reading 4, 3rd ed. teacher resources - bjupress.com · reading 4 • dreams gifted hands ......

Reading 4Voyages

ContentsThe following Teacher Resources are arranged by lesson.• Vocabulary • Comprehension• SSR Journal Activities

Assessment tools and rubrics appear after the lesson materials.

Phonics Fitness OnlineForty-four optional pages of Phonics Fitness are available at bjupress.com/resources. These pages provide optional teacher-guided review and/or independent practice of phonics for fourth-grade students who would benefit from phonics instruction.

THIRD EDITION

The Teacher Resources included here are also available online at bjupress.com/resources for your convenience.

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Teacher resources

© 2018 BJU Press. Unauthorized reproduction prohibited.

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“Dreams”Reading 4 • Dreams

Vocabulary 2

Because we had very little rain, the fields were barren and we had no corn.

Vocabulary 2

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Fire on the MountainReading 4 • Dreams

Vocabulary 3 and 4

Vocabulary 3The long line of people walked to the queen’s grave in a silent

procession. Many of the people wore long black cloaks to keep out the chilly wind. No one laughed or smiled. They were thinking grim thoughts. The queen had died suddenly after a miraculous recovery from an illness. The people of her kingdom secretly wondered if her cook had added some foul poison to her food. The cook had been angry with the queen. He said that she had insulted him by refusing to eat a special dish he had cooked.

Vocabulary 4 1. Be sure to take your belongings home with you since the school

building will be locked all summer.

2. The hikers carefully descended the mountain after enjoying the view from the top.

3. Do you think the sun will emerge from the clouds after the rain stops?

4. The winning team gloated that they had better skills than the losing team.

5. A large, angry crowd had gathered to protest the court’s unfair decision.

6. We need a good babysitter who knows how to tend children.

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Reading 4 • Dreams Fire on the Mountain

Comprehension 5

Finding the Theme: How Does It End?

Reread the ending of the story. Ask yourself the following questions.

1. What is important to the characters?

2. Do the characters get what they want?

3. Do any of the characters learn an important lesson?

4. Does the story leave you with one idea?

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William Shakespeare, PlaywrightReading 4 • Dreams

1. The comedy in the play caused me to laugh loudly.

2. The man owed a debt because he did not have enough money to pay the entire bill.

3. When I saw the beautiful sunset, I was inspired to write a poem about it.

4. Some thought his accident was a terrible misfortune.

5. King David told Solomon that if he would walk in the way of the Lord, his kingdom would prosper.

6. The tornado was the worst tragedy to ever happen in our small town.

Vocabulary 6

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“A Tale of Chanticleer”Reading 4 • Dreams

1. To get to the rooftop of the skyscraper, you have to ascend fifty floors in the elevator.

2. It is common courtesy to give your seat to an older person when there are no other empty seats.

3. Mom enclosed the living room with baby gates so that my sister would not fall down the stairs.

4. The shoppers rushed about in a frenzy to get the best Christmas sales.

5. The prince told the king of his intention to marry the fair lady after the battle was won.

6. King Saul showed malice when he tried to kill David.

Vocabulary 9

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“Nebuchadnezzar’s Dream”Reading 4 • Dreams

Vocabulary 10

My grandpa does not know much about technology. The people of his generation grew up without computers or cell phones. Computers overwhelm him. When I go to his house, I sometimes have to interpret the process for ordering things on his computer. He is amazed at how quickly a store can fulfill his order using his online request. It would take a decree from the president of the United States to get my grandpa to use online banking, though! He may not know a lot about computers, but my grandpa knows a lot about the Bible. He is an honest and righteous man who follows after God. My grandpa is fun and kind. I hope I will be like him when I grow up!

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Look Again: Chanticleer & NebuchadnezzarReading 4 • Dreams

Comparing ThemesGroup 1: “A Tale of Chanticleer”

1. Summarize the moral (lesson) of the fable learned by Chanticleer.

2. Summarize the moral (lesson) of the fable learned by the fox.

3. How are these morals similar to what Nebuchadnezzar learned? How are they different?

Group 2: “Nebuchadnezzar’s Dream”

4. Summarize the theme of the Bible account.

5. Summarize how Nebuchadnezzar changes and the event that brings about this change.

6. How is this theme similar to the morals in “A Tale of Chanticleer”? How is it different?

Comprehension 11

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Gifted HandsReading 4 • Dreams

Vocabulary 12 1. The old woman looked at the dirty rag with disgust.

2. Although he could not see, the boy did not believe he was handicapped.

3. It was instinctive for the girls to squeal when startled.

4. Joe was raving about all the good food in New York City.

5. Beth had a scheme to get even with her little sister.

6. It was hard for Juan not to spout the answer instead of raising his hand.

Vocabulary 13 1. The team members looked at their coach with astonishment when

he told them they were going to the big game.

2. It was hard not to gawk at the famous baseball player as he walked through the airport.

3. “Let’s go to Glass Mountain to look for obsidian,” Carol suggested.

4. Jim’s friends made a prediction that he would win the race.

5. The age restriction did not apply to Sandy since she turned ten in May.

6. “Hard work is our strategy to defeat the other team,” said Mr. Brown.

Vocabulary 12 and 13

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Comprehension 13

Sonya’s Plan

Do you believe Sonya was too hard on Ben and Curtis?

How would you feel if this plan were one you were required to follow?

What plan would you suggest to help Ben and Curtis improve their grades?

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Vocabulary 14 1. “You should not ignore that bright red spot on your arm,” said the

nurse.

2. Cassie went to the juvenile training session since she was not yet an adult.

3. Andrew and Joshua made a lunge for the candy, but Evan got to it first.

4. “The creek is an obstacle we will need to cross to finish the race,” said Miss Shaw.

5. “Seldom have we seen such huge pumpkins at the county fair!” exclaimed the judge.

6. “You need to control your temper and be nice to your brother,” Dad told Sarah.

Vocabulary 15 1. “We should analyze the soap to see what it is made of,” said the

science teacher.

2. The landscaper had a lot of insight when it came to planting trees and shrubs.

3. Ted was invaluable to the team during the last bike race they won.

4. “Don’t be judgmental about the shape of the pizza; it tastes great,” said Tony.

5. Neurosurgery has been used to save the lives of many people suffering from brain tumors.

6. The school’s philosophy includes working hard and having lots of fun.


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Comprehension 15

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

FFRRIIEENNDD

FRIEND Acrostic

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“How Does the Human Brain Compare to a Computer?”Reading 4 • Dreams

Vocabulary 17 1. Shelly needed to adapt to the change of climate after she moved to

Alaska.

2. The story about the Pilgrims’ struggle for survival is really fascinating.

3. “Because our plans are flexible, we can leave when you are ready,” said Kim.

4. The computer is hardwired, so it cannot be easily changed.

5. Tom had a heightened sense of danger when he heard the lion had escaped.

6. Molly and Sue were able to perform their skit at the annual picnic.

Vocabulary 18 1. “A graph may be used to show the relationship between the

amount of time you spend studying for your tests and the grades you earn,” the teacher explained.

2. The beautiful painting had a positive impact on Sally.

3. Tim’s reaction was to jump every time Jane screamed.

4. The boy reached out to snatch the hat off his friend’s head.

5. “Remember,” said the art teacher, “vertical lines will always run straight up and down on your paper.”


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HaikuReading 4 • Dreams

1. The parents could hear a peal of laughter from the room where the girls were dressing up their dog.

2. Do not throw your banana peel on the floor because it might cause someone to fall.

Vocabulary 19

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“The Man Who Bought a Dream”Reading 4 • Dreams

Vocabulary 20

1. There was a big box under the Christmas tree. Because my sister was curious, she ___.

2. Despite the snowstorm, Dad decided to persist and ___.

3. I will remain at home while my sister ___.

4. After the soccer game, I sprawl out on the grass because ___.

5. My one-year-old brother would stumble as he ___.

6. The garden plants wither when ___.

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Look Again: “The Man Who Bought a Dream”Reading 4 • Dreams

PlotBeginning (pages 75–77) Group 1

Setting

Characters

Events

Middle (pages 78–80) Group 2

Events

Problem

End (pages 81–83) Group 3

Events

Solution

Comprehension 21

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SSR Journal: SettingReading 4 • Dreams

SSR Journal 22a

Main setting (Where am I?)

What do I see?

What do I hear? What do I feel?

What time period is it?

Main Setting

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SSR Journal: SettingReading 4 • Dreams

Step into the Setting

Imagine you have stepped into your book. Write a paragraph describing the setting as you look around. Include the information you organized on Journal 22a and any other setting details you find interesting.

Dear Journal,

SSR Journal 22b

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“Fog” & “The Crickets”Reading 4 • Friendships

The dogs sat on their haunches and begged for treats.

Vocabulary 23

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The Cricket in Times SquareReading 4 • Friendships


Vocabulary 24 1. My mother is excitable when there is a mouse in the house.

2. The boy sitting alone in the corner looked forlorn.

3. A swallow was flying around the barn preparing to build a nest.

4. I felt sympathetic when I saw my little sister crying over her broken toy, so I gave her one of mine.

5. This grassy tuffet would make a nice place for our picnic.

6. The child who held out her hand to beg had a wistful look on her face.

Vocabulary 25 1. If you want to make the acquaintance of a giraffe, you should ___.

2. Since the picnic will be more casual than the wedding, I will wear ___.

3. I am a little leery of walking barefoot in the tall grass because ___.

4. You will seem more refined and polite if you ___.

5. To be successful in archery, you must ___.

6. If you don’t mind venturing into the deep water, you could ___.

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LimericksReading 4 • Friendships

1. The woman’s bonnet shaded her face from the hot sun.

ribbon hat tribe

2. The young boy chased the critter back to its den.

globe watermelon animal

3. The hullabaloo began when the dog pulled the tablecloth out from under our dinner plates.

confusion celebration couch

Vocabulary 27

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“The Ant and the Grasshopper”Reading 4 • Friendships

Vocabulary 28

Misty visits her Aunt Mabel and Uncle Joe on their farm. Uncle Joe is toiling long and hard to harvest the summer corn. Aunt Mabel and Misty are bustling about, trying to help Uncle Joe in any way they can. It is hard for Misty to believe that several ears of corn can grow from just one planted kernel. Misty will return in autumn to enjoy a Thanksgiving feast that is sure to include corn.

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“The Town Mouse and the Country Mouse”Reading 4 • Friendships

1. If you choose your food from a buffet rather than a menu, do you serve yourself or does a waitress serve you?

2. If the Queen of England served tea on extravagant china, is the china fancy or plain?

3. If a prince invited you to join him in dining on fine fare, would you be eating something or setting the table?

4. If the fancy rugs in the queen’s palace are luxuries, are they extra comforts or basic needs?

5. If the servants scramble to finish the job before the deadline, are they moving slowly or quickly?

6. If you eat scrumptious food that makes you want more, is the food tasty or tasteless?

Vocabulary 29

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“Parable of the Prodigal Son”Reading 4 • Friendships

Vocabulary 30

Smitty called to the swine. Sows and piglets came running. The pigs acted as if they would perish from hunger. They devoured the slop in no time.

One little riotous pig was squealing and running from his mother. When she finally caught him, he knew he had transgressed and hung his head low. His loving mother had compassion on him and nudged him gently along.

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Look Again: Fables and ParablesReading 4 • Friendships

Tricky PigThe afternoon sun was warm on the backs of Percy and Paula.

The pigs had just eaten lunch and wanted to take a nap in the barnyard’s mudhole. The weather had been dry for several days, and the mudhole had shrunk. There was room for only one pig in the mudhole.

Percy knew that, as a gentleman, he should let Paula have the mudhole. But he thought about how cool and squishy the mudhole would feel, and he wanted it very badly. “I know what let’s do,” he said to Paula. “Let’s have a contest to see who sleeps in the mudhole.”

“Fair enough,” said Paula.

Now Percy knew that Paula had a weakness for corncobs. So he said, “There is one corncob left in the feeding trough over there.”

Paula perked up. “There is?” she said.

“Yes. Whichever pig can resist the temptation to eat that corncob for the next fifteen minutes gets to sleep in the mudhole.”

“Okay,” Paula agreed reluctantly.

The two pigs sat in the sunshine. Percy yawned and flopped over on his side. Paula yawned too, but she couldn’t help glancing at the feeding trough every few minutes. Finally she said, “Are you sure there’s a corncob in there?”

“I saw it myself,” said Percy with another huge yawn. “Why don’t you go look and see?”

So Paula shuffled over to the feeding trough and looked inside. “Sure enough,” she said. “There is a corncob in there.”

Percy opened one eye. “Put your snout down in there and have a sniff,” he called to her.

Paula sniffed the corncob. “Oh, it smells heavenly!” she sighed.

“Maybe you should just have one little taste.” Percy sat up and

Comprehension 31

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Look Again: Fables and ParablesReading 4 • Friendships

Comprehension 31 (continued)

watched Paula leaning into the trough. “One little lick wouldn’t count as eating it.”

“You’re right,” said Paula. She licked the corncob. “What a wonderful, sweet, corny taste!” The next thing she knew, she had the corncob in her teeth.

“That’s right, Paula,” said Percy. “You can enjoy the taste without actually swallowing it.”

But before she could stop herself, Paula crunched down on the corncob, chewed it up, and swallowed it.

“Yes! The mudhole is mine!” Percy squealed and waddled over to the mudhole. Paula realized she had been tricked and trudged over to the other side of the yard.

Percy smiled. “If you know someone’s weakness, you can easily trick them into giving you what you want,” he said to himself.

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“Two Brothers”Reading 4 • Friendships

1. Karen was bemused when she saw how quiet Alex was during the birthday party.

2. The queen’s dignity kept her from eating with her fingers.

3. John came home from the party with a haul of candy.

4. When the girl’s grandfather died, her family inherited his home on the shore.

5. “I was so perplexed by Ally’s strange question,” said Micah.

6. “In the Holy Land we saw an ancient grain silo that was belowground and lined with stone,” Liz told the class.

Vocabulary 32

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“Corrie ten Boom: Friend of the Jews”Reading 4 • Friendships


Vocabulary 33The dictator ordered his army to attack the small country. The

soldiers wasted no time to invade the unprepared nation. Quickly, the army began to persecute the citizens by taking away food. Many people were arrested and sent to a concentration camp with cruel guards just because the dictator did not like them. Some people resisted the evil dictator and his army. These people joined the underground to secretly help the citizens. To defeat the enemy, a member of the underground might leave a sibling at home to care for their parents, while he would be gone for many days. Having the victory was worth the sacrifice of the family being apart.

Vocabulary 34 1. The captor placed his prisoner in a jail cell with iron bars.

2. Todd thought Jim would eventually show up at the ballpark, so he continued to wait for him.

3. The frail old woman needed help crossing the street.

4. “In my judgment, the barn looks better painted red,” said Luke.

5. “I can hardly wait to see our cousins at the family reunion next month!” exclaimed José.

6. Angela was suspicious when she noticed a man walking between the houses.

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Informational Text Features: Where Did You Find Them?

Write the page number where you found the informational text features.

Comprehension 33

SidebarSection Title

Diagram Photo with Caption

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Comprehension 34

Author’s Purpose: PIE

EntertainTo tell a story that the reader will enjoy

InformTo teach something new; to provide information about a topic

PersuadeTo convince the reader of something; to get the reader to change his mind

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“The Best Kind of Love”Reading 4 • Friendships

Vocabulary 36 1. The ball would have hit the boy in the head if he had not dodged

out of the way.

2. The high-stepping horses pranced for the people watching the parade.

3. The girl put a saucer of milk next to the meowing kitten.

Vocabulary 37 1. A mother cradles the baby. Is she holding the baby in her arms, or

is she wrapping the baby in a blanket?

2. The actor hesitates before walking onstage while the audience claps. Does he wait for a moment, or does he trip and fall?

3. Grandma kneads the bread dough over and over. Is she rolling and mixing it, or is she taking it out of the pan?

4. The kids feel a prickle of excitement as they wait in line for the roller coaster. Are they feeling a tingling, or are they feeling pain?

5. We buy fruit from a vendor at the farmers’ market. Are we buying from someone who sells something, or are we buying from a machine?

6. We look at the wares spread out at the sale. Are we looking at the things being sold, or are we looking at the people selling the items?


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“Janwahr’s Bridge” Reading 4 • Friendships

Vocabulary 40

1. Dad looked in the mirror and adjusted his crooked tie before leaving.

removed fixed changed

2. The settlers wondered how many days it would take them to cross the expanse of the prairie.

large, spread out area short, narrow trail river

3. The squirrel built its nest in the hollow of the tree, safe from the wind and rain.

fork between two branches empty space or hole

end of a branch

4. The children’s eyes widened when Grandma gave them massive amounts of ice cream in their bowls.

tiny average huge

5. The ice made driving on the roads treacherous during the storm.

dangerous harmless enjoyable

6. The knight instructed his yeoman to prepare his armor for battle.

servant son friend

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“Janwahr’s Bridge”Reading 4 • Friendships

Symbol

Comprehension 40

A symbol is an object, a person, or an animal that represents something else. An author may use symbols to give a story or poem a deeper meaning.

In these examples, Uncle Sam is a symbol of the United States. A railroad crossing sign is a symbol to make people aware of train tracks and the presence of trains. A rainbow is a symbol of God’s promise to mankind.

“Uncle Sam” by James Montgomery Flagg/Wikimedia Commons/Public Domain

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“Janwahr’s Bridge” Reading 4 • Friendships

Vocabulary 41

1. Our team sent a delegation of three girls to discuss the kickball rules with the boys’ team.

2. Mom told us to watch for snakes when we ride our bikes at dusk because they are hard to see when it is almost dark.

3. I negotiated with my brother to let me have the bigger piece of cake in exchange for my help cleaning his room.

4. The philosopher told his students to listen carefully to his teachings about life so they could be wise.

5. The dining hall was under siege by the group of hungry campers demanding lunch.

6. Grandpa took the fish off the hook and submerged it in the creek so it could swim away.

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“Janwahr’s Bridge”Reading 4 • Friendships

Vocabulary 42

The ship’s captain looked solemn as the pirate ship came nearer. He and his men were in a dangerous situation. “We must prepare!” he told his sailors.

Suddenly, a pirate clambered over the side of the boat and onto the deck. He grabbed the tunic of a nearby sailor and held up a dagger. “Now, Captain!” he said, waving the pointed tip in the air. “Give me your ship!” His grip tightened on the sailor’s shirt.

The captain drew his sword from the scabbard hanging on his belt and took a few steps backward toward the ship’s wheel. “Give up, pirate! You cannot fight all of my men! Surrender!” He gave a quick twirl of the wheel, and the ship rocked to one side. The pirate lost his balance and fell to his knees. The dagger landed on the deck near the captain’s feet. The sailors cheered.

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“Ruth and Naomi”Reading 4 • Friendships

Vocabulary 44 1. I was determined I would get all my spelling words correct, so I

practiced for the test all week.

2. Without rain for the crops, famine spread quickly across the land and people moved away to find food.

3. The foreigner could not read the signs at the airport because they were not in his own language.

4. A young person can glean valuable knowledge from listening to the stories of older people.

5. We used small sheaves of wheat and bright pumpkins to decorate for the fall festival.

6. Mom urged us to eat breakfast quickly so we would not be late for church.

Vocabulary 45 1. Abraham Lincoln was known as a man of great character because

of his honesty and hard work.

2. All humans are descendants of Adam and Eve.

3. The rain ruined our picnic plans, so we discussed what we wanted to do instead.

4. My generous aunt gives me money and a gift every year on my birthday.

5. The Fourth of July is the official holiday when Americans celebrate the independence of their country.

6. Farmers use a machine to separate the grain from the stalk, which is a lot faster than threshing by hand as they did in Bible times.


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“Betsy Holds the Reins”Reading 4 • Friendships

Vocabulary 47 1. Ken was apprehensive about giving his speech in front of his

classmates.

2. “Tammy, you really need to assert yourself and not let the others make all the decisions,” said Mother.

3. It was a dreadful storm that blew the barn roof off.

4. “It is essential that you bring a sack lunch for the school picnic,” said the teacher.

5. Tina thought it was a hideous rat that the cook had seen in the kitchen.

6. Dad called to reassure Mom that he would be home soon.

Vocabulary 48 1. It was easy for Scott to detest roller coasters, because the last time

he rode on one he ___.

2. How Carrie felt about losing her math book was evident when she ___.

3. With a grave expression, Bill told the whole group that ___.

4. Harry tried to pester Jill to tell him where ___.

5. Cathy told her friends that she had made a resolution to ___.

6. Jana had a speculative look on her face because she could not understand ___.


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Cause (Why?) and Effect (What happened?)

Comprehension 47a

One cause and one effect:

More than one cause for an effect:

More than one effect for a cause:

Henry was shaking when the German shepherd licked his hand.

Sally made a B+ on her test.

Bill got a home run.

Bill’s team won the game.

Henry was afraid of dogs.

Sally listened in class.

Bill hit the baseball.

Sally studied at home.

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Comprehension 47b

Cause-and-Effect Relationships

Complete the chart. Identify at least three cause-and-effect relationships for Elizabeth Ann’s (Betsy’s) emotions and behavior. Highlight Betsy’s emotions.

Cause (Why?) Effect (What happened?)

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Vocabulary 49

1. Dad decided to paint the window casings after he painted the walls.

2. While daydreaming in the hammock, Liz crooked her arm and put it behind her head.

3. Mary thought she would have a nightmare after looking at the grotesque statue.

4. Jane felt miserable after eating the corn dog and the cotton candy at the fair.

5. The old man put on his nightcap and crawled into bed to get warm.

6. The pervasive smell of the baking cookies brought Jim inside from the garage.

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Look Again: “Betsy Holds the Reins”Reading 4 • Friendships

Literal and Symbolic Meanings

1. Literal meaning of “hold the reins”:

2. When does Elizabeth Ann literally hold the reins?

3. Symbolic meaning of “hold the reins”:

4. When does Elizabeth Ann symbolically “hold

the reins”?

Comprehension 50

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Reading 4 • Friendships “Stories”

Vocabulary 51

1. The soldier was ordered to buff his shoes until they shined.

2. The high school hockey team defeated their biggest rival and became the state champions.

3. Mark tried to coax the frightened puppy out of the sewer using a dog biscuit.

4. Cathy and Anne decided to romp through the meadow and pick wild flowers.

5. The rough cowboys defended their cattle from the attacking wolves.

6. Tongues of fire were leaping out of the burning building as the fire trucks arrived.

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“Stories”Reading 4 • Friendships

A Special Memory

On the lines, write a special memory that you have of a friend. In the cloud, draw a picture of your special memory.

Comprehension 51

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SSR Journal: CharactersReading 4 • Friendships

Character Traits

Book Title: _____________________________

Author: ________________________________

Character(main or supporting)

Trait

SSR Journal 52a

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SSR Journal: CharactersReading 4 • Friendships

SSR Journal 52b

The Character I Am the Most or Least Like

1. The character I am the most like is

I am most like this character because

2. The character I am the least like is

I am least like this character because

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“Seashells” & “maggie and milly and molly and may”Reading 4 • Seasons

1. Since Kevin is new at school, I will befriend him and ask him to join our group at lunch.

2. Angelina felt languid because it was a hot day and she was very hungry.

3. Liam’s grandparents are retired, so they can go to all his daytime soccer games.

4. I hope we can make it home during the snowstorm without becoming stranded on the side of the road.

Vocabulary 53

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“Seashells” & “maggie and milly and molly and may”Reading 4 • Seasons

Comprehension 53

“Seashells” “maggie and milly . . . ”Alike

Comparing Poems Using a Venn Diagram

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“The Mother Who Lost Her Daughter”Reading 4 • Seasons

1. If the air felt dank on a winter day, would it be too wet or too dry?

2. If a place seemed dark and dismal, would it be cheerful or gloomy?

3. If a job was something a mortal had to do, would it be a job for a person or a god?

4. If you wanted to preserve something, would you keep it or throw it away?

5. If your mother shrieked, would the sound be soft or loud?

6. If someone is a swineherd, does that person care for pigs or horses?

Vocabulary 54

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“God Sends a Flood”Reading 4 • Seasons

Vocabulary 55

King Herod wanted to make sure no other king would rise and one day take over his throne. He made a plan to execute all the male children in Bethlehem. Parents of baby boys feared for the lives of their offspring. But they could do nothing to reverse the king’s decree. An angel warned Mary and Joseph in a dream to withdraw from Bethlehem. They fled to Egypt and were safely out of the region before all the violence took place. God had protected His Son.

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Look Again: “The Mother Who Lost Her Daughter” & “God Sends a Flood”

Reading 4 • Seasons

Myth vs. Bible Account

Myth (pages 223–24) Bible Account (page 232)

Who is responsible for the change in the seasons?

What are the changing seasons a sign of?

What is the reason for the pattern of the changing seasons?

Comprehension 56

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“Something Told the Wild Geese”Reading 4 • Seasons

Each autumn Maria visits her abuela (grandmother) in the Mexican mountains. Together they pick apples from the trees bent over with the fruit. Maria and her abuela wear sunglasses to protect their eyes. The sun gives a bright luster to the apples. Maria’s abuela looks content standing in the middle of the orchard with her eyes closed and breathing the air deeply. The scent of amber apples too long on the ground delights her. Maria remembers her mother’s words of caution not to eat a rotten, wormy apple!

Vocabulary 57

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Samuel Eaton’s Day: A Day in the Life of a Pilgrim BoyReading 4 • Seasons

Vocabulary 58

1. If you catch a coney in a trap on the ground, and then make a soup from the meat, have you caught a fish, a rabbit, or a buffalo?

2. If a gammy person accidently bumps into things, is he clumsy, lazy, or unkind?

3. If mussels can be found in salt water, do they have wings, shells, or fur?

4. If rye is cut and tied in bundles when it is harvested, is it a round vegetable, a prickly fruit, or a stalk of grain?

5. If a sickle has a curved blade, is it used to paint, tighten, or cut something?

6. If a spring comes from below the ground and is used for drinking, is it a type of rock, stream, or mineral?

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Cranberry ThanksgivingReading 4 • Seasons

1. The seaside cottage had an aura of fish mixed with the scents of tropical flowers.

2. Be sure to stay out of the bog near the river if you don’t want to get your shoes wet and muddy.

3. “You are a disgrace,” Mother said to the dog after he chewed up her favorite pillow.

4. I was hungry, and the hamburger looked delicious, so I ate it with gusto.

5. When my sister told me I would be a famous pianist someday, I scoffed, “That’s silly!”

6. The boys stood up straight in the choir, looking stiff in their starched suits.

Vocabulary 60

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Cranberry ThanksgivingReading 4 • Seasons

Comprehension 60

Characters Inside and Outside

Character Name Outward Inward

1.

2.

3.

4.

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Molly’s PilgrimReading 4 • Seasons

Vocabulary 62 1. I admire people who do not let disabilities stop them from playing

sports.

2. The little girl had corkscrew curls that would bounce back in place after she pulled on them.

3. Maria was not very grateful because she was ignorant of how much her parents had paid for tickets to the play.

4. We often see our Jewish neighbors walking to the synagogue on Saturdays to worship.

5. Our family’s tenement in the poorer section of the city was crowded, and disease spread quickly from room to room.

6. I could not understand the Jewish woman because she was speaking in Yiddish.

Vocabulary 63 1. We are not allowed to keep our backpacks in the aisles between

desks at school.

2. Grandma used bright red thread to embroider roses on the pillowcases.

3. The woman’s hair was completely covered by the headdress she wore as part of her costume.

4. Nicholas managed to hit a fly ball even with his injured wrist.

5. In a voice I could barely hear, my sister murmured that she was too tired to eat anything for supper.

6. The other boys taunted James when he pronounced the team name incorrectly.


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SSR Journal: PlotReading 4 • Seasons

SSR Journal 65a

Plot: Beginning, Middle, and End

Book Title:

Author:

Beginning

Middle

End

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SSR Journal: PlotReading 4 • Seasons

Plot Summary

In one paragraph, summarize the plot of your book. Use your Plot: Beginning, Middle, and End chart to help you. Remember not to give away the ending of the book.

SSR Journal 65b

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“The Cherry Trees”Reading 4 • Seasons

We made arrangements to have the old oak tree trimmed. One of its boughs was broken. Several others looked so fragile that they seemed about to break as well. The dry leaves on the broken limb were brown and full of crinkles. The limb hung down to the earth as if bent under a heavy burden. When the dead branch was trimmed off, the tree seemed glad to release it.

Vocabulary 66

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“The Cherry Trees”Reading 4 • Seasons

Symbolism and Theme

Comprehension 66

Symbol Meaning Theme

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Look Again: “The Cherry Trees”Reading 4 • Seasons

Comprehension 67

Name Meanings

Hebrew NamesName Meaning

Daniel “God is my judge”

Hananiah “The Lord is gracious”

Mishael “Who is like God?”

Azariah “The Lord helps”

Babylonian NamesName Meaning

Belteshazzar“Bel protects his life”

(Bel means “lord” or “master” and was used of a Babylonian god.)

Shadrach “Command of Aku”(Aku was a Babylonian god.)

Meshach “Who is like Aku?”

Abednego“Servant of Nego”

(Nego was a Babylonian god. This name could also possibly refer to the god Nebo.)

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“A Christmas Carol”Reading 4 • Seasons

1. The bleak afternoon and the drafty one-room schoolhouse made the students wonder if spring would ever arrive.

2. The prince feared his father’s death since he would be expected to reign.

3. The wooden chair sufficed when there was no place else for Tom to sit.

4. The farmer found that he could not sustain his cows with the dry grass in his fields.

Vocabulary 68

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Shooting at the StarsReading 4 • Seasons

Vocabulary 69

1. “Load the artillery and prepare to defend the fort,” shouted the officer to his men.

2. Grandpa said it was best to plant the vegetable garden in the well-drained loamy ground near the pond.

3. The farmer’s meager harvest was due to a lack of rain.

4. The traitor thought about the terrible crime he had committed against his country as he walked slowly to his prison cell.

5. The rival teams declared a truce and agreed to play a friendly game of football.

6. The family took the wretched puppy in and gave it food, water, and a warm bath.

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Look Again: Shooting at the StarsReading 4 • Seasons

Point of View

Singular Plural

First persontalking about yourself I, me, my, mine we, us, our(s)

Second persontalking to another person or

a group of people

you, your(s) you, your(s)

Third persontalking about someone or a

group of peoplehe, she, it, him, his, her(s), its they, them, their(s)

Comprehension 70

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Snowflake BentleyReading 4 • Seasons

Vocabulary 71

1. The encyclopedia provided José with hours of interesting reading on a variety of topics.

2. Randy is an expert in martial arts and has had a black belt for several years.

3. Tim and his father stood on the rim of the Grand Canyon and stared at the grandeur that stretched out before them.

4. The intricate pattern of the wood carving took the artist many hours to complete.

5. Rick bought an old film negative of New York City to add to his photographic collection.

6. The most fun that Carl had at summer camp was when the boys pelted each other with mud pies before a swim in the lake.

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Bible ProverbsReading 4 • Seasons

1. We are blessed daily with God’s bountiful mercy and goodness.

2. John’s integrity prompted him to return the extra change the store clerk gave to him.

3. The children lived in such penury that they were happy to have bread and water for their supper.

4. Satan wants a person to do what is perverse rather than what is right.

5. When the plumber comes to repair the sink, we render payment to him.

6. Through Jesus, God offers forgiveness to all transgressors.

Vocabulary 73

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Bible ProverbsReading 4 • Seasons

Comprehension 73

Proverbs from Around the World

Only a fool tests the depth of the water with both feet. —African proverb

An army of sheep led by a lion would defeat an army of lions led by a sheep. —Arabian proverb

Don’t count your chickens before they hatch. —English proverb (from several countries)

The early bird gets the worm. —American proverb

The cobra will bite you whether you call it cobra or Mr. Cobra. —Indian proverb

If you make a habit of buying things you do not need, you will soon be selling things you do. —Philippine proverb

The beginning of health is to know the disease. —Spanish proverb

Words have no wings but they can fly many thousands of miles. —South Korean proverb

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“Confucius”Reading 4 • Seasons

Vocabulary 74 1. Two of my ancestors on my mother’s side of the family fought in

the American Revolutionary War.

2. I helped cultivate the garden by watering the plants and pulling weeds.

3. Reciting the Pledge of Allegiance is a rite we perform every morning before class.

4. Brushing my teeth is a ritual that I make sure to do every morning.

5. As the king’s subject, I must obey the laws he makes for the kingdom.

6. Proverbs 31 describes virtues, such as kindness and wisdom, that are found in a godly woman.

Vocabulary 75 1. Henry’s conscience bothered him because he lied to his parents

about finishing his homework before going to play outside.

2. During a storm, the high winds and strong rains are a revelation of God’s power.

3. Teachers have certain rules and standards of behavior that they expect their students to follow.


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Comprehension 74a

People and Government

People are not good.

Government influences people.

People make up the government.

Government is not good.

Confucius’s solution: Teach followers to live a noble life, and encourage them to serve in government.

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Confucius K-W-L Chart

What I Know What I Want to Know What I Learned

Comprehension 74b

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Older Brother, Younger BrotherReading 4 • Seasons

Vocabulary 76 1. The king beckoned his servant to approach his throne.

2. The store owner could barely eke out a living during the Great Depression.

3. Mary was speechless when she saw the magnificent painting in the museum.

4. Kent mourned the loss of his pet snake.

5. The coach said, “A good sport should not have a scowl on his face when the other team wins.”

6. The spoiled child became spiteful when he did not get his own way.

Vocabulary 77 1. The little boy tried desperately to get his father’s attention as they

walked past the toy store.

2. The Christmas lights hanging on the eaves of our house look pretty at night.

3. The classroom was filled with harmony as the students worked together on their projects.

4. As the bear searched the hollow log for honey, hordes of bees flew out.

5. Tom tapped his foot impatiently as he waited for Sam.

6. The sweet smell of incense was very strong in the Asian market.


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Five Basic Relationships in Confucianism

Duty: to set a good example of proper behavior

Duty: to show respect and obedience

Father Son

Older Brother Younger Brother

Husband Wife

Older Friend Younger Friend

Ruler Subject

Comprehension 76a

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Comprehension 76b

Character Chart Part 1

Main Characters’ Words or Actions

Nolbu—Older Brother Wise(Good)

Foolish(Bad)

Hŭngbu—Younger Brother

Wise(Good)

Foolish(Bad)

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7.

8.

9.

10.

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Character Chart Part 2Main Characters’ Words or Actions

Nolbu—Older Brother Wise(Good)

Foolish(Bad)

Hŭngbu—Younger Brother

Wise(Good)

Foolish(Bad)

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6.

7.

8.

9.

10.

11.

Comprehension 77

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SSR Journal: Plot and Character Development

Reading 4 • Seasons

SSR Journal 79

Plot and Character DevelopmentBook Title:

Author:

Plot Character Development

Beginning

What is happening?

Main Character

What is the character like?

Middle

What key events are happening or

changing?

What problems arise?

What is the main character’s response to these events and problems?

End

How do events end?

How are the problems solved?

How has the main character changed from the beginning of the story?

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“A Backwoods Boy”Reading 4 • Determinations

Vocabulary 80 1. “It is hard for me to condense my summer vacation into just a few

sentences,” said Tina.

2. The family became sick during the flu epidemic, but they are all well now.

3. The homestead was a busy place during spring planting, so each member of the pioneer family had chores to do.

4. Martin would not neglect his Bible reading each morning.

5. Ally closed her book and recited the poem she had memorized.

6. Since Ethan is very sociable, he easily made friends at his new school.

Vocabulary 81 1. The toddler’s awkward movements did not allow much cereal to

make it into his mouth.

2. “I will not fight you,” Ramón defiantly told the bully.

3. It is hard to navigate from one end of the lake to the other because so many boats are out sailing.

4. “I was hoping that you would oblige me by coming to my house for dinner,” said Sharon to the town’s mayor.

5. The Italian restaurant had a reputation for serving a delicious dessert with every meal.

6. Micah was seen roving through town looking for his lost dog.


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Comprehension 80a

Abraham Lincoln Comes Alive

Appearance Background Behavior

Early Years (Birth to 12)

Teen to Early Adult Years (13 to 21)

Adult Years (22 to 28)

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Abraham Lincoln on the Move

Shade the mark near the community name and draw a line with an arrow from one location to the next as you read about Abraham Lincoln’s moves. The map represents the United States as of 1840.

Comprehension 80b

Illinois

WisconsinTerritory

IowaTerritory

Michigan

Ohio

Virginia

Tennessee

Missouri

New Salem

Springf ield

Vandalia

LittlePigeonCreek

Knob Creek

Hodgenville

Decatur

Indiana

Kentucky

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Vocabulary 82

1. Eileen was so ambitious that she practiced her flute for three hours every day in order to join the all-state band.

2. “Where is the boundary between the two soccer fields?” asked the coach.

3. Kelly spoke with confidence and was not afraid when she answered the judge’s questions.

4. “Do not get into a debate about which flavor is best whenever we go out for ice cream,” the father told his children.

5. Stephanie was intrigued by the claws of the crab she found on the beach.

6. “I propose we go to the beach this year for vacation since last year we went to the mountains,” suggested Randy.

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“Lincoln”Reading 4 • Determinations

1. Ellen was earnest when she told her best friend how much she liked his new bicycle.

2. The light of the full moon etched the giant oak’s shadow on the barn.

3. The king dressed in humble clothing when he hunted in the woods.

4. Loretta kindled the dry wood in the fire pit to warm up the cold campers.

5. Ron found a ruddy maple leaf to add to the orange and yellow leaves he had gathered for his science project.

6. Juanita trudged home from the store after losing the money her mother had given her for ice cream.

Vocabulary 83

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“The Legend of John Henry”Reading 4 • Determinations

1. If there is an advertisement for meatballs in the newspaper, are the meatballs being sold or being eaten?

2. If a house is under construction, is it being built or is it ready to live in?

3. If the runner falls to the ground in exhaustion after crossing the finish line, is he full of energy or extremely tired?

4. If an iron horse runs on rails across the country, is it a statue of a horse or a steam engine that pulls train cars?

5. If the race began with a signal, did someone blow a horn or did someone start too early?

6. If a contest is “boys versus girls,” are the two groups working together or are they competing against each other?

Vocabulary 85

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“American Folksongs”Reading 4 • Determinations

Vocabulary 87

The colonists lined the dusty road as their soldiers marched into the village. The soldiers were dressed in their traditional blue uniforms. Their clothing was ragged and stained. Their shoes were worn. The rhythmic beat of the tired drum sounded as they passed. The tenderness in the young men’s faces had disappeared. They needed physical and spiritual strengthening. The villagers fed the men supper. Then they shared testimonies of God’s love and how He had protected them while the soldiers had been at war.

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“American Folksongs”Reading 4 • Determinations

American Folksongs K-W-L Chart

What I Know What I Want to Know What I Learned

Comprehension 87

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DandelionsReading 4 • Determinations

1. The fox ran down into its burrow for safety. Did the fox run to its mother or to its home in the ground?

2. The soldiers carefully carried the heavy kegs of gun powder to the storage room. Did they carry large barrels or small pouches?

3. The prisoners leered at the guard through the bars of the jail cell. Did the prisoners stare rudely at the guard, or did they yell at the guard?

4. God hears us when we repent and plead for mercy. Are we begging for mercy or hinting for mercy?

5. After I rode the scary roller coaster, my legs quivered as I walked away. Did my legs shake, or did they hurt?

6. We trundled down the dirt road in my grandpa’s old pickup truck. Did we break down on the road, or did we roll along the road?

Vocabulary 88

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Mood, Setting, Symbol, and Theme

Match the term to the example.

A. mood: a certain emotion, or feeling, that an author wants the reader to feel through a story

B. setting: the place and time of a story C. symbol: an object, a person, or an animal that represents

something else D. theme: the author’s message in a story

1. Danzee, the dragon, is a bridge for Janwahr in several different ways.

2. Daniel stood before King Nebuchadnezzar in his palace in Babylon.

3. In “Wind Song,” the poet wants the reader to recognize the song the wind makes as it touches things in its path.

4. Betsy misses the comforts of her life in the city. There is no one to help her with her coat or ask her how she stood the trip. She feels homesick as she struggles to adjust to the different way of life on the farm.

Identify the mood, setting, symbol, and theme of “The Cherry Trees.”

5. God gives Christians grace to help them respond rightly to Him in difficult times.

6. Charis comes home early from school because a snowstorm is starting.

7. Charis sobs. She does not understand why God let her grandmother die.

8. The small twigs on the cherry trees are too weak and fragile to bear heavy snow, so they fall to the ground. The large branches of the cherry tree bend but do not break beneath the heavy snow.

Comprehension 88

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Vocabulary 89

1. Elizabeth cherishes her memories of the summers she spent at her grandparents’ house when she was a girl.

forgets treasures dislikes

2. William spends his free time at the livery, where he watches as the servants care for the horses.

stable farm zoo

3. Mom ruined her new shirt when the scorching iron melted the fabric.

very cold very small very hot

4. The gardener used a spade to dig the weeds out of the flower bed.

weed whacker shovel hoe

5. The tinge of red on the green tomatoes in our garden told us they would be ripe soon.

trace smell taste

6. We had to transplant the cactus to a sunnier spot in the yard because it was not growing in the shade.

cut down move bury

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Look Again: DandelionsReading 4 • Determinations

Comprehension 90a

Attitudes and Responses

Example 1

Jessica came home after school and threw her backpack on the kitchen table. She plopped down in a chair, yanked her shoe off, and threw it across the room.

“Bad day?” asked her brother, dodging the other shoe that she threw at him when he walked into the kitchen.

Jessica glared at him. “I failed my test!” she said and burst into tears.

What problem does Jessica have?

What is Jessica’s response (words or actions) to her problem?

What words describe Jessica’s attitude toward her problem?

What does the Bible say about Jessica’s response?

What response does God want her to have?

Based on verses we have found, does Jessica have a biblical attitude and response?

Does she need to make things right with God or others?

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Comprehension 90a (continued)

Example 2

After the baseball game, Mark went over to a player on the other team. “Great home run!” he said. He stuck his hand out. “Good game! But maybe we’ll win next time!” He smiled and shook the other player’s hand.

What problem does Mark have?

What is Mark’s response (words or actions) to his problem?

What words describe Mark’s attitude toward his problem?

What does the Bible say about Mark’s response?

What response does God want him to have?

Based on verses we have found, does Mark have a biblical attitude and response?

Does he need to make things right with God or others?

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My Attitude and Response

Think about a problem or a difficult situation you may have experienced. It could be something you are experiencing right now. Complete the chart. Use a Bible concordance as necessary. Your chart will not be seen by any other students.

What is/was my problem or difficult situation?

What response (words or actions) do/did I have?

What words describe my attitude?

What does the Bible say about my attitude and response? (Include verse references.)

What attitude and response does God want me to have? (Include verse references if different from above.)

Based on the verses I have found, did I have a biblical attitude and response?

Do I need to make things right with God or others?

Comprehension 90b

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“Moving West: Then and Now”Reading 4 • Determinations

1. The parents sat under the awning of the house to keep cool while the children played in the sprinkler. Is an awning a window or a type of covering?

2. It is less expensive for a bakery to buy flour and sugar in bulk since many desserts require both ingredients. Does bulk mean large amounts or small packages?

3. The United States Navy has a fleet of ships and submarines ready to go to sea if the country is attacked. Is a fleet an organized group or a disorganized group?

4. The train carried lumber and other freight across the country. Is freight referring to supplies or to passengers?

5. Dad outfitted our playhouse with a secret trapdoor and hidden drawers and cabinets to hold our toys. Does outfitted mean decorated or set up?

6. The ducks splashed around in the horse’s trough. Is a trough a pond or a large container?

Vocabulary 91

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The Black StallionReading 4 • Determinations

Vocabulary 93

1. The young mother gently caressed the head of her sleeping baby.

2. I was elated to find out I had won the prize for the best science project.

3. The boy extended his finger, hoping the ladybug would climb onto it.

4. “We will get your son out of the burning house,” said the firefighter, trying to calm the hysterical mother.

5. Do not swim too close to the reef, or you might be stung by a jellyfish.

6. I could see nothing in the dark room. It looked like a black void.

Vocabulary 941. The lobster is considered a seafood delicacy because of its

delicious meat.

2. After the lights went out during the basketball game, there was an eerie silence in the gym.

3. The weary athlete ran in short, fitful bursts of speed to finish the race.

4. The hiker slipped and fell over the edge of the ravine.

5. I have never seen a dog growl with more savageness than mine did when the burglar broke through the front door.

6. Even after we poured water on the campfire, pieces of wood were still smoldering.


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The Black StallionReading 4 • Determinations

Vocabulary 95

My sailing trip is a jumble of different memories. At first I was incredulous! I could hardly believe I was finally taking the voyage I had dreamed of. I loved the salty smell in the air, and I enjoyed watching the pelicans swoop over the sea. I liked listening to the Irish brogue of the sailors as they joked with each other. But when a gale arose one night, I realized the sailors were very serious about their work. Just when I thought the sea would envelop the ship, the sailors sprang into action. They showed great mastery over the ropes, pulleys, and sails, and I knew we were going to be safe.

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Look Again: The Black StallionReading 4 • Determinations

Map the Action: Instructions

1. Alec’s ship sets sail from India. Color the country of India purple.

2. Alec sails through the Arabian Sea, the Red Sea, and the Mediterranean Sea. He sails between Morocco and Spain. Draw his ship’s route in red.

3. The black stallion comes aboard the ship at a small Arabian port. Color the country of Saudi Arabia yellow.

4. Alec’s ship is sailing north past Portugal when the storm hits. Color the country of Portugal green.

5. Alec and the Black are rescued by Irish sailors. The sailors are traveling south from Ireland in Europe to Brazil on the continent of South America. Color the country of Ireland blue. Color the country of Brazil pink.

6. Draw the route the Irish sailors take from Ireland to Brazil in black.

7. The island where Alec and the Black land would be somewhere off the coast of Portugal. Remember that the Irish sailors pass near enough to the island to see the smoke from the fire. Draw the island in the Atlantic Ocean where you think it might be.

8. Alec finally goes home to his parents in New York. Find the state of New York in North America and color it orange.

Comprehension 96

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HorsesReading 4 • Determinations

Vocabulary 97

1. My friend had to explain the complicated game three times before I understood it.

2. Making wagon wheels was an important industry in early America.

3. We heard a sharp whack! as the polo player’s mallet hit the ball.

4. Have you registered your dog with the American Kennel Club?

5. Before the horse was shod, he injured his hoof on a rock.

6. We used a moving van to transport our furniture to the new house.

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“Champion Stock”Reading 4 • Determinations

Vocabulary 991. We will be neighbors because our new farm adjoins yours.

2. The tornado’s wild rampage through the fields broke fences and ripped the corn from its stalks.

3. The teenager’s reckless driving earned him a speeding ticket.

4. The coat of the sorrel horse glistened like sunlight shining through orange maple leaves in fall.

5. The cowboy lightly touched the mare’s sides with his spurs, and she broke into a gallop.

6. My brother bought a calf that was bred from the very finest stock, and he hopes it will win a prize at the county fair.

Vocabulary 1001. If a person blubbers after hearing bad news, is that person

laughing or crying?

2. If a person says a horse is a buckskin, is that person talking about the horse’s color or its size?

3. If you tighten the cinch before riding a horse, are you making the saddle more or less secure around the horse’s belly?

4. Is a gadget an amount of money, or is it an item that helps with work?

5. If a horse is up to its hocks in mud, does the mud reach its knees or its neck?

6. If a horse is too ornery to ride safely, is it a gentle or a bad-tempered animal?


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Look Again: “Champion Stock” & The Black Stallion Reading 4 • Determinations

Possible Solutions to Problems in a Story

Solution Example

1. The main character solves his own problem.

“Janwahr’s Bridge”

2. Another character solves the problem.

Fire on the Mountain

3. The problem is solved by an unexpected twist in events.

“The Man Who Bought a Dream”

Comprehension 101

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Psalm 51Reading 4 • Determinations

1. Andrea acknowledged that she likes snakes.

2. The cattle rustler was not contrite when he stood before the judge because he did not believe he had done anything wrong.

3. The young cowboy despised cleaning the stables.

4. When Jon visited Israel, he saw hyssop growing in the desert.

5. The thief had a guilty conscience because of his iniquity.

6. To purge the dog of fleas, the boy washed it using a secret family recipe given to him by his grandfather.

Vocabulary 102

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“Word of Honor”Reading 4 • Determinations


Vocabulary 1031. Because of the echo in the cave, we ___.

2. To be eligible for ice cream, the students had to ___.

3. To honor the wounded veterans, the high school choir ___.

4. Without permission from their coach, the team could not ___.

5. Marcia’s signature was so sloppy that the teacher told her to ___.

6. Because Abraham Lincoln was tall, his stride was ___.

Vocabulary 1041. Cassie’s ability to play the piano made the service at the nursing

home more enjoyable for the residents.

2. “My grandfather’s dappled horse has markings similar to a giraffe,” said Alonzo.

3. The dog did not forsake the lost child in the cold, dark forest.

4. When it started to rain, Walter was glad he had applied water repellent to his tent.

5. “Safeguard the blue diamond with your life,” the jeweler told the guard.

6. Renée spent so much time in the pool that her fingertips began to shrivel.

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“Word of Honor”Reading 4 • Determinations

Plot

Pyr

amid

: Sto

ry C

limax

Comprehension 103

Rising A

ctio

n

Falling Action

Clim

ax

Begi

nnin

gEn

d

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SSR Journal: Story ClimaxReading 4 • Determinations

SSR Journal 106

Plot

Pyr

amid

: Sto

ry C

limax Risi

ng Act

ion

Falling Action

Clim

ax

Begi

nnin

gEn

d

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“River’s Rising”Reading 4 • Exploits

Vocabulary 1071. The flowering vine coiled around the Millers’ mailbox post.

2. Living on a houseboat is a lot like having a floating apartment.

3. Ray tied the boat to the dock and stepped onto the landing.

4. Barb looked at the finished project with satisfaction.

5. Since it was raining, Dan put his slicker on to keep his clothes dry.

6. Jude frightened the girls, causing them to scream in terror.

Vocabulary 1081. If Mom nodded with approval at the clean room, was she happy

or unhappy with how it looked?

2. If the crowd of people formed a bottleneck at the top of the escalator, were they creating an open path or a traffic jam?

3. If a boat travels with the current from one town to the next, will its return trip be faster or slower?

4. If the child lashed his balloon to a lawn chair, did he whip it or fasten it?

5. If a boat is held with mooring lines, will it float away or remain in place?

6. If wood splinters, does it break into small, thin pieces or thick chunks?


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“River’s Rising” Reading 4 • Exploits

Vocabulary 109

1. The rudder turned left and right as the boat sailed around the rocks.

2. The people tried to salvage their belongings after the tornado tore through town.

3. The boat narrowly missed the sandbar that stuck out of the water.

4. The boat turned in the water as the captain moved the tiller.

5. The underbrush scratched at Kara’s legs as she walked through the woods.

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“John 3:16—A True Story”Reading 4 • Exploits

Vocabulary 1101. The lady was gesturing with her hands, but I could not understand

what she was trying to say.

2. The lamas lived a secluded life, dedicated to their god.

3. The peasants of the land farmed from sunrise to sunset to earn a living.

4. The king’s province covered a vast area that included a mountain range.

5. Few people made their home in the dry and dusty wilderness.

Vocabulary 1111. We saw the sun rise over the crest of the hill.

2. Martin eagerly scrambled to reserve the back seat on the bus.

3. Dad’s favorite sports program was interrupted when the computer went offline.

4. The farm girl’s fancy dress seemed ordinary compared to the city girl’s gown.

5. Five-year-old Ella’s persistence was rewarded when she finally tied her shoes for the first time without help.

6. The boys fearlessly reached their hands into the recesses of the rocks.


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“When I Survey the Wondrous Cross”Reading 4 • Exploits

1. I looked at the black widow spider with contempt before I smashed it.

strong dislike interest great approval

2. We mingled red and white paint so we could decorate the wall with pink roses.

separated spilled blended

3. The scientist felt out of his realm of experience when he entered the poetry contest.

time area moment

4. The runner surveyed the weather reports to see if it would rain on the day of the race.

bought printed looked at

5. We made a vain attempt to keep our canoe upright, but the strong current turned us over.

useless brave proud

6. The wondrous view from the airplane window included huge, white clouds.

scary amazing interesting

Vocabulary 112

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The Cabin Faced WestReading 4 • Exploits


Vocabulary 1141. The crier ran through the streets announcing the king’s arrival to

the city.

2. The deserter ran away from the battlefield and hid in the forest.

3. A tornado produces fierce winds that can send cars flying through the air.

4. I thought it was peculiar that the lady wore a coat, scarf, and gloves to the park in the middle of July.

5. Parts of the gardener’s shirt were ragged from getting caught on the rose thorns.

6. The bright lightning hurt our eyes as it streaked across the dark sky.

Vocabulary 1151. The hurricane battered the small town so badly that most of the

buildings were knocked flat to the ground.

2. Summer vacation was so busy that it seems like a blur now that school has started.

3. My flimsy little sweater did not keep me warm in the cold, biting wind.

4. We hid up in the loft of the barn and spied on Grandpa as he milked the cow.

5. When water began to seep out of the washing machine, we realized it was leaking.

6. The homeless man had tattered clothes, so Dad gave him new shirts, pants, and shoes to wear.

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Our FarmReading 4 • Exploits

1. When my little sister got lost in the grocery store, I found her wandering aimlessly in the frozen foods section.

2. The craft fair had diverse items for sale, including jewelry, knitted work, and woodcarvings.

3. The damp, swampy area was the perfect habitat for frogs.

4. I named my pet chicken Matilda when she was just a hatchling.

5. I thought the car looked nice on the outside, but Dad said it has internal problems.

6. We walked up and down the hallway, trying to orient ourselves to the layout of the new school.

Vocabulary 116

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Our FarmReading 4 • Exploits

Vocabulary 117

Latin Prefixes Latin Roots at—to; toward tract—to pull, draw, or drag con—together; with serv—to save or keep re—again; back

1. When I place the magnet on my desk, it attracts these paper clips.

pulls toward pulls again pulls out

2. The park rangers are working to conserve the surrounding forests.

cut down keep or protect pull back

3. We have excess lemonade that we could not sell at our stand.

saved back drawn out beyond amount needed

4. My dad tries to maintain the yard by mowing every week.

keep in good condition water destroy

5. The owl is a predator of small rodents like mice and squirrels.

one who loves one who protects one who feeds on

6. Many sheep reproduce in the spring, so we see baby lambs in May.

save toward produce again draw back

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“Lost and Found”Reading 4 • Exploits

When my teacher saw that I was having trouble solving the math problem, she offered her assistance.

Vocabulary 118

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Look Again: “Lost and Found”Reading 4 • Exploits

Comprehension 119

Narrative Poem Word Web“How I Helped”

Detail Detail

Detail Detail

The Problem

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My Prairie YearReading 4 • Exploits

1. The American flag billowed from the back of the fire truck during the Memorial Day parade.

hung down waved fell

2. The canvas tent was so large that it took four men to set it up.

strong, coarse cloth heavy, rough metal light, smooth wood

3. Sandy envied her best friend, who was going on vacation to Hawaii.

praised followed was jealous of

4. Craig helped his father hoist the canoe out of the lake.

keep lift push

5. The store was closed on the Fourth of July because the proprietor wanted his employees to spend the day with their families.

renter owner customer

6. The tepid soup did not taste as good to the children as the steaming soup did.

warm hot cold

Vocabulary 121

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Comprehension 121El

enor

e’s

Day

-to-

Day

Act

iviti

esM

ond

ayTu

esd

ayW

edne

sday

Thur

sday

Frid

aySa

turd

aySu

nday

Act

ivit

y

One

det

ail

abou

t the

ac

tivi

ty

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1. The guard at the museum told the boisterous students that they would have to leave if they did not behave.

2. Ron and Norma ordered an enormous pizza for their party.

3. The Ferris wheel operator at the fair promised the crowd incredible views of the countryside from the top of his ride.

4. The flames from the burning house scorched the neighbor’s garage.

5. “The first time I saw Niagara Falls, I stood transfixed by the power of the rushing water,” said Fred.

6. The pilot urgently asked the passengers if there was a doctor on the plane.

Vocabulary 122

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Family HistoryReading 4 • Exploits

Comprehension 125

Family Tree Checklist

Family Tree designed by: _______________________________________

YES NO

1. Does the family tree have at least three generations represented? ☐ ☐

2. Does the family tree include the first and last names of each person? ☐ ☐

3. Does each living member of the tree have the year of birth recorded? ☐ ☐

4. Does each deceased member of the tree have the year of birth and ☐ ☐ year of death recorded?

5. Are the lines properly connecting ancestors and descendants? ☐ ☐

Evaluated by: _________________________________________________

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“John Wesley: A Fiery Brand“Reading 4 • Exploits

Vocabulary 127Brian had endured the laughter of his sisters long enough.

“Could you PLEASE be quieter?!” he yelled angrily. He was already struggling to understand the Bible passage he was reading, but the commotion made it impossible to concentrate. He picked up his Bible and walked down the hall to his dad’s study. Once there, he pulled a large commentary from the shelf. Brian had seen his dad use this book while studying the Bible. Maybe it would help him. He turned to the page that explained Matthew 12:36, and then read the verse aloud. “But I say unto you, That every idle word that men shall speak, they shall give account thereof in the day of judgment.” In that moment, the verse made perfect sense. His heart was convicted.

Vocabulary 128 1. After my grandfather’s heart was converted, many things in his

life changed.

2. The religious fanatics slept on beds of nails and walked barefoot on broken glass.

3. The heretic denied the truth of the Bible.

4. The caterpillar was transformed into a beautiful butterfly.

5. Peggy saw only water as she looked across the vast ocean.

6. The sports fans showed their zeal by waving flags and shouting.


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“John Wesley: A Fiery Brand”Reading 4 • Exploits

Comprehension 127

Cause-and-Effect Relationships

CauseWhy?

EffectWhat happened?

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“Night Ride to River Station”Reading 4 • Exploits

Vocabulary 130 1. I clumsily dropped the tall stack of packages.

neatly awkwardly gracefully

2. Ethan crumpled the paper and threw it in the trashcan.

straightened folded wrinkled

3. Mom hurried to get in the express lane at the grocery store.

quick slow first

4. The little girl fidgeted in her seat during the play and distracted others.

rested rocked wiggled

5. Nathan yelped as he walked barefoot across the gravelly driveway.

smooth rocky prickly

6. The tune from a soldier’s harmonica echoed throughout the camp.

mouth harp cowbell wind chime

Vocabulary 131 1. The green leaves of the aspens turn yellow and fall to the ground.

2. Because the girl had lied many times, her friends were distrustful of her words.

3. Christine heaved her loaded bookbag into the trunk of the car.

4. Mom gave a sigh of relief when no one was hurt in the accident.

5. The old woman lives a solitary life now that her husband is in heaven.

6. My muscles drew up tensely just before I was to perform a piano solo.


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“God’s Creation”Reading 4 • Creations

1. The mirror reflected an image of my freckled face and curly red hair.

2. When the geese on our pond start to multiply, we know they are coming back from their winter in the south.

3. The children found it hard to subdue the overly excited dog because it weighed fifty pounds.

4. Would Goliath be a suitable name for our pet mouse?

Vocabulary 134

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“God’s Creation”Reading 4 • Creations

Comprehension 134

Days of Creation Week

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

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“The Pea-Pod Man”Reading 4 • Creations

1. If something pooled when I poured it out of a container, would it be a powder or a liquid?

2. If the girl was refreshed after a nap, did she feel energetic or sleepy?

3. If my plants thrive in the heat, do they wither or grow strong and tall?

4. If watercress is used in salads, is it a leafy plant or a spiny cactus?

Vocabulary 135

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The Fire ChildrenReading 4 • Creations

Vocabulary 136

Evelyn leaned over to smell the bright hibiscus growing in the garden. As she did, she noticed a small door in the ground. At the same time she heard footsteps approaching from behind. Quickly she hid behind a bush. She watched as several children tiptoed quietly through the garden. They opened the trapdoor and disappeared underground. “I suspected this garden was being used as the entrance to a secret underground passage,” Evelyn said to herself. “And now I’m going to find out where it leads.”

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“Can You Tell the Difference?”Reading 4 • Creations

1. Ants use their antennae to smell, touch, taste, and hear their surroundings.

2. Cold-blooded animals often nap in the sun to warm their bodies.

3. The hungry caterpillar is the larva that eats great amounts so it can mature into a butterfly.

4. The pupa stage is the resting stage during which the caterpillar changes into a butterfly.

5. Most reptiles live on land because they breathe through lungs, but some live in the water.

6. The creature’s long snout came into sight long before the rest of its head and body.

Vocabulary 138

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“The Rhinoceros”Reading 4 • Creations

Vocabulary 139

1. Grandpa waved and called “Farewell!” as he backed the car out of the driveway.

2. The anteater—with its narrow head and long nose—is a homely beast.

3. People who do not believe in God sometimes give Mother Nature the credit for creation.

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“The Rhinoceros”Reading 4 • Creations

Word Play

Comprehension 139

The third baseman danced his way to the ball.

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Look Again: “Can You Tell the Difference?” & “The Rhinoceros”

Reading 4 • Creations

Comprehension 140

Research and Collect Information

Animal:

1. Where does this animal live?

2. What does this animal eat?

3. What behavioral traits are unique to this animal?

4. What physical traits are unique to this animal?

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The Soup StoneReading 4 • Creations

1. The farmer appreciated that his grandchildren spent many hours painting his barn.

2. The woman furiously shouted “Stop!” at the purse snatcher.

3. The angry boy stalked across the room and slammed the door.

4. The girl did not have many friends because she spoke so tartly.

5. The man’s gray trousers were splattered with muddy water from the puddle.

6. The house shook vigorously during the earthquake, but it did not collapse.

Vocabulary 141

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The Soup Stone Reading 4 • Creations

Comprehension 141

Folktale Variations

The Soup Stone is a folktale that has been told in different cultures with different main characters and a variety of inedible objects used to make the soup. Conduct an online search of “Stone Soup folktale variations” to identify several different main characters, European countries, and inedible objects that appear in versions of this folktale.

Main Characters Countries Inedible Objects

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The Soup StoneReading 4 • Creations

Vocabulary 142

1. The aroma of freshly baked chocolate chip cookies made Sam’s mouth water.

sight smell taste

2. The art expert critically examined the two paintings and noticed that one was the original and the other was a copy.

carefully thoughtlessly quickly

3. The man haughtily entered the mayor’s office and demanded an appointment.

humbly quietly proudly

4. Elizabeth looked indifferently at the two new backpacks and let her sister pick the one she liked better.

uninterestedly excitedly forgetfully

5. Ralph looked intently in the car for his lost wallet, but he could not find it.

quickly gently closely

6. After the speaker resumed her seat, she relaxed and took a long drink of water.

jumped up from went back to ran away from

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“Stone Soup Recipe”Reading 4 • Creations

1. I took a cooking class and learned how to dice vegetables like a chef.

2. Ryan shredded the cheese for the tacos that his mother made for dinner.

3. The average corn stalk is about eight feet tall.

4. The gardener planted enough tomatoes to yield several bushels.

Vocabulary 145

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“Firefly”Reading 4 • Creations

Vocabulary 147

1. Snow was alien to the people who lived on an island near the equator.

2. The strong astringent odor in the room caused several people to feel sick.

3. Christine was excited to explore the depths of the cavern.

4. The young people moved together in a constellation around the park as they searched with their flashlights for the hidden object.

5. “I do not understand your enigmatic remark that the house on the hill is not like the others,” said Arlene. “It looks normal to me.”

6. The spy slyly removed the top secret plans from the general’s briefcase.

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“Hornbill’s Hot Day”Reading 4 • Creations

1. We could not help but marvel at the tricks the tightrope walker performed at the circus.

2. As the sun set over the mountains, it turned the sky a bright scarlet.

3. We built a splendid fort out of blankets and pillows, but then our dog knocked it over.

4. My little brother thinks it is funny to walk around flapping his arms and squawking like a chicken.

5. I could not utter one word when Dad brought out the new bicycle that was my birthday present.

6. Thanksgiving turkeys are known for their red wattles that hang down from their necks.

Vocabulary 149

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HornbillReading 4 • Creations

Vocabulary 150

1. Grandma put stuffing in the cavity of the turkey before she put it in the oven.

2. The big mountains in Alaska were quite impressive to the visitors from the flat plains of Kansas.

3. A person’s eye color is determined by different amounts of a certain pigment.

4. We used gel to plaster our hair into funny styles for “Crazy Hair Day” at school.

5. The bird preened its feathers after splashing around in the birdbath.

6. It is illegal to hunt or catch a bald eagle in the United States because it is a protected species.

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1. Male birds often have bright colors that help them court female birds.

find attract frighten

2. Pigs do not mind living in a filthy pen.

dirty small crowded

3. Grandpa flirts with Grandma and asks her if she will marry him even though they have been married for fifty years!

hugs lovingly talks kindly teases playfully

4. A cow regurgitates food that it has already eaten and chews it again.

brings back up swallows again nibbles little by little

5. It is exciting to see little plants sprout a few weeks after we plant the seeds.

begin to bloom begin to grow begin to spread

6. The victor of the final tennis match receives a trophy.

hero star winner

Vocabulary 151

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Vocabulary 152

1. The teacher gathers data from the students’ graded project to decide .

2. The wrecking ball created a lot of destruction when .

3. The forest rangers said they would arrest anyone who tried to poach .

4. It took the lady a long time to recover after her car accident because .

5. When my brother took my favorite book, I made a threat to .

6. Because the weather was uncertain, we did not know if we should .

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Look Again: HornbillReading 4 • Creations

Stewardship

President Theodore Roosevelt wanted to make sure that American public land was protected and used properly. Roosevelt made many of these special areas into national parks. Today, these national parks are protected and available for people to enjoy. Their rich beauty and unique features are great examples of God’s design. Crater Lake, Oregon, is an area that President Roosevelt set aside as a national park. He also designated other areas, such as the Grand Canyon in Arizona, as national monuments. The Grand Canyon, now a national park, attracts visitors from around the world.

How does President Roosevelt’s protection of national parks affect people today?

What may have happened if these beautiful areas had not been protected?

Was establishing national parks a wise way to care for creation?

Ivory has long been considered a precious material. At one time, piano keys and false teeth were made from ivory. These items are now made from other materials. Today, ivory is mainly used to make decorations, ornaments, and other luxury items. The most popular type of ivory comes from the tusks of African and Asian elephants. Ivory hunters kill the elephants, take the tusks, and leave the bodies behind. These hunters then sell the tusks at high prices. Hunting elephants for ivory is illegal, but many elephants are still killed for their tusks.

Do people need ivory in order to live?

Is killing elephants only for their tusks a wise way to care for creation?

Comprehension 153

1 Corinthians 4:2Moreover it is required in stewards, that a

man be found faithful.

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The Voyage of the Dawn TreaderReading 4 • Creations

Vocabulary 154 1. The snake had cast its old skin and slithered away in the fresh

new one.

2. A ghastly scene of toppled buildings and fallen trees greeted us when we came back to town after the earthquake.

3. Which would be more humane—to care for the injured cat or to leave it to find help on its own?

4. This itchy bear costume I have to wear for the play is such a nuisance.

5. The obstinate girl refused my offer of help and then slammed the door in my face.

6. The fish was covered with bright blue scales that gleamed in the sunlight.

Vocabulary 155 1. When my friend said that her hamster ate her math paper, I knew

she was making up a phony excuse.

2. The house was located on a projection of rock that looked out over the valley.

3. I thought I was getting over my cold, but when the weather changed suddenly, I had a relapse.

4. When the lights clicked back on, we were all grateful for the restored electricity.

5. I cut a switch from a tree to keep the cows from wandering off as I drove them through the fields.

6. When the sun vanishes behind the hill, it will be dark enough to use our flashlights.


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Look Again: The Voyage of the Dawn TreaderReading 4 • Creations

Comprehension 158

What Has Changed?

1. What elements from Lewis’s original story were changed in this adaptation?

2. Do these changes help make spiritual truth more clear and vivid?

3. Do these changes make spiritual truth less clear and vivid?

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“There Is No Frigate like a Book”Reading 4 • Creations

My father set out on a large brown courser with a black mane and tail. He had to pay a toll to travel the road that led to the port. He left the horse at a stable. He then boarded a frigate for his traverse across the ocean. He walked the deck each day, enduring the oppressive heat. Finally he landed in France. He looked for a place where he could buy a frugal meal with the money he had left.

Vocabulary 159

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Reading 4 • Rubrics

Oral Reading Rubric

4—Excellent 3—Good 2—Fair 1—Needs Improvement Total

Expression and Volume

natural volume and good expression

mostly natural volume and overall good expression

unnatural volume with slight expression

unnatural volume with no expression

Phrasing smooth; follows punctuation clues

some breaks; follows most punctuation clues

two or three word phrases; struggles with punctuation clues

word-by-word; ignores most or all punctuation clues

Accuracy self-corrects an unknown word

corrects an unknown word with difficulty

unable to correct an unknown word

loses track; repeats words or phrases; unable to correct an unknown word

Rate appropriate or conversational

mostly appropriate or conversational

varying speeds extremely slow

Score

Scores of 10 or more indicate that the student is making good progress in fluency.

Scores below 10 indicate that the student needs additional instruction in fluency.

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Book Report: Become the Character

Name __________________________________

Complete the information shaded below on a separate sheet of paper. Return this paper to the teacher when you give your 2–3 minute oral presentation.

Prop or costume to represent a main character (20)no attempt (0) not related (10) somewhat related (15) well related (20)

Title (5)Author (5)Illustrator (5)Fiction or nonfiction (5)0 Tell whether your book is fiction or nonfiction.

Main character (5)0 Write a brief description of the main character you chose to represent.

Plot or summary of the story (40)0 written in first person (15) 0 includes details from the beginning and middle of the story (15) 0 does not give away story ending (5) 0 tells who would like this book (5)

What one word would you use to describe this book? (5)

Presentation (10)0 energetic (2) 0 volume; easily heard (2) 0 eye contact (2) 0 written parts neat and legible (2) 0 follows prepared organizer (2)

Due date ________________________ Each day late (–5)

Total

Teacher comments

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Book Report: Newsletter, Blog, or Website

Name __________________________________

Use the details shaded below to complete your rough draft. Include whether your report will be written or digital. Turn this rubric in with your rough draft when you give your presentation.

Creative design (includes pictures, art, graphics, videos, or music) and layout (visually organized) (15) no attempt (0) little or sloppy effort (5) average effort (10) creative design and maximum effort (15)Title, author, and illustrator (10)Fiction or nonfiction (5)0 Tell if your book is fiction or nonfiction.Main character (10)0 Write a brief description of the main character.Setting (10)0 location (3)0 time period (modern, historical, future) (3)0 descriptive details (4)Plot or summary of the story (40)0 written in complete sentences (15)0 includes details from the beginning and middle of the story (15)0 does not give away the story ending (10)Presentation (10)0 energetic (2)0 volume; easily heard (2)0 eye contact (2)0 written parts neat and legible (2)0 information well organized (2)

Due date Each day late (-5)

TotalTeacher comments

Reading 4 • Assessment Tools

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Informal Placement Evaluation

For purposes of initial grouping, the Informal Placement Evaluation (IPE) can be administered during the first weeks of the school year.

PreparationGather the materials• A copy of “Mining Towns” for the student to read. (Note: You may want to use the reading passage “Backpacking in

Yellowstone National Park” with students who need a more challenging reading passage. This will enable you to further discriminate their reading ability and facilitate their reading group placement.)

• Copies of the evaluation form for recording each student’s responses (one copy per student).• Independent activities for the class members to do while you work with individual students. (Reading 4 Worktext

pages 1–2 are designed to be completed independently and may be used for this purpose.)

Prepare for miscue markingStudy the miscue markings given below so that you can easily mark the copy of the reading passage as each student reads. (Some teachers prefer to have students read into a recording device for later marking by the teacher. This method, however, adds to the time spent on evaluation.)

1. Omissions: Circle the word or letter(s) omitted. Example: Child said, “The cat chased birds.” The cat chased the birds.

2. Additions: Insert word with a caret. Example: Child said, “The cat he chased the birds.”

The cat chased the birds. 3. Substitutions: Draw a line through the word and write in the word that was substituted. Example: Child said, “The cat caught the birds.”

The cat chased the birds.

4. Mispronunciations: Draw a line through the word and write the mispronunciation above the word. Example: Child said, “The cat chassed the birds.”

The cat chased the birds.

5. Reversals: Draw the transposition symbol. Example: Child said, “The chased cat the birds.” The cat chased the birds. 6. Repetitions: For two or more words, draw a wavy line under the repeated words. Example: Child said, “The cat chased cat chased the birds.” The cat chased the birds.

7. Words aided (defaults): After five seconds, provide the word for the child and cross it out. Example: Child said, “The cat . . .” The cat chased the birds.

(Note: Do not mark a student’s self-corrections that occur within five seconds or mispronunciations due to dialect or a speech impediment. Do not mark the same word that is mispronounced more than once in the passage.)

he

caught

chassed

^


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Informal Placement Evaluation (continued)

Administer the IPE

Suggestions• Allow ten to fifteen minutes per student to administer the IPE.• Make sure the other students are fully occupied and understand that they are not to interrupt while you are working

with a student.• Set the student at ease. Make your markings on the evaluation form as unobtrusive as possible.

Instructions 1. Silent reading with comprehension Give the student a copy of the reading passage. Direct the student to read the story to himself. After the student reads the story silently, ask him the comprehension questions orally.

The student should not have the opportunity to look back at the passage. If the student answers the question correctly, put a check mark in front of the question.

If the student answers the question incorrectly or does not give an answer, put an X. Count the total number of incorrect answers. On the evaluation form, circle the student’s comprehension level based on the number of incorrect answers.

Comprehension Level

Number of Incorrect Answers Comprehension Level

0 Independent

1 Instructional

2+ Frustration

Note: If the student is unable to answer the first two questions, then proceed directly to the oral reading section.

2. Oral reading Dir ect the student to read the story aloud. As he reads from the passage, mark his miscues on the copy of the

evaluation form that you have prepared for keeping his record. Co unt one point for each significant miscue. On the evaluation form, circle the student’s oral reading level based on the number of miscues. Because of the

large number of miscues allowed at the instructional level, this level has been subdivided into three categories to more precisely determine the student’s oral reading level.

Oral Reading Level

Oral Reading Level Miscues Allowed Actual Miscues

Independent 0 – 4

Instructional: High 5 –10

Instructional: Average 11 –16

Instructional: Low 17 – 20

Frustration 21+


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Informal Placement Evaluation (continued)

Use the IPE results to form reading groupsPlace the students into initial groups according to silent and oral reading levels. A sample of a reading group list follows.

Student Oral Comprehension Group

1. Scott Independent Instructional 2

2. Jesse Instructional: High Instructional 2

3. Sarah Instructional: Average Independent 1

4. Katie Frustration Frustration 3

5. Lauren Instructional: Low Frustration 3

6. Amy Independent Independent 1

Use the above guidelines for initial group placement. Students who begin near the same level do not always progress at the same rate. Some move more quickly or more slowly than others. During the school year, it may be necessary to make adjustments to group placement by advancing some students or by placing others in a less advanced group.

The evaluation should not be used for grading purposes, nor should it become part of a student’s permanent record. It is intended to be one of the tools the teacher may use to group students for instructional purposes.


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Mining Towns

Miners set up camps in the West. These camps quickly grew into towns and cities. Railroads made travel to many of these places easy. Merchants began to open stores in mining towns. Post offices and lumber mills were set up. A town that grew quickly was called a boomtown. Mining boomtowns were often rough places. But as more and more families came to these towns, the towns settled down. Boomtowns like Denver and Boulder grew because of the Pikes Peak Gold Rush. Denver and Boulder are now large cities in Colorado.

Not all boomtowns became lasting cities. Some mining towns were later abandoned. These deserted towns with their empty buildings and silent streets were called ghost towns.

(Adapted from BJU Press Heritage Studies 4)


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Mining Towns Evaluation


Comprehension Questions 1. [literal] What did mining camps in the West grow into? towns and cities

2. [literal] What form of transportation made travel to the West easy? railroads

3. [higher-order thinking] Where would a miner get boards for building a house in a mining town? a lumber mill

4. [literal] What was a town that grew quickly called? a boomtown

5. [higher-order thinking] Why did many boomtowns spring up in Colorado during the Pikes Peak Gold Rush? Many people were rushing to this area to look for gold.

Comprehension Level Form

Comprehension Level Number of Incorrect Answers

Independent 0

Instructional 1

Frustration 2+

Miners set up camps in the West. These camps quickly grew into towns and cities. Railroads made travel to many of these places easy. Merchants began to open stores in mining towns. Post offices and lumber mills were set up. A town that grew quickly was called a boomtown. Mining boomtowns were often rough places. But as more and more families came to these towns, the towns settled down. Boomtowns like Denver and Boulder grew because of the Pikes Peak Gold Rush. Denver and Boulder are now large cities in Colorado.

Not all boomtowns became lasting cities. Some mining towns were later abandoned. These deserted towns with their empty buildings and silent streets were called ghost towns.

Oral Reading Level Form


Independent 0 – 4




Frustration 21+

Comments

Name __________________________


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Backpacking in Yellowstone National Park

Imagine camping in grizzly bear country. Bob and Sam Perry did more than imagine. They went on a backpacking trip into the wilderness. The park ranger told them to hide all their food in a tree several hundred yards away from their tent. He also suggested that they sleep near a good climbing tree. Bob and Sam adhered to the ranger’s advice and looked for good climbing trees. They never met a bear, but they did see bighorn sheep, elk, and three moose.

Each man carried a thirty-pound backpack while walking twelve miles a day. They had to battle rain and slick rocks. They faced light snow and winds up to forty miles per hour.

After a week in the wilderness, both men were glad to see the ranger station. They could rest their sore muscles and aching feet. It was nice to get back to the comforts of modern life, but the backpacking trip was a great experience they will never forget.


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Backpacking in Yellowstone Evaluation

Comprehension Questions 1. [literal] Who goes backpacking in grizzly bear country? Bob and Sam

2. [literal] What advice does the park ranger give Bob and Sam before they start their trip? hide their food in a tree far from their tent and sleep near a good climbing tree

3. [higher-order thinking] Why would they need to put their food far from the tent and sleep near a good climbing tree? to protect themselves from bears

4. [higher-order thinking] What does the selection mean when it says, “Bob and Sam adhered to the ranger’s advice”? They followed his advice.

5. [literal] What is one of the animals Bob and Sam see? Possible answers: bighorn sheep, elk, moose

6. [higher-order thinking] What are two of the hardships the men face on their trip? Possible answers: rain, slick rocks, light snow, strong winds, carrying heavy backpacks

7. [higher-order thinking] How do you know the men enjoyed their backpacking trip? The selection says that it was a great experience they will never forget.

Comprehension Level FormComprehension Level Number of Incorrect Answers

Independent 0

Instructional 1

Frustration 2+

Imagine camping in grizzly bear country. Bob and Sam Perry did more than imagine. They went on a backpacking trip into the wilderness. The park ranger told them to hide all their food in a tree several hundred yards away from their tent. He also suggested that they sleep near a good climbing tree. Bob and Sam adhered to the ranger’s advice and looked for good climbing trees. They never met a bear, but they did see bighorn sheep, elk, and three moose.

Each man carried a thirty-pound backpack while walking twelve miles a day. They had to battle rain and slick rocks. They faced light snow and winds up to forty miles per hour.

After a week in the wilderness, both men were glad to see the ranger station. They could rest their sore muscles and aching feet. It was nice to get back to the comforts of modern life, but the backpacking trip was a great experience they will never forget.

Name __________________________


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Backpacking in Yellowstone Evaluation (continued)

Oral Reading Level Form


Independent 0 – 4




Frustration 21+

Comments

Reading 4 • Assessm

ent Tools

Silent Reading Comprehension Evaluation

Reading Group N

ame

LiteralH

igher-Order

Thinking

Total Possible Points*

Student Total

%

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

5 = excellent4 = good3 = satisfactory2 = w

eak1 = poor

* number of boxes m

arked × 5



ent Tools

Oral Reading Evaluation

Reading Group N

ame

ExpressionFluency

Alertness to

PunctuationLetter-Sound A

ssociations

Total Possible Points*

Student Total

%

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

5 = excellent4 = good3 = satisfactory2 = w

eak1 = poor

* number of boxes m

arked × 5



ent Tools

Written Com

prehension Evaluation

Reading Group

Worktext Page N

umber

Total Possible

Points

Student Total

%

Possible Points

Nam

eStudent Points

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


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Individual Anecdotal Record

Name Grade Reading Group

Date Comments Prescription

Notes � Comments do not need to be made in complete sentences, but they should be complete enough to be easily interpreted. Whenever possible, tie the observed behavior to a skill. (Example: Jason evaluated character’s statement . . . decided it was opinion rather than fact: critical level of comprehension.)

� Improvements in motivation, attitude, skills, and applications should be noted, and deficiencies and prescriptive measures should be indicated. All comments should be written in positive terms with the student’s reading progress in mind.

� You may find it helpful to keep the individual anecdotal records on a clipboard for easy access during reading instruction.

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Informal Checklist of Reading Behaviors

Name Grade Reading Group

Date Skill Task Rating (10 is excellent) Comments

SILENT READINGLiteral thinking

Recalls literal facts and details, sequence of events

1 2 3 4 5 6 7 8 9 10

Higher-order thinking

Makes inferences, predictions, applications, or judgments

1 2 3 4 5 6 7 8 9 10

ORAL READINGWord recognition

Reads without defaults and self-corrects miscues smoothly

1 2 3 4 5 6 7 8 9 10

Communication Conveys meaning of the text to listener(s) through appropriate phrasing, inflection, and rhythm

1 2 3 4 5 6 7 8 9 10

WRITTEN RESPONSESComprehension skills

Worktext pages (average of several)

1 2 3 4 5 6 7 8 9 10

Vocabulary skills Worktext pages (average of several)

1 2 3 4 5 6 7 8 9 10

Conversion Table

Very Good Good Satisfactory Needs Improvement

Needs Remedial Attention

Silent Reading 18 –20 16 –17 14 –15 12 –13 0 –11

Oral Reading 18 –20 16 –17 14 –15 12 –13 0 –11

Written Responses 18 –20 16 –17 14 –15 12 –13 0 –11

Total 54 – 60 48 –53 42 – 47 36 – 41 0 – 35

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Phonics Fitness

Phonics FitnessPhonics Fitness provides optional teacher-guided review and independent practice of phonics for fourth-grade students who would benefit from the instruction. We recommend using these pages at the beginning of the year to provide maximum benefit.

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Phonics: using letter-sound association for /ă/

Reading 4

/ă/ as in basketball

Read the words. Circle the correct answers.

atpatsatbat

ranfanmancan

hatchlatchmatchpatch

handsandgrandbland

clapclassclaspclamp

sham shackflat flash

1. What vowel sound do you hear in each of the words above? long ā short ă short ŏ

2. What follows the vowel? a consonant a vowel

Read the two-syllable words. Circle each closed syllable with the short a sound.

ran•somaf•terlad•derbash•ful

can•dlecat•tleram•blecrash•ing

hand•craftband•standflap•jackgrand•dad

3. What vowel makes the short a sound in a closed syllable? o e a i u

A closed syllable ends with one or more consonants.The short a sound is usually in a closed syllable.

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Reading 4 Phonics: using letter-sound association for /ă/

/ă/ as in basketball (continued)

Write two words with the short a sound that you found in the puzzle above.

1. glad/after 2. grab/hand

Read each sentence. Circle the correct word with the short a sound.

1. Only seven seconds were left in the (basketball, baseball) game.

2. Matt (came, glanced) back and saw the ball flying toward him.

3. Quickly, he turned and (grabbed, faked) the ball from the other team.

4. Matt (chased, ran) with the ball and aimed at the hoop. 5. The (players, fans) clapped as the buzzer rang!

For each line, color the letters found in the word that is given. Write the leftover letters in the blanks to make a new word.

ran t r r a u n c k t r u c k

sand s g a l n a d d g l a d

pat a p a t f t e r a f t e r

patch t i p a n t c h t i n

fans g f r a a b n s g r a b

cattle c m e a t t l e m e

clap h a c n l a d p h a n d

bat g b g r t a p e g r a p e

Reading 4 Phonics: using letter-sound association for /ĕ/

/ĕ/ as in tennis

stepped pecked helped checked

left theft wedge pledge them


begged swelled webbed

sent rent tent bent

egg end else edge

spell sped spend speck

rest nest test vest

crept slept drench bench

dress press blend trend

ten men then when

1. What vowel sound do you hear in each of the words above? short ŏ long ē short ĕ

2. What follows the vowel? a vowel a consonant

Read the two-syllable words. Circle each closed syllable with the short e sound.

peb•bleset•tletrem•ble

treas•urestead•fastheav•y

spread•ingdead•lyhead•ing

pen•nyjel•lypep•py

3. What vowels make the short e sound in a closed syllable? a e i o u ea

The shor t e sound is

usually in a c losed syl lable.

A closed syllable ends with one or more consonants.

Sometimes ea makes the short e sound.

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Reading 4

/ĕ/ as in tennis (continued)

Phonics: using letter-sound association for /ĕ/

Use words from the list to fill in the puzzle.

1.

2.

4. 5.

8.

6.

9.

3.

7.

Across1. Ben had a ___ of dirt on his shoe.2. Wendy will buy a piece of gum for one

___.3. The cold wind made the dog ___.6. After the long game, Ben sat down

on the ___.8. The tennis ball was ___ after the heavy

rain.9. Ben bought ___ new tennis balls.

Down1. On Saturday, Ben ___ until ten o’clock. 4. He needed the ___ after his big tennis

match on Friday.5. He had a piece of ___ for breakfast.7. Ben ___ out the door quietly.

penny speckbench trembleslept restcrept drenchedten bread

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Reading 4 Phonics: using letter-sound association for /ĭ/

/ĭ/ as in swim

1. What vowel sound do you hear in each of the words above? short ă long ī short ĭ

2. What follows the vowel? a consonant a vowel

Read the two-syllable words. Circle each closed syllable with the short i sound.

lit•tlesim•plerid•dle

dip•perbig•gerbit•ter

hym•nalsym•bolsys•tem

3. What vowels make the short i sound in a closed syllable?

i o y a e


in dip lick fishtin lip kick dishbin sip sick wish

grin slipped spilledthick kicked trimmedswift itched grinned

print chip which driftprimp chin whip dripprince chick whisk drill

The shor t i sound is of ten in a c losed sy l lable.


Sometimes y is used as a vowel. Sometimes y can make the short i sound.

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Reading 4 Phonics: using letter-sound association for /ĭ/

/ĭ/ as in swim (continued)

Help the catfish swim from one side of the pond to the other by drawing a line to connect the words with the short i sound.

Mike

mine

rake itched

jobs

onto

title

puppy

bat

tap

little

timehymn

like

cake

whip

tire

symbol run

pebble

whisper

track

gym

cap

mice

jeep

trick

fished

sun

swim

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Reading 4

/ŏ/ as in soccer

bondfondpond

spot•teddockedrobbed

fox•esbox•esslosh•es

shockscropsspots

odd plotknob

chopclop

boxfox

box•ingstop•pingtromp•ing

trottromptrod

blotblondblock

rock•et pock•et


1. What vowel sound do you hear in the first syllable of each word above?

short ă long ō short ŏ

2. What follows the vowel? a vowel a consonant

Read the two-syllable words. Circle each closed syllable with a short o sound.

chop•sticks back•stop sling•shot stop•per gos•pel trop•ics

3. What vowel makes the short o sound in closed syllables? e i u o oa


Phonics: using letter-sound association for /ŏ/

The short o sound is usually in a closed syllable.

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Reading 4

/ŏ/ as in soccer (continued)

Use a word from List 1 and a rhyming word from List 2 to complete each sentence.

1. A steaming kettle is a hot pot .

2. A container for a furry red animal is a fox box .

3. A chore that makes you cry is a sob job .

4. A necklace you keep hidden is a pocket locket .

5. A store for spinning toys is a top shop .

6. The end of a sentence is a dot spot .

Color all the squares that have words with the short o sound to find out how Matt felt after playing soccer.

List 1pocket

tophotsobfoxdot

List 2spotjobboxpot

locketshop

Phonics: using letter-sound association for /ŏ/

crops they knob

blot down fox

flop cob bond

flock April trot

rocket May slosh

stop job blob

clod apple fond

got idea sod

socks out shock

poppy block plop

slob prod tromp

eye spot fudge

see top make

cut trod route

up rock pout

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Reading 4 Phonics: using letter-sound association for /ŭ/

/ŭ/ as in running


1. What vowel sound do you hear in the first syllable of each word above? short ŭ long ē short ŏ

2. What follows the vowel in the first syllables? a vowel a consonant

Read the words. Circle each closed syllable below that has the short u sound.

won touch roughhon•ey young mon•eycov•er coun•try con•nect

3. What vowels make the short u sound in closed syllables? e o a ou u

bughugmug

dumpjumppump

rustmustcrust

lungstungstrung

buck•lechuck•lehum•blestum•ble

hutchDutchlunchpunch

dust•edclut•teredpun•ishedthun•dered

buzz•escrutch•esbus•es

bump•yfun•nypuff•y

clutch•ingpluck•ingtrust•ing

drum•sticktug•boatcup•cake

The short u sound is often in a closed syllable.

Sometimes o and ou make the short u sound.

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Reading 4 Phonics: using letter-sound association for /ŭ/

/ŭ/ as in running (continued)

Matt’s foot touched some of the hurdles. Cross out each hurdle that does not have the short u sound.

lunch boot stuff Junefood

drum

gluehoneytrusthourrun

flute

rug

outson handcuff

bush music

push

drumstick

whomothershouldclutchingbushel

thunder

double

cause

pudding

aboutcountry brother young

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Reading 4 Phonics: using letter-sound association for /ā/

/ā/ as in plane


Sometimes y is a vowel.

silent e patterna_eameaceade

5. What special vowel pairs are in the words above? ae ie ei ey ay

they weight reigns beigehey freight veins sleigh

3. What long vowel is in each of the words above? a e 4. What vowel is silent? a e

shave stage crane drapedframe grace shade chased

1. How many vowel letters are in each word above? 2 3 1

2. What one vowel sound do you hear? long ī short ĭ long ā short ă

pail brain paid claysnail stain maid pray

Read the two-syllable words. Circle the open syllables that have the long a sound.

ca•blena•tion

tra•cingpa•per

na•mingsta•ted

ta•kinggra•ded

6. What letters make the long a sound? a_e i ai a ye ei ey ay

The long a sound is heard in special

vowel pairs.

An open syllable ends with a vowel. The long a sound is often in an open syllable.

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Reading 4 Phonics: using letter-sound association for /ā/

/ā/ as in plane (continued)

Find the letters from the code and write them in the blanks.

s h x w

i y a t

e k r gl b p c

1. ( ,4) ( ,3) ( ,1) ( ,4) = w a i t

2. ( ,4) ( ,3) ( ,1) ( ,1) = t a l e

3. ( ,3) ( ,3) ( ,1) ( ,1) = p a l e

4. ( ,2) ( ,1) ( ,2) = h e y

5. ( ,4) ( ,3) ( ,3) ( ,4) ( ,1) = g r a t e

6. ( ,1) ( ,4) ( ,3) ( ,2) ( ,1) = s t a k e

Match each word above to the correct definition below.

grate 7. a frame with bars on a barbecue grill

wait 8. to stay somewhere or stop until something comes

hey 9. a word used to show surprise or get attention

tale 10. a made-up story

pale 11. having little color

stake 12. a stick or post with a sharp end for driving into the ground

1 2 3 4

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Reading 4 Phonics: using letter-sound association for /ē/

/ē/ as in jeep


4. What sound does y make at the end of these words? long ī long ē short ĭ short ĕ

3. What vowel pairs make the long e sound in the words above? ie ei ae ey

1. How many vowel letters are in the words above? 1 2 3 2. What one vowel sound do you hear? long ē short ĕ long ā short ă

eat greed team wheel

treat bleed dream kneel

field grief mon•key

yield thief chim•ney

push•y quick•ly pon•y

trick•y sun•ny twen•ty

Read the words with open syllables. Circle the open syllables that have the long e sound.

heze•bra

e•vene•vil

may•bese•cret

cre•a•tionme•ter

5. What letters make the long e sound? e ea ee ey ie y

An open syllable ends with a vowel.

The long e sound is often in an open syllable.

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Reading 4

Read the story. Use long e words from the previous page to fill in the blanks with synonyms of the words under the blank. Circle the rest of the long e words you find in the story.

Zeke and his family parked their jeep at the restaurant and went in to eat .

An evil thief quickly ran to their

jeep door and tried to open it. He thought the door would be easy to open, but it did not

yield . Angrily, he kicked the wheel of the jeep and hurt his foot. Never once

did the crook dream that a team of officers had watched

the whole scene. As the officers started to surround him, the criminal knew that his

greed had now caused him a life of grief .

Phonics: using letter-sound association for /ē/

/ē/ as in jeep (continued)

(dine)

(wicked) (robber) (rapidly)

(give way)

(imagine) (crew)

(desire for more things) (sadness)

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Reading 4 Phonics: using letter-sound association for /ī/

/ī/ as in bike

3. What special patterns make the long i sound in the words above? ey i y ei igh ay y

1. How many vowel letters are in each word above? 4 3 2 1

2. What one vowel sound do you hear? long ī short ĕ long ē

Read the one-syllable words. Circle the correct answers.

Read the two-syllable words. Circle the syllables that have the long i sound.

drive ice die criedthrive slice lie diedstrive twice pie tried

spy high tight flyshy sigh flight trycry slight

Bi•bleFri•dayi•tem

spi•derpi•lotsi•lent

ti•gerri•valtri•an•gle

4. What letters make the long i sound? ei ie i_e i e y igh

ar•riveat•tiretight•er

sup•plyal•lyap•ply

in•vitefright•enre•wire

night•timefire•flyneck•tie

The long i sound is also formed by igh and y.

The long i sound is often in an open syllable.

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Reading 4 Phonics: using letter-sound association for /ī/

/ī/ as in bike (continued)

To find these words, go straight across from each number to the letter and write it in the correct space.

s m i l e p i l e

b r i g h t l i g h t

d r i v e w a y

Fill in the blanks using the words above.

Diane opened her eyes. The morning light was streaming through her

window. A smile spread across her face. She jumped out of bed and ran

downstairs. She could hardly wait to open her pile of birthday presents!

As she raced down the steps, she saw her dad standing outside in the driveway .

He was pushing a bright red bike with a big bow.

3 45

6

7

8

d

w

2

1

g

m

i

tls

h

16

yvab

p

e

r

9

1011 12 13

14

15

4 7 6 3 15 14 6 3 15

13 16 6 8 9 3 6 8 95

1 16 11 15 2 1012

5

6

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Reading 4 Phonics: using letter-sound association for /ō/

/ō/ as in boat

Sometimes w is a vowel.

Circle the open syllables with the long o sound.

fro•zenspo•kencho•sen

po•lar no•blemo•ment

vo•calglo•balo•val

lo•ca•tionro•ta•tionquo•ta•tion

2. What letters make the long o sound? oa oe oi oy ow o_e o

Read the two-syllable words. Circle the syllables that have the long o sound.

el•bowrain•bowbe•low

hold•ingsoak•ingtoast•ing

life•boatsea•coasthail•stone

bold•lyslow•lymost•ly

1. What vowel sound do you hear in the words above? long ē long ō long ā short ă

Cross out the silent vowel in each word above.

Read the one-syllable words. Mark the correct answers.

Read the special pattern words with the long o sound.

goldsold

rollscroll

posthost

coltbolt

folkyolk

The long o sound is often in an open syllable. An open syllable ends with a vowel.

toehoefoe

drovethronehome

goatcloakcoast

brokevoterode

glowshowblow

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Reading 4 Phonics: using letter-sound association for /ō/

/ō/ as in boat (continued)

roa row roe

rop roepe rope

toa toe tow

tode toad towd

lifeboat lifebot lifebote

toest tost toast

Circle the correct spelling for the word that describes the picture.

Add or subtract letters in each puzzle to find the new words.

1. – y + o + – c = float

2. – el + – c = blow

3. – se + – sk = rode

4. – x + – b = boat

Fill in the blanks with the correct words from the answers above.

5. We rode in our new motorboat at the lake last Saturday.

6. The boat pulled the barge up the river.

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Reading 4 Phonics: using letter-sound association for /ū/ and /oo/

/ū/ as in cube and /oo/ as in balloon


1. How many vowel letters are in the words above? 4 2 1

2. What one vowel sound do you hear? short ĕ long ō long ū

3. What vowel pairs make the long u or oo sound in the words above?

ai oo ew a ui ue ou

Read the two-syllable words. Circle the syllables with the long u or oo sound.

a•newa•musea•cute

fruit•fultooth•lessuse•ful

toad•stoolbed•roomsnow•suit

Read the words with open syllables. Circle the open syllables with the long u sound.

u•nitu•niteu•ten•sil

mu•sicfu•ner•alu•su•al

pu•pilstu•dentu•ni•verse

4. What letters make the long u sound in the words above?

u ui oo u_e a ew ue

broombloomballoontyphoon

threwchewchewingnewest

bluetrueclue

suitfruit

The long u or oo sound has many spellings.

The long u sound is often in an open syllable.

mulerulemute

cuteflutedune

tuneprune

cubetube

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Reading 4 Phonics: using letter-sound association for /ū/ and /oo/

Look at the pattern of each word on the left. Circle all the other words in each row that follow the same pattern for the long u sound.

Read the story. Circle all the long u or oo words in the story.

Matt’s bus drove down a dusty path. As the bus rounded the last curve, Matt gasped. A huge hot air balloon was getting ready for flight. As Matt climbed out of the bus, he could hear the roar of the burner. Soon Matt and his buddy were in the basket of the balloon, drifting upward.

Use the first letter of each circled word above to fill in the blanks. Find out what Matt saw from the balloon.

a f i e l d o f

(1) (2) (2) (3)

t u l i p s

(4) (5) (5) (6)

1. ew as in crew flew sew mow blue

2. u_e as in cute hoot under lute dune

3. u as in truth sun flu stood nutshell

4. ue as in blue guess fun room true

5. oo as in spoon town loop door pool

6. ui as in fruit suit build new crumb

/ū/ as in cube and /oo/ as in balloon (continued)

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Reading 4 Phonics: using letter-sound association for /är/

/är/ as in shark

Read the words below. Circle the syllables that have the /är/ as in shark.

dark•nesshard•ness

part•edchart•ed

barn•yardsky•larkstar•fish

smart•estharsh•est

par•tymarsh•y

spar•kledar•lingmar•ble

start•ingpark•ing

gar•densharp•en

mar•ketstar•tledstar•ling

far•therde•part•mentde•part•ed

3. Which letters make the /är/ as in shark? ir ur ar er or

1. What vowel is in all the words above? a e i o u

2. What consonant follows the vowel? m g k d r


When r follows a vowel, it usually influences the vowel’s sound.

archstarchmarch

hardyardcard

arkdarkshark

armcharmfarm

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Reading 4 Phonics: using letter-sound association for /är/

/är/ as in shark (continued)

Draw a line to connect the /är/ words, beginning with the word large. See if the shark will find Matt.

Write the /är/ words from above that match these descriptions.

darkness 1. lack of light

sparkle 2. to glitter

shark 3. a large fish with sharp teeth and tough skin

starfish 4. a sea animal with five arms

startled 5. alarmed or surprised

starfish

tall

startled

hand

darkness

sparkle

harm

share

arm

glare

large

play

darewalk

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Reading 4 Phonics: using letter-sound association for /or/

/or/ as in stork

Read the two-syllable words. Circle the syllables that have the /or/ as in stork.

a•shore bor•inga•dore scor•ingfor•ty flor•alstorm•y por•talbe•fore cor•nernorth•east re•cord

3. Which letters make the /or/ as in stork? ar ur ir er or

1. What vowel is in every word above? a e i o u

2. What consonant follows the vowel? t r p k c


moreshorescore

forkcorkstork

sortsportshort

horseporchscorn


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Reading 4 Phonics: using letter-sound association for /or/

/or/ as in stork (continued)

Find the antonyms or opposites for the following words to complete the puzzle. Choose words from the previous page.

Across2. less6. southwest9. respect

Down1. mix up3. exciting4. calm5. after7. tall8. despise

6.

3. 5.4.

7.

1.

2.

9.

8.

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Reading 4 Phonics: using letter-sound association for /ûr/

/ûr/ as in turtle

1. What vowels are in the words above? a e i o u

2. What consonant follows the vowel in each word above? b r l k n

3. Which letters make the /ûr/ as in turtle? ar er ir or ur


Read the words. Circle the syllables that have the /ûr/ as in turtle.

ker•nelmer•cyser•vant

hurt•ing fur•thersur•ger•y

thir•tycir•cusbirth•day

serveob•servere•serve

Read the special pattern words with the /ûr/ as in turtle.

earlylearn

heard search

wormworth

workworse

4. What letters make the /ûr/ as in turtle? (w)or ear er ir ar ur

sirfir

stirfirst

perkclerkgermterm

dirtskirtshirtbird

churchburst

furburn

When r follows a vowel, it usually influences the vowel’s sound.When or follows w, it usually makes the /ûr/ as in turtle.

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Reading 4 Phonics: using letter-sound association for /ûr/

/ûr/ as in turtle (continued)

Read the definitions on the turtle below. Find the words on the previous page that match the definitions. Write each word on the line below the correct definition.

office worker

to watch closely

opposite of late

value

thick animal hair

10 x 3 =

womens’ clothing

to gain knowledge

to be on fire

a corn seed

to mix

an operation

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Reading 4 Phonics: using letter-sound association for /âr/

/âr/ as in bear

Circle the letters that make the /âr/ as in bear.

ace are air ey re ear

starestar•ing

fair•lyfair•erfair•est

com•parebe•warea•ware

tear•ingwear•ing

rarerar•errar•estrare•ly

carecare•lesscare•fulcare•ful•ly

Read the words on the clouds. Circle the letters in each word on the clouds that make /âr/ as in bear. (Hint: There should be two vowels and one consonant in each pattern.)

harepareflaresharestare

Read the word lists on the rocks. Circle the syllable in each word that makes /âr/ as in bear.

bearpearwear

pairairstairhair

scarescar•ing


Remember that silent e is dropped when adding -ing, -er, or -est.

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/âr/ as in bear (continued)

Phonics: using letter-sound association for /âr/

Reading

Choose words from the previous page to complete the story.

“ Beware of the bear .” Matt remembered the warning

of the park ranger as he carefully hiked up the rocks. The higher he

climbed, the thinner the air was. As Matt stepped up, he became

aware of another pair of eyes. Whew! It was only a

little rabbit staring at him.

hare

stare

parepair

hair

pear

Choose words from the previous page to label these homonyms.

stair

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Reading 4 Phonics: using letter-sound association for /îr/

/îr/ as in deer

deersheerpeersteercheer

tierfiercepierce

earhearneardeargearspear


heresphere

Read the words. Circle the syllables that contain vowels influenced by r.

cheer•ful steer•ing pierced dear•est near•er sin•cere•ly

3. Which letters make the /îr/ as in deer? air ear eer ire ere ier

1. What vowel pairs are in the words above? ie ea ui ae ee 2. What consonant follows each vowel pair? e f r l n


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Reading 4 Phonics: using letter-sound association for /îr/

/îr/ as in deer (continued)

As Pearce tiptoed through the forest, he heard a crunching sound. “ Dear

me,” gasped Pearce, “I hear something! There must be an animal

around here . If I peer around this oak tree, I may

be able to see what it is.” There, among the bushes, he saw a young deer

very near , munching on some grass.

Find all of the four-letter words listed on the previous page in the puzzles below. Use the words you find to complete the story below.

a r e h

h e r e

t i e a

p e e r

d i h a

t e r i

h e a t

g i e r

d e i r e

e r e e g

e a g r i

r n e a r

e i a g a

t i r e r

h e e r e

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Reading 4 Phonics: using letter-sound association for /ô/

/ô/ as in caught

2. What consonant follows the letter a in the words on the balls? k w t l d

Read the words. Circle the syllables that have the /ô/ as in caught.

al•tarex•altwal•rus

aw•fulflaw•lessawn•ing

fault•yfau•cetau•to•graph

Au•gustthaw•ingap•plause

3. Which letters make the /ô/ as in caught? ei aw i a(l) au ow

walktalk

chalkstalk

haltsalt

stallfall

balltall

baldscald


1. What vowel pairs are in the words above? e ou a au o aw

Sometimes vowels have special sounds when they are with other letters.

pausecause

haulmaul

caughttaught

faultvault

yawndawnfawnlawn

clawflaw

strawthaw

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Reading 4 Phonics: using letter-sound association for /ô/

Follow the code to find the words below.

1. ball

(5 , 5 , 4 , 4 )

2. straw

(1 , 3 , 2 , 5 , 2 )

3. walk

(2 , 5 , 4 , 5 )

4. pause

(4 , 5 , 2 , 1 , 4 )

5. caught

(4 , 5 , 2 , 5 , 4 , 3 )

6. yawn

(1 , 5 , 2 , 2 )

/ô/ as in caught (continued)

Use the words you found above to complete the sentences below. The words may be used more than once or not at all.

7. Wally watched intently as the next batter began to walk up to the

plate.

8. The pitcher slowly turned the ball in his hand.

9. After a short pause , he wound up and threw his pitch.

10. The batter hit the ball squarely and took off for first base.

11. Wally watched as the center fielder quickly ran back, jumped into the air, and

caught the ball .

A

B C

D E F

G H I J

K L M N O

P Q R S

T U V

W X

Y

5

4

3

2

1

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Reading 4 Phonics: using letter-sound association for /ou/

/ou/ as in down

1. What vowels are in the words above? e u a i o w

2. Which letter is acting like a vowel instead of a consonant? t n d w sRead the words with more than one syllable. Circle the syllables that have the /ou/ as in down.

tow•erflow•erchow•der

al•lowsnow•plowdown•ward

doubt•fulboun•tyout•ward

sur•roundcot•ton•mouthac•count•a•ble

3. What vowel pairs make the /ou/ as in down? us ou ow oe un


Sometimes vowels have special sounds when they are together.

prowlgrowl

owl

townclowncrown

mousehouse

groundhound ounce

bounce

mouthsouth

countmount

pouchgrouch

cloudproud

troutshout

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Reading 4 Phonics: using letter-sound association for /ou/

/ou/ as in down (continued)

Use /ou/ words from above to complete the sentences.

1. The whole town was watching as Matt began to go

down the mountain.

2. The judge’s stopwatch was counting each second.

3. The fans cheered wildly as Matt went around the last gate and finished

in record time!

lowcloud

town

tower

show

flown

soup

ground

tough

around

cowarddown

counting powderwould

snowplow

ought

grow

thought

sown

mow

downward

group

tow

glow

blow

Help the skier reach the bottom of the mountain. Circle all the words with the /ou/ as in down.

snow

bought

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Reading 4 Phonics: using letter-sound association for /oo/

/oo/ as in football

Read the words. Circle the syllables that have the /oo/ as in football.

bush•elam•bushpul•pit

cook•iewood•enbook•shelf

o•ver•lookun•der•stoodneigh•bor•hood

3. What letters make the /oo/ as in football? oi ow oo o u

1. Which vowel and vowel pair are in the words above? oo ow u ew ui a i

2. What sound do the vowel pair and the vowel make in the words? /oo/ as in boot /oo/ as in look /ou/ as in cloud /ŭ/ as in puzzle

hoodwoodstoodpush

bush

tooklookhook

bullpullfull

footsoot

crookshookbrook

hoofput

wool



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Reading 4 Phonics: using letter-sound association for /oo/

Each football below has six numbers. The letters from number 1 in each football spell word 1. Write the letters in order on the lines below to complete the remaining numbers.

Use words from above to complete the story.

As Woody scanned the crowd, he noticed that every seat in the stadium appeared to be

full . He stood behind his teammate and waited for

the football to be snapped to him. The referee blew the whistle. The teammate

put / pushed the ball in Woody’s hands. Woody looked at

his opponents racing toward him. Just as he hooked the ball to make his

pass, one of his opponents pushed him to the ground. The play was over.

1. f u l l

2. p u t

3. p u s h e d

4. s t o o d

5. h o o k e d

6. l o o k e d

1. f 2. p 3. p 4. s 5. h 6. l

1. u 2. u 3. u 4. t 5. o 6. o

1. 2. 3. e 4. d 5. e 6. e

1. l 2. t 3. s 4. o 5. o 6. o

1. l 2. 3. h 4. o 5. k 6. k

1. 2. 3. d 4. 5. d 6. d

/oo/ as in football (continued)

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Reading 4 Phonics: using letter-sound association for /oi/

/oi/ as in boy

1. Which vowel pairs are in the words above? ow io oo oy oi

2. What sound do the vowel pairs make in the words? /ou/ as in about /oi/ as in coin /oo/ as in shook


Read the words. Circle the syllables that have the /oi/ as in boy.

en•joyan•noycow•boy

oil•canre•joice

roy•alvoy•agejoy•ous

tin•foilnois•y

em•ploy•eren•joy•mentdis•ap•point

oys•ter

3. What letters make the /oi/ as in boy? oo ou oi oy ow


joytoy

coinjoin

pointjoint

coilsoil

spoil

voicechoice

boysoy

moisthoist

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Reading 4 Phonics: using letter-sound association for /oi/

/oi/ as in boy (continued)

Use words from the calves to complete the story and the fence puzzle.

Early in the morning, the ground will be (1) moist with dew.

Royce will (2) hoist his saddle up on his horse’s back. In the

heat of the day, flies will (3) annoy the horse and rider, but

Royce will still (4) enjoy being a (5) cowboy .

Rope the correct calves by circling the words with /oi/ as in boy.

foal moist

cow

hoistannoy only

cowboyenjoy

2.

1. 5.

3.

4.

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Reading 4 Phonics: using letter-sound association for /s/

/s/ as in race

1. What sound does the letter c usually make? /z/ /s/ /k/ /sh/

2. What vowels follow the letter c in the words above? e i y a o

3. What sound does the letter c make in the words? /ch/ /s/ /k/ /sh/

Circle all the syllables with soft c in the words above.

4. What letter patterns make the /s/ as in race? ca ce ci co cu cy


faceplacespace

pricespicetwice

cellcentcen•ter

ci•dercir•cuscir•cle

cy•clecy•clonecym•bal

of•fi•cerad•vancecon•vince

C usually says its soft sound when followed by e, i, or y.

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/s/ as in race (continued)

Reading 4

Find the words on the previous page that match each description. Write the missing letters in the blanks.

1. a violent, rotating windstorm c y c l o n e

2. a circular brass percussion instrument c y m b a l

3. a series of repeated events c y c l e

4. a drink made with apples c i d e r

5. a round shape c i r c l e

6. the “Big Top” c i r c u s

7. a penny c e n t

8. a small prison room c e l l

9. the exact middle c e n t e r

10. the front part of the head f a c e

11. stars and planets s p a c e

12. two times t w i c e

Phonics: using letter-sound association for /s/

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Reading 4 Phonics: using letter-sound association for /j/

/j/ as in gym

Circle all the syllables with soft g in the words below.

gen•tleger•bildam•agecol•lege

gen•er•ousgi•gan•ticre•gionlug•gage

gym•nastgyp•syen•gineen•er•gy

3. What letter patterns make the /j/ as in gym? ga ge gi go gu gy

1. What vowels follow the letter g in the words above? o e i a y

2. What sound does the letter g make in the words above? /qu/ /f/ /g/ /j/

Read the words. Circle all the correct answers.

rangechangestrange

pagecagestage

judgefudge

smudgegrudgeedge

ledge

hedgepledge

gi•antgin•ger

gemgermgym

hugeplungebridgehinge

G usually says its soft sound when followed by e, i, or y.

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Reading 4 Phonics: using letter-sound association for /j/

/j/ as in gym (continued)

Find the way to the door of Roy’s Gym by drawing a path under the words with the /j/ sound.

Using the /j/ words above, fill in the blanks with the antonyms, or opposites, of the words below.

1. repair: damage 4. tiny: large

2. midget: giant 5. safety: danger

3. rough: gentle 6. normal: strange

dang

er

frog

giraffe

gerb

il

stag

e

suga

r

ginger

clog

large

wag

on

good

engine

egg

flag

gave

segment

plunge

damage

region

gentle

edge

colle

gest

rang

ere

gula

r

gardensmudge

gemrange energygiant

bridge pagebe

gan

goat

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Reading 4 Phonics: identifying silent consonants

Silent Consonants

Circle the kind of sounds that the above shaded letters make.

soft sounds no sounds hard sounds

Write the silent letters from the lists above.

gh l k w t b d c h n h g

Read the words. Complete the correct answers below.

Some words have silent consonants.

sightfrightentaught

naughty

walks chalkboard

almondhalf

matchfastenoftenlisten

kneeknuckle

knockingknife

wrongwreckedwrinkle

wrapper

debtdoubt

plumberclimbed

dodgebridgefudge

scenescience

scent

rhymerhythmicrhythm

gnatcampaign

sign

hymncondemnautumn

hourhonesthonor

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Reading 4 Phonics: identifying silent consonants

Silent Consonants (continued)

Use words from the previous page to complete the story below.

Thomas carefully walks along the forest floor, pausing to

listen for the same noise that started to frighten him

earlier. He creeps further, smelling the scent of smoke. His heart pounds

faster. Thomas shines his flashlight across the bridge , only to reveal a

raccoon playing with a tin can.

Use words from the previous page to write in the picture blanks below.

reading 4, 3rd ed. teacher resources - bjupress.com · reading 4 • dreams gifted hands ......

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