CSPR
What does C,S,P,R stand for?
characters, setting, problem, resolution
What is first person point of view?
What is third person point of view?
First person: The narrator is a character in the story and tells the story using words like I, me, my, and we.
You experience the events through that character’s thoughts, feelings, and actions.
Third person: The narrator is not a character in the story. They tell the story using words like he, she, they, and the characters’ names.
The narrator is on the outside, telling what the characters do and sometimes how they feel.
What is theme?
The theme is the big idea or lesson the author wants you to learn from the story.
What is a folktale? List everything you know!
Folktales are old stories that people have passed down for many years. Folktales often teach a lesson, explain something in nature, or show how people solve problems. The characters are usually everyday people, animals that talk, or magical helpers.
What does SCR stand for?
Short Constructed Response
Lena stood at the edge of the soccer field, gripping her water bottle as the rest of the team ran warm-up laps. It was her first day on the team, and the shouts and fast footsteps made her feel nervous. She had practiced all week, but now that she was actually here, the huge field and crowded sidelines made her worry she wouldn’t keep up. When the coach called for everyone to line up for drills, Lena’s stomach tightened. But as practice began, a teammate named Jada jogged over and showed her how to do the first drill. Little by little, Lena started to feel more confident. By the end of practice, she wasn’t standing on the edge anymore—she was running with the team, smiling.
What is the main conflict in this story?
Lena feels nervous and unsure if she belongs on the team.
Jalen waited by the soccer field, gripping the permission slip for the after-school team tryouts. His friends were already practicing kicks, but he stood frozen at the edge of the grass. He had forgotten to get his mom’s signature, and without it, he couldn’t try out. As the coach blew the whistle, Jalen felt a wave of disappointment and wondered how he could fix the mistake before tomorrow.
Why did the author most likely choose to write this story as a realistic fiction story?
A. To tell a story about a real-life problem that kids could actually face
B. To explain true facts about professional soccer teams
C. To create a fantasy world where no one needs permission to play sports
A. To tell a story about a real-life problem that kids could actually face
Lena stood at the edge of the soccer field, gripping her water bottle as the rest of the team ran warm-up laps. It was her first day on the team, and the shouts and fast footsteps made her feel nervous. She had practiced all week, but now that she was actually here, the huge field and crowded sidelines made her worry she wouldn’t keep up. When the coach called for everyone to line up for drills, Lena’s stomach tightened. But as practice began, a teammate named Jada jogged over and showed her how to do the first drill. Little by little, Lena started to feel more confident. By the end of practice, she wasn’t standing on the edge anymore—she was running with the team, smiling.
Which of the following best describes the main theme of the story?
A. Trying something new can feel scary, but courage helps you grow.
B. Winning is more important than learning.
C. It’s better to practice alone than join a team.
D. Teammates should all be the same skill level.
A. Trying something new can feel scary, but courage helps you grow.
⭐Myth: “The Boy Who Wanted the Fastest Wind”
Long ago, in a mountain village, there lived a boy named Kiro who wished he could run faster than anyone in the world. One afternoon, he climbed the tallest hill and called out to Zephra, the ancient Wind Spirit.
“Please give me the power of the fastest wind!” he begged.
Zephra appeared in a swirl of silver air. “Speed is a gift,” she warned, “but it can blow you off your path if you’re not careful.”
Kiro didn’t listen. He accepted the power, and in seconds, he was racing across fields and rivers like a streak of lightning. But the faster he ran, the less he noticed—he missed his chores, sped past friends who called his name, and even zipped right by his little sister when she fell and needed help.
Soon Kiro felt lonely and lost. He returned to the hill and asked Zephra to take the wind back.
Zephra nodded kindly. “True strength is choosing the right pace,” she said. From then on, Kiro ran only as fast as he needed, never too fast to miss what mattered most.
1. What lesson is this myth trying to teach the reader?
A. Running fast is the best way to make new friends.
B. Magical powers always make life easier.
C. Moving too quickly can make you miss important things.
D. Climbing mountains is dangerous.
C. Moving too quickly can make you miss important things.
What letters do we use for an SCR?
RAC
Lena stood at the edge of the soccer field, gripping her water bottle as the rest of the team ran warm-up laps. It was her first day on the team, and the shouts and fast footsteps made her feel nervous. She had practiced all week, but now that she was actually here, the huge field and crowded sidelines made her worry she wouldn’t keep up. When the coach called for everyone to line up for drills, Lena’s stomach tightened. But as practice began, a teammate named Jada jogged over and showed her how to do the first drill. Little by little, Lena started to feel more confident. By the end of practice, she wasn’t standing on the edge anymore—she was running with the team, smiling.
Which detail best shows how the soccer field setting makes Lena feel discouraged?
A. “Lena stood at the edge of the soccer field, gripping her water bottle.”
B. “The huge field and crowded sidelines made her worry she wouldn’t keep up.”
C. “A teammate named Jada jogged over and showed her how to do the first drill.”
D. “By the end of practice, she was running with the team, smiling.”
B. “The huge field and crowded sidelines made her worry she wouldn’t keep up.”
Maria skipped down the hallway, holding the kindness chain link she had just written. She couldn’t wait to add it to the class chain. Her friends smiled as she proudly clipped her new piece onto the growing strand.
What is the point of view?
third person, narrated by an outside person
Lena stood at the edge of the soccer field, gripping her water bottle as the rest of the team ran warm-up laps. It was her first day on the team, and the shouts and fast footsteps made her feel nervous. She had practiced all week, but now that she was actually here, the huge field and crowded sidelines made her worry she wouldn’t keep up. When the coach called for everyone to line up for drills, Lena’s stomach tightened. But as practice began, a teammate named Jada jogged over and showed her how to do the first drill. Little by little, Lena started to feel more confident. By the end of practice, she wasn’t standing on the edge anymore—she was running with the team, smiling.
Which sentence best supports the theme?
A. “Little by little, Lena started to feel more confident.”
B. “The rest of the team ran warm-up laps.”
C. “She had practiced all week before joining the team.”
D. “Jada jogged over and showed her how to do the first drill.”
A. “Little by little, Lena started to feel more confident.”
Myth: “The Boy Who Wanted the Fastest Wind”
Long ago, in a mountain village, there lived a boy named Kiro who wished he could run faster than anyone in the world. One afternoon, he climbed the tallest hill and called out to Zephra, the ancient Wind Spirit.
“Please give me the power of the fastest wind!” he begged.
Zephra appeared in a swirl of silver air. “Speed is a gift,” she warned, “but it can blow you off your path if you’re not careful.”
Kiro didn’t listen. He accepted the power, and in seconds, he was racing across fields and rivers like a streak of lightning. But the faster he ran, the less he noticed—he missed his chores, sped past friends who called his name, and even zipped right by his little sister when she fell and needed help.
Soon Kiro felt lonely and lost. He returned to the hill and asked Zephra to take the wind back.
Zephra nodded kindly. “True strength is choosing the right pace,” she said. From then on, Kiro ran only as fast as he needed, never too fast to miss what mattered most.
2. What is the theme of the myth?
A. Always try to win races.
B. Be careful what you wish for.
C. The wind is stronger than people.
D. It is fun to explore new places.
B. Be careful what you wish for.
How many sentences should an SCR be?
Jordan stepped into the art room and froze. Today was the day each student had to paint a landscape, but Jordan had never painted anything more than stick figures. The bright shelves filled with paints and the rows of half-finished masterpieces made him feel even more unsure. As the rest of the class dipped their brushes confidently, Jordan stared at his blank paper, afraid to make the first brushstroke. Then Ms. Rivera knelt beside him and whispered, “Start with one color. Just one.” Jordan took a breath, dipped his brush into blue, and made a single stroke across the page. Soon, the sky took shape. By the end of class, Jordan held up a painting he was proud of—proof that sometimes beginning is the hardest part.
What is the main conflict in this story?
A. Jordan wants to become the best artist in the class.
B. Jordan feels nervous because he has never painted a landscape before.
C. Jordan forgot his paintbrush at home.
D. Jordan doesn’t like art class and wants to go home.
B. Jordan feels nervous because he has never painted a landscape before.
I couldn’t wait for the class field trip to the nature center. As soon as we stepped off the bus, I smelled pine trees and heard birds calling from every direction. My best friend, Chloe, grabbed my arm and pointed to a small creek flowing beside the trail. I hurried over, excited to be the first one to explore it. Today was going to be the best school day ever—I could feel it.
What is the point of view and who is the narrator?
first person, narrated by a student who is part of the story (uses I, my, we)
Jordan stepped into the art room and froze. Today was the day each student had to paint a landscape, but Jordan had never painted anything more than stick figures. The bright shelves filled with paints and the rows of half-finished masterpieces made him feel even more unsure. As the rest of the class dipped their brushes confidently, Jordan stared at his blank paper, afraid to make the first brushstroke. Then Ms. Rivera knelt beside him and whispered, “Start with one color. Just one.” Jordan took a breath, dipped his brush into blue, and made a single stroke across the page. Soon, the sky took shape. By the end of class, Jordan held up a painting he was proud of—proof that sometimes beginning is the hardest part.
Which of the following best describes the main theme of the story?
A. You can improve by taking small, brave steps.
B. Everyone should already know how to paint well.
C. Art class is easier than other subjects.
D. Students should always copy what others are doing.
A. You can improve by taking small, brave steps.
Myth: “The Boy Who Wanted the Fastest Wind”
Long ago, in a mountain village, there lived a boy named Kiro who wished he could run faster than anyone in the world. One afternoon, he climbed the tallest hill and called out to Zephra, the ancient Wind Spirit.
“Please give me the power of the fastest wind!” he begged.
Zephra appeared in a swirl of silver air. “Speed is a gift,” she warned, “but it can blow you off your path if you’re not careful.”
Kiro didn’t listen. He accepted the power, and in seconds, he was racing across fields and rivers like a streak of lightning. But the faster he ran, the less he noticed—he missed his chores, sped past friends who called his name, and even zipped right by his little sister when she fell and needed help.
Soon Kiro felt lonely and lost. He returned to the hill and asked Zephra to take the wind back.
Zephra nodded kindly. “True strength is choosing the right pace,” she said. From then on, Kiro ran only as fast as he needed, never too fast to miss what mattered most.
3. What is the main conflict in the story?
A. Kiro wants to learn how to climb the tallest hill.
B. Kiro receives great speed but he doesn't use it correctly.
C. Zephra refuses to listen to Kiro’s request.
D. Kiro races too slowly to help anyone.
B. Kiro receives great speed but he doesn't use it correctly.
Write an SCR:
Mr. Dalton noticed that Priya was sitting alone on the playground bench while the rest of the class played kickball. Her shoulders were slumped, and she kept rubbing her ankle. Concerned, Mr. Dalton walked over and asked if she was okay. Priya admitted that she twisted her ankle earlier and was embarrassed to tell anyone. Instead of getting upset, Mr. Dalton sat beside her and said, “Thank you for telling me. Let’s get you some ice, and you can help me keep score for the game.” Priya smiled with relief, grateful that he understood how she felt.
How does the author show Mr. Dalton’s feelings toward Priya?
The author shows Mr. Dalton’s caring feelings toward Priya by the way he helps her on the playground. He shows he cares when he walks over to check on her and then gently says, “Let’s get you some ice,” which proves he wants her to feel better.
Jordan stepped into the art room and froze. Today was the day each student had to paint a landscape, but Jordan had never painted anything more than stick figures. The bright shelves filled with paints and the rows of half-finished masterpieces made him feel even more unsure. As the rest of the class dipped their brushes confidently, Jordan stared at his blank paper, afraid to make the first brushstroke. Then Ms. Rivera knelt beside him and whispered, “Start with one color. Just one.” Jordan took a breath, dipped his brush into blue, and made a single stroke across the page. Soon, the sky took shape. By the end of class, Jordan held up a painting he was proud of—proof that sometimes beginning is the hardest part.
Which detail best shows how the art room setting makes Jordan feel unsure or discouraged?
A. “The bright shelves filled with paints and the rows of half-finished masterpieces made him feel even more unsure.”
B. “Jordan took a breath, dipped his brush into blue, and made a single stroke across the page.”
C. “By the end of class, Jordan held up a painting he was proud of.”
D. “Ms. Rivera knelt beside him and whispered, ‘Start with one color.’”
A. “The bright shelves filled with paints and the rows of half-finished masterpieces made him feel even more unsure.”
Evan watched the other students gather around the science table, but he stayed back, unsure if he should join. The teacher had asked everyone to build a small bridge using only straws and tape, and Evan wasn’t sure his idea would work. As the class began building, Evan slowly walked over and shared his plan. When his group agreed to try it, a proud smile spread across his face.
What is the point of view and who is the narrator?
third person, narrated by a narrator outside the story who tells what the characters do and feel (uses he, his)
Jordan stepped into the art room and froze. Today was the day each student had to paint a landscape, but Jordan had never painted anything more than stick figures. The bright shelves filled with paints and the rows of half-finished masterpieces made him feel even more unsure. As the rest of the class dipped their brushes confidently, Jordan stared at his blank paper, afraid to make the first brushstroke. Then Ms. Rivera knelt beside him and whispered, “Start with one color. Just one.” Jordan took a breath, dipped his brush into blue, and made a single stroke across the page. Soon, the sky took shape. By the end of class, Jordan held up a painting he was proud of—proof that sometimes beginning is the hardest part.
Which sentence best supports the theme?
A. “Soon, the sky took shape.”
B. “By the end of class, Jordan held up a painting he was proud of.”
C. “Jordan stared at his blank paper, afraid to make the first brushstroke.”
D. “Start with one color. Just one.”
D. “Start with one color. Just one.”
Myth: “The Boy Who Wanted the Fastest Wind”
Long ago, in a mountain village, there lived a boy named Kiro who wished he could run faster than anyone in the world. One afternoon, he climbed the tallest hill and called out to Zephra, the ancient Wind Spirit.
“Please give me the power of the fastest wind!” he begged.
Zephra appeared in a swirl of silver air. “Speed is a gift,” she warned, “but it can blow you off your path if you’re not careful.”
Kiro didn’t listen. He accepted the power, and in seconds, he was racing across fields and rivers like a streak of lightning. But the faster he ran, the less he noticed—he missed his chores, sped past friends who called his name, and even zipped right by his little sister when she fell and needed help.
Soon Kiro felt lonely and lost. He returned to the hill and asked Zephra to take the wind back.
Zephra nodded kindly. “True strength is choosing the right pace,” she said. From then on, Kiro ran only as fast as he needed, never too fast to miss what mattered most.
4. Which sentence best explains the resolution to Part A (the main conflict)?
A. “Kiro climbed the tallest hill and called out to the Wind Spirit.”
B. “He accepted the power and raced across fields and rivers like lightning.”
C. “He returned to the hill and asked Zephra to take the wind back.”
D. “Zephra appeared in a swirl of silver air.”
C. “He returned to the hill and asked Zephra to take the wind back.”
Write an SCR:
Aunt Rosa watched Mateo stare nervously at the edge of the diving board. He had practiced all summer, but now that the pool was crowded, he wasn’t sure he could jump. Instead of pressuring him, Aunt Rosa walked to the side of the pool and called out, “I’ll be right here when you’re ready.” Mateo took a deep breath, smiled at her, and finally made his first splash into the water.
How does the author show Aunt Rosa’s feelings toward Mateo?
The author shows Aunt Rosa’s supportive feelings toward Mateo by the way she encourages him at the pool. She shows she cares when she tells him, “I’ll be right here when you’re ready,” which helps him feel confident enough to jump.