his chest as his hands turned to fists.
“You make me so mad!” Marcus shouted as he punched William in the
shoulder. William fell to the ground and shoving and punching went back and forth between
the two boys.
William remembered his mom had told him it was okay to defend himself, and
Marcus had hit him first. By the time a teacher made it over to the boys, Marcus and
William were both on the ground.
“He hit me first!” shouted William.
“Well, he was saying mean things about my brother!” Marcus interrupted.
“We need to go to the office and discuss this with the principal,” the teacher said.
ANALYZE
1. How does Marcus feel? Underline clues in the passage that help you infer this. Then, use
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. How does William feel? Underline clues in the passage that help you infer this. Then, use
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

THE FIGHT
3. Describe Marcus’ body language. Underline the parts in the passage that help you visualize
Marcus’ emotions. Then, use text evidence to help explain your answer.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
REFLECT
4. Think: If you were Marcus, how would you fix the problem?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
5. Feel: If you were a student observing the fight, what would you say to the boys?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Marcus and William got Marcus and William both did Marcus only hit William
into a fight. things that hurt one another. because he was defending
himself.

Name: ____________________________ SOCIOECONOMIC STATUS
THE PERFECT FRIEND
Anisa was so pretty. She always had new clothes and her hair looked perfect every
single day. Molly noticed that today Anisa had this beautiful, sparkly bracelet that matched
her outfit. Molly looked at her old shirt and shoes, as she carefully rubbed her hands back
and forth on her jeans.
“Why can’t I have bracelets to match my outfits?” Molly thought. “Or even bows?”
Her mind was racing, even though she knew her Mom barely had enough to pay bills and put
food on the table. Everyone wanted to be Anisa’s friend. They all loved her. Molly felt
lonely and tried to think of a way to get a bracelet like Anisa so everyone would want to be
her friend, too.
ANALYZE
1. How does Molly feel? Underline clues in the passage that help you infer this. Then, use text
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

THE PERFECT FRIEND
2. Describe Molly’s body language. Underline the parts in the passage that help you visualize
Molly's emotions. Then, use text evidence to help explain your answer.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
REFLECT
3. Think: If you were Molly, how would you fix the problem?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
4. Feel: If you were Anisa, what would you say to Molly to help fix her problem?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Molly’s family does not have Molly should ask her mom to Molly doesn’t need to worry
as much money as Anisa’s. work harder so she can buy about what she looks like.
her new clothes.

ANSWERTeacher
KEY Page ACADEMIC ANXIETY
MATH CLASS
“This is dumb!” shouted Michael, after his teacher asked him to work on problem number
three in his math workbook. The other kids in the class snickered and a few whispered to one
another. Michael tried to hide his smirk.
“Excuse me?” asked Mrs. Rivers, who was standing by her desk with a surprised look on
her face. “That was not an appropriate thing to say. Besides, we’re working on having a
growth mindset. If you need help, I’m happy to sit with you and help you.”
The other kids in the class glanced at Michael as he shifted in his seat and looked to the
ground.
“It’s just… I don’t… I don’t like division and I don’t see why we need to learn it.” muttered
Michael.
Mrs. Rivers walked over to Michael and sat beside him. “I know this can be frustrating.
Here, let me help you out.” said Michael’s teacher.
ANALYZE
1. How does Michael feel? Underline clues in the passage that help you infer how he feels.
Michael feels frustrated with his math practice. He expresses his frustration by
saying, “This is dumb.” When the teacher responds, he begins to feel insecure. He
responds with a stammered mutter and it becomes clear that he is struggling
with division and his confidence is shattered.
2. How does Mrs. Rivers feel? Underline clues in the passage that help you infer how she
Mrs. Rivers wasn’t expecting Michael to say that because she had “a surprised
look” on her face. She wants to help him, though, because she reminds him that
they’re working on having a growth mindset and she offers to help.

MATH CLASS
3. Describe Michael’s body language. Underline the part of the passage that helps you
visualize Michael’s emotions. Then, use the text evidence to help explain your answer.
First, Michael had to try not to smile when he yelled out “This is dumb!” in front of
everyone. But afterwards, Michael “shifted in his seat” and “looked to the
ground,” which tells me that he felt uncomfortable after the teacher responded.
REFLECT
4. Think: If you were Michael, how would you fix the problem?
I think Michael is just having a hard time with the math. He should let
Mrs. Rivers help him and he should try to have a growth mindset.
Instead of continuing to think he can’t do it, he should try again with
her help.
5. Feel: If you were in this class, what would you say to Michael to help fix his problem?
I would tell Michael that it’s okay to struggle and that w all do hard
things sometimes. I would share about a time I struggled in math, or I
would ask Mrs. Rivers if I could sit with Michael and help him.
Michael likes to read more Michael doesn’t feel like Michael thinks math
than he likes to do math. he is good at division. is a waste of time.
There is no evidence to This is a close second because
suggest this. students might read the “I don’t
see why we need to learn it”
comment as Michael not thinking
math is important, instead of as a
sign of insecurity.
Teacher Page
Name: ____________________________ FEELING OVERWHELMED
DAVID’S TEST
“I just can’t do this,” grumbled David as he looked as his spelling test. His eyes welled up
with tears as he wrote down random letters on his test and began to crumple it up.
“Remember to take a deep breath and just try your best,” said Mrs. Owens as she tried
to reassure him. “Our spelling test only shows me what you know and don’t know. It’s ok to
make mistakes. I believe in you.”
“I just want to get 100 percent. I’ve studied my spelling words all week long and now I
can’t remember them,” David stammered. “I will be so disappointed. I worked so hard for
nothing.” He saw his other classmates’ eyes looking at him as he uncrumpled his paper and
wiped the tears off his face.
ANALYZE
1. How does David feel? Underline clues in the passage that help you infer how he feels. Then,
_______________________________________________________________________________
David feels discouraged about his spelling test. He really wants to get all the
answers right, but he does not feel like he can remember them. He feels so
_______________________________________________________________________________
discouraged, he writes down “random letters and crumples it up”. His
_______________________________________________________________________________
discouragement distracts him from trying his best, which then makes him feel like
his hard work is pointless.
2. How does Mrs. Owens feel? Underline clues in the passage that help you infer how she
Mrs. Owens tries to encourage David to try his best. She reminds him that “it’s ok
_______________________________________________________________________________
to make mistakes” and that she believes he can do it.
_______________________________________________________________________________
_______________________________________________________________________________

DAVID’S TEST
3. Describe David’s body language. Underline the part of the passage that helps you visualize
David’s emotions. Then, use the text evidence to help explain your answer.
First, David’s eyes “welled up with tears” from his frustration. After he listens to
_______________________________________________________________________________
Mrs. Owens, he “uncrumples his paper and wipes the tears off his face” which
_______________________________________________________________________________
tells me that he is willing to give things a second try.
_______________________________________________________________________________
REFLECT
4. Think: If you were David, how would you fix the problem?
_______________________________________________________________________________
I think David should take some deep breaths before he starts his test.
Taking deep breaths can help him to stay calm that he might better
_______________________________________________________________________________
remember his spelling words. He could take his time and mark the word
_______________________________________________________________________________
if he cannot remember it and go back to try again later.
5. Feel: If you were in this class, what would you say to David to help fix his problem?
_______________________________________________________________________________
I would tell David that it’s ok to make mistakes and that Mrs. Owens is
_______________________________________________________________________________
there to help. I would also remind him that his best does not always
mean he gets them all correct and to just try his best.
_______________________________________________________________________________
David works hard at his spelling David thinks his hard work is David does not like
but cannot pass his test.. useless if he cannot pass his test. spelling.
This is a close second because There is no evidence to
students might read the “I’ve suggest this.
studied my spelling words all
week long and now I can’t
remember them” and infer that
he does not pass his test.
Teacher Page
Name: ____________________________ TRYING YOUR BEST
Mrs. Smith handed out the daily multiplication practice page as she gave the
instructions. She reminded the students to take their time and check their work.
Aaron looked over the problems and looked at his best friend, Matt, across the
room. Matt was very smart and always the first one to finish his work. Aaron decided he
would like to beat Matt and be the first one done today. As he looked over his paper, he
knew some of the answers but not all of them. He quickly wrote down the answers he knew
but he scribbled random answers for the ones he didn’t know and turned it in.
As he put his paper in the turn in bin, Mrs. Smith asked him if it was his best work. He
replied “yes,” even though he knew if he had taken more time, he could have gotten more
answers correct. Instead, he had focused on being the first one done.
Mrs. Smith looked over his paper and noticed a lot of careless mistakes. She circled the
ones she wanted Aaron to review and try again. As she handed him back his paper, she said,
“Aaron, your work is usually really well done. It seems like you were rushing and not trying
your best. I want you to try this again. I know you can do it.”
Aaron slinked down in his seat and looked at his paper, trying to decide what to do.

ANALYZE
1. How does Aaron feel? Underline clues in the passage that help you infer how he feels. Then,
_______________________________________________________________________________
Aaron feels initially like he won, because he was “the first one done”. After he is
_______________________________________________________________________________
asked to try again, he felt embarrassed because he “slinked down in his seat”.
______________________________________________________________________________
2. Describe Aaron’s body language. Underline the part of the passage that helps you visualize
Aaron’s emotions. Then, use the text evidence to help explain your answer.
_______________________________________________________________________________
Aaron is rushing quickly to finish his work. In the text, it says he “quickly wrote
down the answers he knew but he scribbled random answers for the answers he
_______________________________________________________________________________
didn’t know”. After his paper is returned to him, he feels embarrassed because
_______________________________________________________________________________
he “slinked down in his seat”.
REFLECT
3. Think: If you were Aaron, how would you fix the problem?
_______________________________________________________________________________
Aaron should slow down and double check his work before he turns it in.
If he doesn’t know the answers right away, he should see if there is a way
_______________________________________________________________________________
he can solve the problem. Aaron could also ask for help from the
_______________________________________________________________________________
teacher or a friend if he still cannot figure it out.
4. Feel: If you were Matt, what would you say to Aaron to help fix his problem?
_______________________________________________________________________________
I would tell Aaron to take his time and not worry about when everyone
else gets finished. I would also suggest that we could work on it together
_______________________________________________________________________________
so I could show him some of my tricks.
_____________________________________________________________________________
Aaron loves to be the first Aaron works hard sometimes Aaron did not try his best or
one done. and rushes sometimes. take his time.
This is a close second because There is no evidence to
this is indeed true based on
support this.
what Aaron does in this
scenario, but this is not the point
of the story.

Teacher Page
Name: ____________________________ GOOD SPORTSMANSHIP
The students were excited as they got ready for specials, because today was a PE day.
They loved PE. Anxiously, they filed down the hallway and stood outside the gym.
Mr. McVey, the gym teacher, greeted them with a big smile as he gave instructions. The
students listened carefully to Mr. McVey as he divided them into teams. Once they began
playing, Carlos noticed his team dwindling around him. Carlos looked around him and his hands
turned to fists.
Carlos stomped over to Mr. McVey and shouted loudly, “This is not fair! The other team
is cheating! I know it!”
Jasmine, who was on the other team, heard Carlos accusing her team of cheating. “No
way! We were not! You’re just a sore loser!” she shouted back walking angrily towards him.
Mr. McVey noticed that both Jasmine and Carlos felt upset. He told them each to take a
deep breath. “Remember, guys, this is supposed to be fun. It isn’t about winning or losing,
it’s about having fun. Right now, no one is having fun. It sounds like we need to reset and try
this again.”
Both students returned to their teams, but they were not sure about forgiving each
other.
ANALYZE
1. How does Carlos feel? Underline clues in the passage that help you infer how he feels.
_______________________________________________________________________________
Carlos is feeling upset because he thinks “the other team is cheating”. His anger
then turns to frustration and shouting at the teacher.
_______________________________________________________________________________
_______________________________________________________________________________

2. How does Jasmine feel? Underline clues in the passage that help you infer how she feels.
_______________________________________________________________________________
Jasmine feels angry because Carlos was “accusing her team of cheating”. This
anger caused her to also shout at the teacher to defend her team.
_______________________________________________________________________________
_____________________________________________________________________________
3. Describe Carlos’ body language. Underline the part of the passage that helps you visualize
Carlos’ emotions. Then, use the text evidence to help explain your answer.
_______________________________________________________________________________
When Carlos thought the other team was cheating, his hands “turned to fists”, he
“stomped over to Mr. McVey” and he “shouted” at him. This shows that Carlos is
_______________________________________________________________________________
angry and upset.
_______________________________________________________________________________
REFLECT
4. Think: If you were Carlos, how would you fix the problem?
Instead of shouting at Mr. McVey that the other team was cheating, I
_______________________________________________________________________________
could ask him for a time out and ask him calmly if he thought they were.
_______________________________________________________________________________
I could also ask him for tips on how to win the game if they were not, so I
could still try to win the game instead of being frustrated.
_______________________________________________________________________________
5. Feel: If you were in Carlos’ class, what would you say to Carlos to help fix his problem?
If I was on Carlos’ team, I would help cheer him on so he felt like he
_______________________________________________________________________________
could do it. I would also try and help him calm down so he could focus
_______________________________________________________________________________
on the game. Maybe if he had calmly responded to Mr. McVey instead
of shouting, Jasmine might not have gotten so upset.
_______________________________________________________________________________
Carlos is a sore loser. The other team really was Carlos does not like to lose.
This is a close second cheating.
because Carlos is about to While Carlos accused the
lose and he accuses the team of cheating, we do
other team of cheating. not know if they really
were or not.
Teacher Page
Name: ____________________________ STAYING FOCUSED
A DRIFTING MIND
It was time for silent reading in Mrs. Cook’s fourth grade classroom. Diana knew she
needed to complete her reading, so she pulled out her book right away. As she started reading,
she noticed that her friend Alex was writing letters to his pen pal.
“I wonder who Alex’s pen pal is and where he lives. What is life like for him? I hope I
remember to write my letter to my pen pal today. I want her to know I am thinking of her…”
Diana’s thoughts flooded in. Her eyes still looked at the words on her page, but the words were
meaningless as her focus was on Alex and his letter to his pen pal.
“Back on task,” Diana whispered to herself as she reminded herself to focus on the book.
She started to reread the page again.
“My spelling test is on Friday. I am trying to remember to spell the word ‘perspective’ this
week. P-E-R-S-P-E-C-T…..,” her thoughts turned to her spelling words. “I cannot remember the
next letter. Is it an i or an e?”
She tapped Jenny on the shoulder. “Does perspective have an i or an e?” she whispered.
Jenny reluctantly started to respond just as Mrs. Cook said, “Remember we are quiet
during silent reading. If you have a question, write it down and I can answer it later.”
Diana blushed as she realized she had been corrected. She knew she was supposed to be
quiet, but she just couldn’t remember how to spell perspective. Then, she remembered she was
supposed to be reading.
“Come on Diana,” she whispered to herself. “You are supposed to be reading. Just slow
down and think about the words you are reading.”
She carefully looked at the same page she had been looking at for the last few minutes and
tried to read it again.
1. Circle the statement that you agree with most. This is a close second because Diana
blushed when the teacher corrected her,
which indicates she was embarrassed.
Diana completed her Diana was having a hard time staying Diana does not like to get in
reading. focused on her classwork. trouble.
There is no evidence
to support this.
A DRIFTING MIND
ANALYZE
2. How does Diana feel? Underline clues in the passage that help you infer how she feels.
_______________________________________________________________________________
Diana feels unfocused and distracted. In the text, it says “Diana’s thoughts
_______________________________________________________________________________
flooded in,” as she was thinking about Alex’s pen pal and then her spelling words.
She tried to refocus herself but she was unsuccessful.
_______________________________________________________________________________
3. How does Jenny feel? Underline clues in the passage that help you infer how she feels.
_______________________________________________________________________________
Jenny does not want to get in trouble with Mrs. Cook but she also wants to help
Diana. She “reluctantly” begins to answer Diana just as Mrs. Cook reminds the
_______________________________________________________________________________
girls to be quiet.
_______________________________________________________________________________
4. Describe Diana’s body language. Underline the part of the passage that helps you visualize
Diana’s emotions. Then, use the text evidence to help explain your answer.
_______________________________________________________________________________
Diana is trying to read her book and while her eyes are looking at the words, he
mind is unfocused on the words she is reading. When Mrs. Cook reminds her to
_______________________________________________________________________________
be quiet, she is embarrassed because she “blushed” when she was corrected.
_______________________________________________________________________________
REFLECT
5. Think: If you were Diana, how would you fix the problem?
_______________________________________________________________________________
Diana could make a checklist of things she needs to get done during
_______________________________________________________________________________
school that day. She could also ask Mrs. Cook for a seat away from the
other kids.
_______________________________________________________________________________
6. Feel: If you were in Diana’s class, what would you say to her to help fix her problem?
_______________________________________________________________________________
I would remind Diana of the expectations during Silent Reading time. I
_______________________________________________________________________________
could also ask her at recess about what her book was about, that way
she would have to focus on her reading.
_______________________________________________________________________________

Teacher Page
Name: ____________________________ ACCEPTING DIFFERENCES
LUNCHTIME
It was lunchtime for Mr. Thomas’ class. The students sat in two rows at their table in
the cafeteria. Everyone at the table began opening their lunchboxes. Allison pulled out a
hard-boiled egg from her lunchbox and started to take a bite.
“Ewwwww!” shouted Eddie as he stuck his tongue out at her. “Allison likes hard boiled
eggs! Those are so gross!”
Allison could feel the tears welling up in her eyes as she felt Eddie tease. She loved hard
boiled eggs. That is why her mom put them in her lunch.
As the other kids at the table looked at her food and turned up their noses, Allison
couldn’t help but wonder what else she could have brought for lunch. She loved her hard-
boiled eggs, but she didn’t love the way she felt at that moment.
ANALYZE
1. How does Allison feel? Underline clues in the passage that help you infer how she feels.
Allison’s feelings are hurt because Eddie is teasing her about her bringing a hard
_______________________________________________________________________________
boiled egg for lunch. She feels a sense of low self confidence because even
_______________________________________________________________________________
though she loves hard boiled eggs, she “couldn’t help but wonder what else she
could have brought for lunch”.
_______________________________________________________________________________

LUNCHTIME
2. How does Eddie feel? Underline clues in the passage that help you infer how he feels.
_______________________________________________________________________________
Eddie feels selfish and is only focused on himself because he “stuck his tongue
out at her”. He is not thinking about how his words are affecting Allison’s feelings.
_______________________________________________________________________________
______________________________________________________________________________
3. Describe Allison’s body language. Underline the part of the passage that helps you visualize
Allison’s emotions. Then, use the text evidence to help explain your answer.
_______________________________________________________________________________
Allison’s “could feel the tears welling up in her eyes” which shows how upset
Allison is at Eddie’s teasing. Even though she really loves hard boiled eggs, she
_______________________________________________________________________________
cannot stop thinking about what she should bring for lunch instead.
_______________________________________________________________________________
REFLECT
4. Think: If you were Allison, how would you fix the problem?
_______________________________________________________________________________
I would tell Eddie that I like hard boiled eggs and that it’s ok for us to like
different things. I would also tell him that it hurts my feelings when he
_______________________________________________________________________________
teases me like that and next time he can talk about the things he
_______________________________________________________________________________
brought in his lunch instead of mine.
5. Feel: If you were sitting at that table for lunch, what would you say to Allison to help her
feel better?
_______________________________________________________________________________
I could share some of the things I like that other people might not. I
would tell it’s ok to be different because our differences help make us
_______________________________________________________________________________
stand out and be ourselves. If we all liked the same things, life would be
_______________________________________________________________________________
boring.
Allison likes hard-boiled eggs, Allison wishes her mom had Allison and Eddie are
and Eddie does not. packed something different. different and need to accept
While this statement might This is a close second each other, so they don’t
be true, it is not the best because Allison does wish hurt each other’s feelings.
choice because it does not this at the end of the story
encompass the point of the but this would not resolve the
story. feelings of liking something
different.
Teacher Page
Name: ____________________________ STANDING UP FOR YOURSELF
RECESS
Recess had just started, and Timmy was walking slowly around the playground looking at
the ground.
“Hey there, Slow Poke!” George shouted as he ran past Timmy. “Bet you can’t even make
it to the fence!”
Timmy looked at George and stuffed his hands in his pockets. Timmy thought about
some of the conversations Mrs. White had discussed with his class about standing up for
yourself. He remembered he should tell George to stop, but he was too nervous.
He cleared his throat and looked at the ground, thinking of what to say, but by then,
George had already gone on with playing on the playground. Timmy had missed his chance to
say something. He would have to be quicker next time.
ANALYZE
1. How does Timmy feel? Underline clues in the passage that help you infer how he feels.
Timmy does not like when George calls him names but he feels nervous to stand
up for himself. In the text, it says that “he was too nervous” to stand up for
himself.

RECESS
2. Why do you think George said what he said? How do you think George feels? Underline
clues in the passage that help you infer how he feels. Then, use the text evidence to help
explain your answer.
George might have wanted to play with Timmy. When he shouted “bet you
_______________________________________________________________________________
can’t even make it to the fence”, he might have been challenging Timmy to
_______________________________________________________________________________
race.
_______________________________________________________________________________
3. Describe Timmy’s body language. Underline the part of the passage that helps you visualize
Timmy’s emotions. Then, use the text evidence to help explain your answer.
Timmy “stuffed his hands in his pockets” which helps me visualize that he is
_______________________________________________________________________________
uncomfortable. He also looked at the ground while he was thinking about what
_______________________________________________________________________________
to say. This shows me he is nervous to say something to George.
______________________________________________________________________________
REFLECT
4. Think: If you were Timmy, how would you fix the problem?
_______________________________________________________________________________
I would go find George on the playground and tell him how I feel. I
would say something like “I don’t like it when you call me a slow poke.
_______________________________________________________________________________
You can call me by my name, Timmy.”
_______________________________________________________________________________
5. Feel: If you had seen this during recess, what would you say to Timmy to help him feel
better?
I would encourage Timmy to tell George how he feels. I would tell him I
didn’t think he was a slow poke, and that I like to play with him.
Timmy is the slowest Timmy does not like to be Timmy does not know what to say, and
boy in his class. teased by George. he wishes he stood up for himself.
There is no This is a close second
evidence to because while Timmy does
support this. not like to be teased, the
better choice is that he
wished he had stood up for
himself.
Teacher Page
Name: ____________________________ STANDING UP FOR OTHERS
CALEB AND BENJAMIN
Caleb was one of the smaller kids in the fourth grade.

“Caleb is so teeny!” shouted Matt as he ran past him on the playground. “He can’t even
reach the monkey bars!” Several of the other boys near Matt snickered. Caleb looked down
at the ground and began to shuffle towards the swings.
“Teeny Tiny Caleb! You should go back to third grade!” shouted the boys as he was
walking away. Caleb had heard these names day after day. He was tired of hearing his
classmates tease him and was just planning to ignore them.
“Cut that out! There is no need to call Caleb names! He works hard and can run fast. He
is my friend, and if you don’t have anything nice to say to him, go play somewhere
else!” Caleb looked up to see his best friend Benjamin being assertive with these boys for
him. Caleb was stunned as he watched the boys walk away from him.
ANALYZE
1. How does Caleb feel? Underline clues in the passage that help you infer how he feels. Then,
The boys keep hurting Caleb’s feeling by calling him names, day after day.
Caleb is “tired of hearing his classmates tease him” and was going to play by
himself. He might feel humiliated because the boys keep on teasing him and he
cannot help what his size is.

CALEB AND BENJAMIN
2. How do you think Benjamin feels? Underline clues in the passage that help you infer how he
_______________________________________________________________________________
Benjamin feels angry that the boys are teasing Caleb. He uses his anger to help
him stand up for Caleb and “be assertive with these boys”.
_______________________________________________________________________________
___________________________________________________________________________
3. Describe Caleb’s body language. Underline the part of the passage that helps you visualize
Caleb’s emotions. Then, use the text evidence to help explain your answer.
_______________________________________________________________________________
Caleb’s eyes looked at the ground and he “began to shuffle towards the
swings”. This shows that Caleb is upset and hurt by the words of the boys. He
_______________________________________________________________________________
may even be slowly walking to the swings so he can swing alone.
_______________________________________________________________________________
REFLECT
4. Think: If you were Caleb, how would you fix the problem?
_______________________________________________________________________________
I would thank Benjamin for standing up for me. I would also tell Matt to
stop calling me names and call me by my name next time.
_______________________________________________________________________________
______________________________________________________________________________
5. Feel: If you saw Caleb being picked on, what would you do?
I would also stand up for Caleb, like Benjamin. I would also invite Caleb
to play with me, since I noticed in the story Caleb was playing alone
before Benjamin came along.
Caleb is the smallest kid in his Caleb’s friend Benjamin helps Caleb cannot reach the
class. Caleb with the boys. monkey bars.
While this statement may be
true, this is not the best choice
There is no
because it does not have evidence to
anything to do with the support this.
problem or solution of the story.

Name: ____________________________ BEING COMPASSIONATE
A BROKEN FOOT
Jonah did not come to school for a few days. The students in his class had no idea where
he had been, but they had been missing him. They heard the door creak open, and in hobbled
Jonah. He was struggling to walk on his crutches and had a lime green cast on his left foot.
“Welcome back! We are so happy you are here! We have missed you!” said Ms. Spain, with
a big smile on her face.
The students helped Jonah put away his lunch and papers from his book bag and get
situated at his desk. How was he going to make it through today? He hoped his classmates
would be able to help him out. He put his head in his hands. He was not one to ask others for
help.
ANALYZE
1. How does Jonah feel? Underline clues in the passage that help you infer how he feels.
Jonah feels like he is struggling to do things on his own. He wants to feel
_______________________________________________________________________________
independent but he realizes he needs some extra help and “he was not one to
_______________________________________________________________________________
ask others for help”. This shows that he may be introverted and not want to
bother other people.
_______________________________________________________________________________
2. How does Ms. Spain feel? Underline clues in the passage that help you infer how she feels.
_______________________________________________________________________________
Ms. Spain shows she genuinely cares about Jonah because she welcomes him
back after all the days he was gone. You can tell she is happy to see him
_______________________________________________________________________________
because she has “a big smile on her face”.
_______________________________________________________________________________
A BROKEN FOOT
3. Describe Jonah’s body language. Underline the part of the passage that helps you visualize
Jonah’s emotions. Then, use the text evidence to help explain your answer.
_______________________________________________________________________________
Jonah is having a hard time walking on his crutches. He is feeling somewhat
_______________________________________________________________________________
defeated because he “put his head in his hands” and did not want to ask
anyone for help.
_______________________________________________________________________________
REFLECT
4. Think: If you were Jonah, what would you do?
_______________________________________________________________________________
I would tell Ms. Spain that I might need some help so that I don’t have to
_______________________________________________________________________________
ask the other kids. I am sure if I voiced that, Ms. Spain would help me if I
needed extra help.
_______________________________________________________________________________
5. Feel: If you were a student in Jonah’s class, what would you do?
_______________________________________________________________________________
I would look for ways to help Jonah. I would offer my help to him without
_______________________________________________________________________________
him having to ask for it. It might help him feel a little bit better to know
_______________________________________________________________________________
he has people that care about him.
Jonah’s foot is broken, and Jonah missed school because Jonah does not like to ask
he needs help to do things. his foot was broken. others for help, but he will
have to.
This is a close second There is no
because he will need evidence to
help but he will need to support this.
learn how to ask others to
help him if he needs it.

Teacher Page
Name: ____________________________ MAKING FRIENDS
THE FIRST DAY
Laura was new to Eastside Elementary, and she felt nervous. She sat by herself on the
school bus and inched quietly and slowly down the hall towards her new class. She hoped her
new classmates would be nice, and that she would be able to make friends.
She made it to her classroom and looked around. The classroom had nice desks and a
smiling teacher. All the kids were greeting one another, high-fiving and hugging.
“I missed you all summer!” a girl exclaimed.
“I didn’t know you were in my class!” an excited boy marveled.
“I can’t wait to hear about your trip to Florida!” said another student.
All the other kids were discussing their summers with one another. Laura just listened,
avoiding eye contact with anyone. All the other kids knew each other, and she knew no one.
ANALYZE
1. How does Laura feel? Underline clues in the passage that help you infer how she feels.
_______________________________________________________________________________
Laura is nervous because she is going to a new school. In the text, it says she
_______________________________________________________________________________
“inched quietly and slowly down the hall towards her new class”. This helps me
to understand how nervous and unsure she is about her new school.
_______________________________________________________________________________
2. Describe Laura’s body language. Under the parts in the passage that help you visualize
Laura’s emotions. Then, use text evidence to help explain your answer.
Laura was moving slowly down the hallway and she looked carefully around the
new classroom. Laura spent a lot of time observing the other students but
“avoiding eye contact with anyone” because she did not want to speak with
anyone.

THE FIRST DAY
REFLECT
3. Think: If you were Laura, what would you do?
_______________________________________________________________________________
I would introduce myself to the other students. I would say that is
_______________________________________________________________________________
was my first day and I was looking to make new friends. Eventually I
would feel more comfortable but taking the first step is always hard,
_______________________________________________________________________________
but I could do it.
4. Feel: If you were a student in Laura’s class, what would you do?
_______________________________________________________________________________
I would introduce myself to Laura and ask her if she wanted to be
_______________________________________________________________________________
my friend. Maybe introduce her to some of the other friends I
_______________________________________________________________________________
have.
5. Have you ever felt like Laura? Tell about a time you felt uncomfortable around new
people. What did you do?
_______________________________________________________________________________
Once I was new to school and I had made friends with a girl on my street. She
_______________________________________________________________________________
was in my new class and she helped introduce me to my new classmates in my
class. I tried to play with a new friend at recess every day to see who I would like
_______________________________________________________________________________
to be my friend. Eventually I made a great friend and even though it was
_______________________________________________________________________________
awkward and uncomfortable, it created a wonderful friendship for many years to
come.
_______________________________________________________________________________
Laura is new to the school Laura feels uncomfortable The kids are mean to Laura
and has no friends. that she is new and does not because they didn’t ask how
This is a close second know anyone. her summer was.
because students might infer There is no
that she has no friends evidence to
because she is new but she support this.
probably does have friends,
just not at her new school yet,

Teacher Page
Name: ____________________________ CALMING DOWN

Nick was having a hard time. He was upset with his Mom for something she had told him
before school. Now at school, he couldn’t focus on anything. At one moment, his thoughts
exploded. His face turned red, he started to cry, and he threw his pencil on the floor.
“Now Nick, you know that we do not throw pencils in the classroom. If you are upset,
you should take a few minutes and calm down,” said his teacher Ms. Nelson.
Nick wanted to calm down, but he did not feel like he could. He got up, walked to the
calm down corner, and took some deep breaths. He sat there for what felt like forever. He
tried taking deep breaths, reading some books, squeezing some stress balls, but he was still
upset. He just couldn’t get his mother’s words out of his head.
ANALYZE
1. How does Nick feel? Underline clues in the passage that help you infer this. Then, use text
_______________________________________________________________________________
Nick is feeling upset and angry because “his thoughts exploded. His face turned
_______________________________________________________________________________
red, he started to cry, and he threw his pencil on the floor.” Hs is struggling to
focus on his work because he is so upset.
_______________________________________________________________________________
2. How does Ms. Nelson feel? Underline clues in the passage that help you infer this. Then,
use text evidence to help explain your answer.
Ms. Nelson was trying to help Nick calm down by suggesting he go to the calm
down corner. Ms. Nelson really cares about her students and helping them to be
successful by providing them a place to go to help them when they are feeling
upset.
3. Describe Nick’s body language. Underline the parts in the passage that help you visualize Nick’s
_______________________________________________________________________________
Nick is feeling upset because his face turned red, he started to cry, and threw his
pencil. He feels like he is going to explode, which is why he threw his pencil. He
_______________________________________________________________________________
continued to try and calm down in the calm down corner but was feeling too
_______________________________________________________________________________
upset to calm down.
REFLECT
4. Think: If you were Nick, how would you fix the problem?
_______________________________________________________________________________
If those things did not work to help calm me down, I would color a
_______________________________________________________________________________
picture or listen to music on my headphones. I would try and smell
_______________________________________________________________________________
something nice to calm me down as well.
5. Feel: If you were in Nick’s class, what would you say to Nick to help fix his problem?
_______________________________________________________________________________
I would encourage Nick to breathe more slowly, even listen to what it
_______________________________________________________________________________
was that made him upset. I would encourage him that everyone gets
upset sometimes and that he is not the only one who has felt this way.
_______________________________________________________________________________
6. Have you ever felt like Nick? Tell about a time you felt very upset and unable to calm
down. What did you do?
_______________________________________________________________________________
One time I was very upset. I cried and I petted my cat to help me calm down. I
_______________________________________________________________________________
also told myself some positive self talk to help put me in a better frame of mind.
_______________________________________________________________________________
Nick is upset about something Nick is upset that Ms. Nelson Nick calmed down in the calm
his mom said to him. told him to not throw his down corner.
pencil. This is a close second
There is no evidence to because Nick was trying to
support this. calm down but he was not
calm yet.
Name: ____________________________ ANGER
THE FALL
Aidan was walking from his desk to his cubby when he tripped on Phillip’s chair knocking
Phillip to the floor. As Aidan turned to Phillip to apologize, Phillip yelled “You kicked my chair
on purpose and made me fall!” Now Aidan’s face turned red and his shoulders tensed up. He
hadn’t meant to make Phillip fall. It was an accident, even though Phillip did not see it that
way.
Phillip turned around and refused to speak with Aidan. Aidan ran to Ms. Turner saying,
“It was an accident! I didn’t mean to make Phillip fall on the floor. Now he won’t even let me
apologize, and he’s blaming me for falling! I am so mad!”
ANALYZE
1. How does Aidan feel? Underline clues in the passage that help you infer this. Then, use text
_______________________________________________________________________________
Aidan feels angry that Phillip blamed him and wouldn’t let him apologize. In the
_______________________________________________________________________________
text, it says that “Aidan’s face turned red and his shoulders tensed up” indicating
that he is especially angry.
_______________________________________________________________________________
2. How does Phillip feel? Underline clues in the passage that help you infer this. Then, use
Phillips feels angry too. In the text, it says he “yelled” at Aidan, accusing him of
making his chair purposely fall. He is also so mad, he will not even let Aidan
apologize.

THE FALL
3. Describe Aidan’s body language. Underline the parts in the passage that help you visualize Aidan’s
_______________________________________________________________________________
Aidan’s “face turned red and his shoulders tensed up” so that shows how upset
_______________________________________________________________________________
he is about being accused of purposely knocking Phillip out of his chair. This
shows how his face is looking and how his frustration is being carried in his
_______________________________________________________________________________
shoulders.
REFLECT
4. Think: If you were Aidan, how would you fix the problem?
_______________________________________________________________________________
First, I would ask Phillip if he would be willing to talk to me about what
happened. If he was not ready, I would wait until he was. When he was
_______________________________________________________________________________
ready to talk, I would explain that I did not mean to trip him and would
_______________________________________________________________________________
like to apologize, Then I would ask for forgiveness.
5. Feel: If you were in Aidan’s class, what would you say to Aidan to help fix his problem?
_______________________________________________________________________________
If I were in Aidan’s class, I would encourage him to calm down and wait
_______________________________________________________________________________
until both Phillip and Aidan are calm to apologize. I could also help
_______________________________________________________________________________
them both problem solve and restore their friendship.
Aidan tripped Phillip and Aidan and Phillip are upset Aidan and Phillip are not
made Phillip fall out of his with one another and need to friends.
chair. tell each other how they are There is no evidence
feeling. to support this.
This is a close second
because this is what
happened but they both
have issues they need to
resolve with one another.

Name: ____________________________ HURT
NEW SHOES
“I love your shoes,” Sarah whispered to Mackenzie as they walked to the carpet for
their morning meeting. Mackenzie had new pink, sparkly shoes that squeaked when she
walked.
“Thank you,” Mackenzie said.
Nora had new shoes, too, but hers were gray with purple stripes and did not
squeak. Even though Sarah did not mean it, her compliment to Mackenzie had hurt Nora.
Nora overheard Sarah and began to think that her shoes were not as cool as
Mackenzie’s. Nora had really wanted the new shoes she had and had saved all her chore
money to purchase them. Nora looked at them, shifting her weight from one foot to the
other.
“I should have bought something else with my money,” thought Nora. “I’m just not as
cool as Mackenzie.” Nora couldn’t wait to go home.
ANALYZE
1. How does Nora feel? Underline clues in the passage that help you infer this. Then, use text
Nora feels self conscious about her shoes. Even though Sarah did not mean to
hurt Nora’s feelings, “her compliment to Mackenzie had hurt Nora”. She is feeling
insecure about her shoes because the compliment was given to Mackenzie, and
not her.

NEW SHOES
2. Describe Nora’s body language. Underline the parts in the passage that help you visualize Nora’s
_______________________________________________________________________________
Nora is feeling worried about her appearance, even though she especially chose
the shoes had. She “shifted her weight from one foot to another” showing that
_______________________________________________________________________________
she is unsure of herself.
_______________________________________________________________________________
REFLECT
3. Think: If you were Nora, how would you fix the problem?
_______________________________________________________________________________
I would remind myself that as long as I like it, it can be cool to me. Just
because other people don’t comment on them, doesn’t mean people
_______________________________________________________________________________
don’t like them. I would also remind myself that it’s not what’s on the
_______________________________________________________________________________
outside, but on the inside that counts.
4. Feel: If you were in Nora’s class, what would you say to Nora to help fix his problem?
_______________________________________________________________________________
I would tell Nora that I like her personality and her hard work ethic. I
_______________________________________________________________________________
would help Nora feel confident in who she is, and not worry about the
clothes she is not wearing.
_______________________________________________________________________________
Nora’s shoes and Mackenzie’s Sarah does not like Sarah did not mean to hurt Nora’s
shoes are both cool. Nora. feelings, even though she did.
This could be a close There is no
second if students infer that evidence to
both girls have cool shoes, support this.
While this could help Nora
feel better for a minute, this
is not the best choice.

Name: ____________________________ PEER PRESSURE
PRINGLES
Friends are a big deal to everyone, especially to Kenny. Kenny was new at the start of
the school year. At the beginning, he struggled to make friends, but was now starting to
make some new ones. Kenny admired Jacob and thought he would be a great friend. Jacob
always played kickball like a star at recess, and everyone wanted to be Jacob’s friend.
The class waited on the bus for their field trip, and Mr. King had sat Jacob and Kenny
next to each other.
“Hey man,” Kenny said to Jacob.
“What’s up,” Jacob said back.
“I got some Pringles in my lunch today. What did you bring?” Kenny asked. Jacob
loved Pringles. They were his favorite.
“I’ll play with you at recess if you give me your chips,” Jacob said.
“Ok!” said Kenny.
“I’ll choose you first for kickball if you bring me chips every day this week,” Jacob
said.
“Deal!” said Kenny, shaking Jacob’s hand. He knew his Uncle had some Pringles in the
pantry, he would just have to sneak them to school. He wondered if it was worth it to take
the Pringles and risk getting in trouble to get Jacob to be his best friend? Kenny watched
all of the trees pass outside the window as he contemplated what to do.
ANALYZE
1. How does Kenny feel? Underline clues in the passage that help you infer this. Then, use
Kenny has a low self esteem in himself. He “struggled to make friends” in the
past, and he felt the best way to have someone be his friend was to bribe them.

PRINGLES
2. How does Jacob feel? Underline clues in the passage that help you infer this. Then, use
text evidence to help explain your answer
_______________________________________________________________________________
Jacob feels confident in himself because “everyone wanted to be Jacob’s
friend”. He knows that he can pick and choose which people he wants to play
_______________________________________________________________________________
with on each day and that helps him feel secure in himself.
_______________________________________________________________________________
3. Describe Kenny’s body language. Underline the parts in the passage that help you visualize Kenny’s
_______________________________________________________________________________
As much as Kenny wanted to be friends with Jacob, he knows bribing someone
to be his friend is wrong, which is why he “watched the trees pass outside, as he
_______________________________________________________________________________
contemplated what to do”.
_______________________________________________________________________________
REFLECT
4. Think: If you were Kenny, how would you fix the problem?
_______________________________________________________________________________
I would tell Jacob that I would love to be his friend, but I know bringing
_______________________________________________________________________________
chips to school is wrong. I would ask him if he would like to play. If he
does not want to play, I can find someone else to play with.
_______________________________________________________________________________
5. Feel: If you were Jacob, what would you say to Kenny to help fix his problem?
_______________________________________________________________________________
I would tell Kenny that he didn’t need to bring me chips to be my friend.
_______________________________________________________________________________
I could always play with him, all he had to do was ask to join our game
of kickball and he would be included.
_______________________________________________________________________________
Kenny and Jacob need to Kenny does not need to be Kenny should not sneak food
have a deal to be friends. friends with a boy like Jacob. to school.
There is no evidence to This is not the answer because we do not know
support this. if the boys should or should not be friends. This is
subjective.

Name: ____________________________ DEATH
THE SPECIAL DOG
Maddie was listening carefully to Mrs. Lock’s lesson. She was talking about how animals
have adaptations to help them survive.
“What adaptations do dogs have that help them survive?” Mrs. Lock asked the
class. Maddie was trying not to cry, but the tears started falling down her face. Her
family dog had died a few days earlier, and she felt unbelievably sad about it. Her dog had
been her first friend, and she had known him her entire life.
Mrs. Lock noticed Maddie’s tears. “Do you want to talk?” she whispered.
“Not really,” Maddie replied. She didn’t want everyone in her class looking at
her. Maddie’s eyes shifted from her book to the floor while she slid down in her chair. She
just wished this whole nightmare would end.
ANALYZE
1. How does Maddie feel? Underline clues in the passage that help you infer this. Then, use
Maddie feels “unbelievably sad” about her dog dying. She had a special bond
with the dog and she is really missing him. She is struggling to cope with the
death and is internalizing her loss.

THE SPECIAL DOG
2. Describe Maddie’s body language. Underline the parts in the passage that help you
visualize Maddie’s emotions. Then, use text evidence to help explain your answer.
Maddie “was trying not to cry, but the tears started falling down her face”. You
can tell from the fact that she is trying not to cry, that she is really struggling. She
also is struggling to focus on her day, as her thoughts keep leading her back to
her dog.
REFLECT
3. Think: If you were Maddie, what would you do in that moment??

I would ask for some time to myself to draw or color and help myself deal
with my grief. I would also ask to call my parents, so they could know
that I was struggling and be able to help me at home.
4. Feel: If you were a student in Maddie’s class, what would you say to Maddie to help fix
her problem?
I might make Maddie a card, wishing her well. I would let Maddie know
she could talk to me, if she wanted to and that I was thinking of her.
Maddie is struggling to deal Maddie does not need to talk Maddie’s dog dying was not
with her grief from the loss to anyone about the grief of that big of a deal..
of her dog. her dog.
While Maddie may not want to There is no evidence to
talk to her teacher, it could help support this.
. her feelings
her to talk about
with someone.

Name: ____________________________ HOMELESSNESS
LIZZIE AND EMMA
“Can I come over after school?” asked Emma to her best friend Lizzie. “We need to
work on our school project!” Lizzie put her hands in her pockets and looked at the floor. She
did not want to tell Emma. Lizzie’s mom had recently been evicted because she was unable
to pay the rent on her house. Now they were living at local temporary aid shelter. She was
embarrassed that she didn’t have her pretty pink room anymore. She was embarrassed
that she had to share a room with her little brother. She knew her mom was doing the best
she could, but there wasn’t enough money to go around. How was she going to tell Emma
that she didn’t have a house anymore?
“Can we go to your house?” Lizzie asked quickly.
“No, my Mom won’t be home until 4,” Emma responded. This was going to be so
embarrassing, but Lizzie took a deep breath and thought carefully about what to say.
ANALYZE
1. How does Lizzie feel? Underline clues in the passage that help you infer this. Then, use
Lizzie is embarrassed about her housing situation because “she did not want to
tell Emma”. Lizzie did not think Emma would understand or want to help her.

LIZZIE AND EMMA
2. Describe Lizzie’s body language. Underline the parts in the passage that help you visualize
Lizzie’s’ emotions. Then, use text evidence to help explain your answer.
_______________________________________________________________________________
Lizzie is showing she is embarrassed because she “took a deep breath and
thought carefully about what to say”. She didn’t feel that Emma would
_______________________________________________________________________________
understand her situation. She did not want to tell her but there was no way
_______________________________________________________________________________
around not telling her at this point.
REFLECT
3. Think: If you were Lizzie, how would you fix the problem?
_______________________________________________________________________________
I would try and explain to Emma what was going on and be honest
_______________________________________________________________________________
about how embarrassed I am about the situation. If Emma is a true
friend, she will understand and try to help.
_______________________________________________________________________________
4. Feel: If you were Emma, what would you say to Lizzie to help fix her problem?
_______________________________________________________________________________
I would tell Lizzie that everything will be ok and we could go to my house
_______________________________________________________________________________
until she felt more comfortable or her Mom could get back on her feet. I
would make sure to encourage her that there is nothing to be
_______________________________________________________________________________
embarrassed about because bad things happen to everyone.
Lizzie feels self-conscious Emma should not have invited Lizzie’s mother is working
about her living situation. herself over to Lizzie’s house.. hard to get their house back.
There is no evidence to There is no evidence to
support this. This is a suggest this.
subjective answer.

Name: ____________________________ VIOLENCE
THE FIGHT
“Don’t talk about my brother like that!” yelled Marcus. William had been teasing
Marcus about his little brother while they waited for school to start. Marcus felt the anger
rise through his chest as his hands turned to fists.
“You make me so mad!” Marcus shouted as he punched William on the
shoulder. William fell to the ground and shoving and punching went back and forth between
the two boys.
William remembered his mom had told him it was okay to defend himself, and
Marcus had hit him first. By the time a teacher made it over to the boys, Marcus and
William were both on the ground.
“He hit me first!” shouted William.
“Well, he was saying mean things about my brother!” Marcus interrupted.
“We need to go to the office and discuss this with the principal,” the teacher said.
ANALYZE
1. How does Marcus feel? Underline clues in the passage that help you infer this. Then, use
_______________________________________________________________________________
Marcus is very angry at William. So mad, he “punched William in the shoulder”,
_______________________________________________________________________________
even though he knew it was wrong.
_______________________________________________________________________________
2. How does William feel? Underline clues in the passage that help you infer this. Then, use
_______________________________________________________________________________
William is mad at Marcus for hitting him, so he hit him back. We know that
_______________________________________________________________________________
“punching went back and forth between the two boys”. This shows the anger
from both boys coming out through their fists.
_______________________________________________________________________________

THE FIGHT
3. Describe Marcus’ body language. Underline the parts in the passage that help you visualize
Marcus’ emotions. Then, use text evidence to help explain your answer.
_______________________________________________________________________________
Marcus “felt the anger rise through his chest as his hands turned to fists”. This
_______________________________________________________________________________
shows how angry Marcus got and that even his body was angry.
_______________________________________________________________________________
REFLECT
4. Think: If you were Marcus, how would you fix the problem?
_______________________________________________________________________________
I would apologize to William for punching him and let him know fighting is
not the way to solve a problem. I would tell him that I do not like it when
_______________________________________________________________________________
he talks about my little brother in the ways he was and that he should
_______________________________________________________________________________
only say kind things about him next time.
5. Feel: If you were a student observing the fight, what would you say to the boys?
_______________________________________________________________________________
I would tell Marcus to take a deep breath and walk away. I would try
_______________________________________________________________________________
and help Marcus use his assertive voice to tell William how he feels.
_______________________________________________________________________________
Marcus and William got Marcus and William both did Marcus only hit William
into a fight. things that hurt one another. because he was defending
While this is what
himself.
happened, it is not the best
There is no evidence to
answer because it does not
support this.
explain in more detail and
it doesn’t address the
point.

Name: ____________________________ SOCIOECONOMIC STATUS
THE PERFECT FRIEND
Anisa was so pretty. She always had new clothes and her hair looked perfect every
single day. Molly noticed that today Anisa had this beautiful, sparkly bracelet that matched
her outfit. Molly looked at her old shirt and shoes, as she carefully rubbed her hands back
and forth on her jeans.
“Why can’t I have bracelets to match my outfits?” Molly thought. “Or even bows?”
Her mind was racing, even though she knew her Mom barely had enough to pay bills and put
food on the table. Everyone wanted to be Anisa’s friend. They all loved her. Molly felt
lonely and tried to think of a way to get a bracelet like Anisa so everyone would want to be
her friend, too.
ANALYZE
1. How does Molly feel? Underline clues in the passage that help you infer this. Then, use text
Molly is feeling jealous of Anisa because Anisa “always had new clothes and her
hair looked perfect every single day”. This shows that Molly is longing to look like
Anisa, or even have a new bracelet like hers so everyone would want to be her
friend.

THE PERFECT FRIEND
2. Describe Molly’s body language. Underline the parts in the passage that help you visualize
Molly's emotions. Then, use text evidence to help explain your answer.
_______________________________________________________________________________
Molly “looked at her old shirt and shoes as she carefully rubbed her hands back
and forth on her jeans” which shows she is not liking her old clothes and longing
_______________________________________________________________________________
for new ones.
_______________________________________________________________________________
REFLECT
3. Think: If you were Molly, how would you fix the problem?
_______________________________________________________________________________
I would remind myself that it is not clothes that are important in
friendships, but the inside traits of your friends. I am sure that the friends
_______________________________________________________________________________
that I do have like me for the way that I am, not the way I look and that
_______________________________________________________________________________
is the most important.
4. Feel: If you were Anisa, what would you say to Molly to help fix her problem?
_______________________________________________________________________________
I would tell Molly that it’s not the outside that matters, but the inside. I
_______________________________________________________________________________
would offer to make her a special bracelet just for her if she would like
one. It is nice to share with others who do not have much.
_______________________________________________________________________________
Molly’s family does not have Molly should ask her mom to Molly doesn’t need to worry
as much money as Anisa’s. work harder so she can buy about what she looks like.
her new clothes.
There is no evidence to
support this.
This is not the best choice
because it would not have a
positive outcome for the
problem.

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Grades 3+ 18 PASSAGES

PREFER TO HAVE STUDENTS WORK ON THIS DIGITALLY?

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• Trying your best • Good sportsmanship

• Staying focused • Accepting differences

• Standing up for yourself • Standing up for others

• Being compassionate • Making friends

• Calming down • Anger

• Hurt • Peer pressure

• Violence • Socioeconomic status

• Underline text evidence ANSWER

• Analyze body language

• Reflect on the situation from the passage by

• Reflect on the situation from the passage by

• Decide on an overall lesson learned from each

6. Circle the statement that you agree with most.

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6. Circle the statement that you agree with most.

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THE FIRST TO FINISH DOESN’T ALWAYS WIN

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5. Circle the statement that you agree with most.

IT’S ABOUT HAVING FUN

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6. Circle the statement that you agree with most.

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1. Circle the statement that you agree with most.

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6. Circle the statement that you agree with most.

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6. Circle the statement that you agree with most.

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CALEB AND BENJAMIN

Caleb was one of the smaller kids in the fourth grade.

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6. Circle the statement that you agree with most.

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6. Circle the statement that you agree with most.

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THE FIRST DAY

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6. Circle the statement that you agree with most.

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THE CALM DOWN CORNER

7. Circle the statement that you agree with most.

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6. Circle the statement that you agree with most.

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5. Circle the statement that you agree with most.

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6. Circle the statement that you agree with most.

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THE SPECIAL DOG

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5. Circle the statement that you agree with most.

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LIZZIE AND EMMA

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