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FrindleBy Andrew Clements
Name: __________________Date: ___________________Genre: __________________
Chapter 1Title: _____________
R4.B.1.1.11. The setting of the story is _____________.
R4.B.1.1.12. During what time period does this story take place?
a. Past c. futureb. Present
R4.B.3.3.13. Which of the following happens first?
a. Nick let out a high, squeaky, blackbird “peep!”b. Nick flew to Hawaiic. Nick apologized to Janetd. Nick asked everyone to make paper palm trees
R4.B.1.1.14. Write a sentence to describe Nick’s character.
_________________________________________________________________________________________________________________________________
R4.A.2.4.15. What is one important idea about chapter 1?
a. Nick likes to make blackboard noisesb. Nick likes to travel to tropical islandsc. Nick is a class clownd. Miss Deaver is Nick’s teacher
Chapter 1 Vocabulary – R4.A.1.11. glance –(p.3)
_______________________________________________________________________________________________________________________________________
2. promptly – (p.4)
_____________________________________________ __________________________________________________________________________________________
Chapter 2Title: ______________
R4.A.2.4.11. What is one important idea of chapter 2?
a. Mrs. Granger is a fifth grade teacher with a bad reputation.
b. Mrs. Granger lives in a tidy little house.c. Mrs. Granger had X-Ray vision.d. Mrs. Granger loves dictionaries.
R4.B.2.1.22. Which line from chapter 2 contains a simile? (p. 7)_________________________________________________________________________________________________________________________________
R4.A.2.3.13. What does Mrs. Granger require each student to
have? ____________________R4.B.1.1.1
4. Which word would best describe Mrs. Granger?a. friendlyb. funnyc. strictd. honest
R4.A.1.2.15. What is the root word of frantically?
a. franticalb. franticc. franticalld. frant
Chapter 2 Vocabulary – R4.A.1.11. reputation – (p.6)
_______________________________________________________________________________________________________________________________________
2. command – (p.11)
_____________________________________________ __________________________________________________________________________________________
Chapter 3Title: ____________
R4.B.1.1.11. Nick was an expert about…
a. asking delaying questionsb. snorkelingc. homeworkd. driving
R4.B.1.1.12. What is the conflict in chapter 3?____________________________________________________________________________________________________________________________________________________________________________________
R4.B.3.1.13. Write one fact about Mrs. Granger.____________________________________________________________________________________________________________________________________________________________________________________
R4.A.1.1.14. Using context clues can you figure out what the word
“oral” means. (p. 15 – last paragraph)____________________________________________________________________________________________________________________________________________________________________________________
Chapter 3 Vocabulary – R4.A.1.1
1. tremble – (p.13)
_______________________________________________________________________________________________________________________________________
2. procedures – (p.13)
_____________________________________________ __________________________________________________________________________________________
Chapter 4Title: ______________
R4.B.1.1.11. What was the rule at Nick’s house?
a. You must wear your shoes at all timeb. Homework firstc. Always use a dictionaryd. No running in the house
R4.A.1.1.12. Use context clues to define the word “origins” on
page 19.____________________________________________________________________________________________________________________________________________________________________________________
R4.A.1.3.13. Predict what you think Nick’s presentation will be
like. ____________________________________________________________________________________________________________________________________________________________________________________
Chapter 4 Vocabulary – R4.A.1.11. introduction – (p.19)
_______________________________________________________________________________________________________________________________________
2. breeze – (p.19)
_____________________________________________ __________________________________________________________________________________________
Chapter 5Title: _________________
R4.A.2.6.11. The author probably wrote this book to:
a. entertainb. inform
c. danced. cry
R4.B.3.1.12. Which is a fact about Mrs. Granger?
a. She is scaryb. She teaches fifth grade language artsc. She is a mean teacherd. She does not like students
R4.A.1.2.13. What is the root word of “unstoppable?”
a. stopb. unstopc. abled. un
R4.A.1.3.14. Write a sentence to describe Nick’s presentation on
dictionaries.Nick’s presentation was ____________________.
Chapter 5 Vocabulary – R4.A.1.11. concentration – (p.25)
_______________________________________________________________________________________________________________________________________
2. dictionary – (p.26)
_____________________________________________ __________________________________________________________________________________________
Chapter 6Title: ______________________
R4.A.1.31. As used in chapter 6, what is a frindle?
a. carb. pencilc. dogd. pen
R4.A.1.2.12. Look at the word “unbreakable” on page 34. What
does the prefix –un mean?_______________________________________________________________________________________________________________________________________
R4.A.2.1.2
3. As used in the passage, what is an antonym for the word “skinny?”
a. wideb. narrowc. smalld. little
Chapter 6 Vocabulary – R4.A.1.11. curb – (p.33)
_______________________________________________________________________________________________________________________________________
2. absorbed – (p.35)
_____________________________________________ _____________________________________________
_____________________________________________
Chapter 7Title: __________________
R4.A.1.1.11. Using context clues, can you figure out what the
word blurted means? (P. 39)_______________________________________________________________________________________________________________________________________
R4.A.1.3.12. Predict what you think Mrs. Granger will say about
the word “frindle.”
Mrs. Granger will _________________________________________________________________________________________________________________________________
Chapter 8Title: __________________
R4.B.3.3.11. When all of the fifth grade students hold up a frindle in
their class picture, the result is thata. the camera breaksb. Nick has ink on his shirtc. The students have detentiond. Mrs. Granger is furious
R4.A.1.1.12. Using context clues, what does the word disruption
mean? (p. 44)Disruption is ________________________________________________________________________________
R4.A.1.3.13. Predict what you think Mrs. Granger wrote in the letter.
The letter says ________________________________________________________________________________________________________________________________________________________________________
Chapter 8 Vocabulary – R4.A.1.11. photographer – (p.42)
_______________________________________________________________________________________________________________________________________
2. furious – (p.43)
_____________________________________________ __________________________________________________________________________________________
Chapter 9Title: ___________________
R4.B.3.3.11. On page 54, Nick relates the parent conference
with: a. Monopolyb. Candylandc. Guess who
d. Chess
R4.A.1.3.12. At the end of the chapter, what couldn’t Nick stop?
a. The principalb. The word Frindlec. His motherd. His father
R4.A.1.3.13. Do you think Nick will continue to use the word
Frindle? Explain.____________________________________________________________________________________________________________________________________________________________________________
Chapter 9 Vocabulary – R4.A.1.11. forbid – (p.51)
_______________________________________________________________________________________________________________________________________
2. rebellion – (p.51)
_____________________________________________ __________________________________________________________________________________________
Chapter 10Title: _________________
R4.B.1.1.11. The conflict of the story is
a. Nick does not have any friendsb. Mrs. Granger does not allow the students to say
Frindlec. Nick cannot find a pencild. Nick does not get along with Mrs. Chatham
R4.A.2.1.22. What is a synonym for hate?
a. loveb. likec. disliked. need
R4.A.1.3.1
3. Why does the reporter go to Lincoln Elementary School?
a. to buy a lunchb. to borrow a frindlec. to go to recessd. to write a story for the newspaper about frindles
Chapter 10 Vocabulary – R4.A.1.13. advertisement – (p.57)
_______________________________________________________________________________________________________________________________________
4. predict – (p.63)
_____________________________________________ __________________________________________________________________________________________
Frindle Assessment (chapters 1-10)
R4.B.1.1.11. The setting of the story is _____________.
a. Lincoln Elementary Schoolb. The mallc. Disneyworldd. The park
R4.B.3.3.12. The fifth grade class held up pens in their class
picture, so Mrs. Granger made the students_______________ every time they said “frindle.”a. take another pictureb. miss recessc. write “I am writing this punishment with a pen”
one hundred times
R4.B.1.1.13. What is the conflict in the story?
a. Mrs. Granger makes the students use a dictionaryb. Nick does not have any friendsc. Mrs. Granger is upset that all of the students are
using the word frindle.d. Nick cannot find a pencil to use
R4.A.2.6.14. The author probably wrote this book to:
a. entertainb. informc. dance
d. cry
R4.A.1.3.15. Predict what you think Nick wrote in the letter to the
reporter.
Nick told the reporter_________________________________________________________________________________________________________________________________________________________________________________________________
R4.A.1.3.16. In Frindle, why was nick worried that 5th grade would
be a very long year? Please state three reasons why Nick was worried.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Create your own new word!
Create a new word of your own and draw a picture of the object.
Example: Old Word New Word Cat moodle
Old Word New Word
Picture
Callie Chapman4th Grade PSSA Prep
Information from: www.studyisland.com
Multiple-Meaning WordsSometimes words are spelled alike, but have different meanings. Knowing about different types of words and their definitions is very important to reading and writing.
For example, a bank can be a "place where money is stored," but a bank can also be an "area along the side of a river (river bank)."
Examples of other common multiple-meaning words:
Skirt can mean "a free hanging part of a garment extending from the waist down" or "to go or pass around or about."
Lean can mean "to depend on for support" or "thin." Minute can mean "60 seconds" or "tiny."
Multiple-meaning words can be tricky. Use context clues and think carefully about the sentence’s message to figure out which meaning is being used.
SAMPLE QUESTIONS
1. The beams from the sun made the diamond sparkle.
What is the meaning of the underlined word in the sentence above?
A. widest partsB. planks of woodC. bright smilesD. rays of light
Explanation: The word “beams” has many meanings. All of the answer choices are definitions of the word. However, in this sentence, “beams” means “rays of light.” The correct answer is D. The reader can tell that this definition is being used because the beams are coming “from the sun.” Also, the beams are making “the diamond sparkle.” Looking at context clues helps the reader figure out the meaning being used.
2. As she collected her prize money, Kayla could not believe her stroke of luck.
In this sentence, the word stroke means
A. a movement of a pen or pencil.B. a blow from a fist or hammer.C. a sudden or chance happening.D. a gentle and soothing touch.
Explanation: The word “stroke” has many meanings. All of the answer choices are definitions of the word. However, in this sentence, “stroke” means “a sudden or chance happening.” The correct answer is C. The reader can tell that this definition is being used because Kayla “couldn’t believe” her luck. Her winning the “prize money” came as a surprise to her. It was “sudden.”
Synonyms and Antonyms
A synonym is a word that has the same or almost the same meaning as another word.An antonym is a word that means the opposite of another word.
It's easy to remember the meanings of synonym and antonym by using these little tricks:
Synonym = SameThey both start with an S!
Examples of synonyms include:rabbit and bunnyrocks and stonesenjoy and likehot and warmthrow and toss
Antonym = OppositeThey both start with a vowel!
Examples of antonyms include:bad and goodhot and coldsoft and hard
smooth and roughslow and fast
Replace the underlined word with a synonym.
I enjoy baseball.
A. hateB. likeC. needD. want
Tip: Replace the underlined word with each answer choice. If the meaning of the sentence is the same, then you've found a synonym. If the meaning of the sentence is the opposite of what it was before, then you've found an antonym.
"I like baseball" means the same thing as "I enjoy baseball," so like and enjoy are synonyms. The answer is B!
Root Words and AffixesWhen you are trying to figure out the meaning of a word you don't know, it helps to try to break the word down into parts. Root words and affixes often provide helpful clues as to the meaning of words. The root word is the main part of the word. It is what is left when the affixes are taken away. An affix is one or more letters attached to the beginning or end of a root word. It changes the meaning of the word. There are two types of affixes: prefixes and suffixes.
Root Word - A word that prefixes and/or suffixes are added to. Root Word Example
hope hopeful (full of hope)
do redo (do again)
happy unhappy (not happy)
Prefix - One or more letters placed at the beginning of a word to change its meaning. Prefix Meaning Example
bi- two bicycle (a cycle with two wheels)
dis- not dishonest (not honest)
in- not inable (not able)
mis- bad; badly misinform (inform badly)
non- not; without nonstop (without stopping)
pre- before preheat (heat before)
re- again review (view again)
un- not; no uncooked (not cooked)
Suffix - One or more letters placed at the end of a word to change its meaning.Suffix Meaning Example
-able to be able fixable (capable of being fixed)
-ful full of beautiful (full of beauty)
-less without hopeless (without hope)
-ly in a way; like happily (in a happy way)
-ment act of doing movement (the act of moving)
-ness quality of being kindness (the quality of being kind)
-or someone who does inventor (someone who invents)
-ous having qualities of joyous (having the qualities of joy)
Context CluesLearning words can be hard. Sometimes you may not know what a word means. When this happens, it helps if you can at least know the information around the word. There are ways of finding out what a new or weird word means. One way is to use context clues. Using context clues means using the information around the word you don't know. These words help you find what it means. You can also use the information in the rest of the paragraph to help you figure out what the word means. There are a few things to watch for when you use context clues:
A punctuation mark, such as a comma (,) or dash (—), may help you understand how the word is being used.
Example: Jenny was out late and missed her curfew, the time when she's supposed to be home.
Curfew is a big word! If you don't know what it means, look at the hint after the comma. The hint is the time when she's supposed to be home. This shows that curfew must mean the same thing as the time when someone is supposed to be home.
Key words, such as "or", and "that is" may also give you a hint that a definition is nearby.
Example: Sue's parents made plans for Friday, but she was occupied with studying, that is, she was too busy to go.
This sentence shows that occupied means "busy." Also, make sure to read the entire paragraph! Sometimes a word's definition may
become clearer by reading the entire paragraph where it appears.
Inferences and ConclusionsInferences and conclusions are special kinds of guesses. Good readers can make inferences and conclusions based on what a passage says.
The author of a passage may not tell you everything directly. Some authors may “show” something by using special details. As the reader, you have to look carefully and find clues in the story. Then, you have to use your knowledge of real life to make guesses about what the clues mean.
Look for clues in a story like a detective.
To make inferences and conclusions:
1. Read a passage carefully.
2. Look for details about what a person does. What do the person’s actions tell you?3. Look for details that describe a place or event. Based on real life, what do those
details tell you?4. Make a guess (inference or conclusion) about a character or item in the passage.5. Check to see if you can find a detail or sentence that led to your guess. If you
cannot find something to support your guess, then your guess might be wrong.
Examples: There are two ways to answer inference and conclusion questions. You can make a guess or support a guess. Buck’s eyes locked on the skinny kid with glasses. Buck knew his name was Gerard. He was a couple years younger and was walking alone. Buck walked up to Gerard and shoved him hard. Gerard stumbled but didn’t fall. Buck laughed. Gerard turned around slowly. He looked at Buck straight in the eye. Buck took a step back. “That was very rude,” Gerard said in a steady voice. He seemed to grow a few inches taller. “You should treat other people the way you want to be treated.” Buck began to feel uneasy. This was a strange, little kid. “Oops. Sorry,” he said. Then, he left to find an easier target.Make a guessUse details in the passage to make an inference or conclusion.
Question: From the story, what can the reader tell about Gerard?
Think:
Look for details in the story about Gerard. When Buck shoves him, he stands up straight and looks Buck in the eye. Then, he talks to Buck in a steady voice. These actions show that Gerard is not afraid of Buck even though Buck was mean to him.
Answer: He is not afraid of Buck.
Support a guessThe question gives an inference or conclusion. You have to show that it is correct.
Question: How can the reader tell that Buck is a bully?
Think:Look for a detail that shows how Buck treats other kids. In the second paragraph, Buck shoves Gerard and then laughs. You know from real life that shoving a kid and laughing about it is a mean thing that bullies would do.
Answer: Buck laughs when he pushes Gerard.
Main Idea and Relevant DetailsThe main idea of a passage is what the passage is mostly about. It is the basic point that the author wants the reader to understand. The sentences that support, or explain, the main idea are called supporting details.
Think about a story or article you have read lately. What was it mostly about? That is the main idea of that story or article. It is the basic point that the author wants you to know or learn. When you are looking for the main idea of a passage, ask yourself:
What is this passage mostly about? Why did the author write this passage?
The answer to these questions is the main idea. To check if you really know the main idea, ask yourself:
Do the sentences in the passage support this idea?
If the answer is yes, you have found the main idea. Remember, the main idea is more detailed, or specific, than a topic. For example, you might read a passage about polar bears. Polar bears is the topic. The main idea of the passage might be that polar bears are slowly dying out in the Arctic because they cannot find enough food. The other sentences in the passage will support the main idea. Let's try to find the main idea of the passage below.
Example
During the War of 1812, the British set fire to the U.S. Capitol. They also burned the 3,000 books in the Library of Congress. Thomas Jefferson helped create the library when he was president. He chose books. He hired the first two librarians. When the war started, he was retired. He had a library of books at his home. It was known as the finest private library in the country. He offered to sell Congress his 6,487 books for $23,950. He hoped to build a new Library of Congress. Congress was excited to get the books for such a low price. His books were about many things. The library once had books on only history or law. Jefferson's books were about art, science, and more. He also had books in French, Spanish, and Latin. He thought Congress should read about all subjects.adapted from http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/presidents/jefferson/library_1
What is the main idea of this passage?Thomas Jefferson sold his own books to help recreate the Library of Congress after the War of 1812.
Look at this passage. Ask yourself what the passage is mostly about. This passage is about how Thomas Jefferson helped to rebuild the Library of Congress. He sold his books to the government. He wanted to help rebuild the library. The British had burned it during the War of 1812. This is the main idea: Thomas Jefferson sold his own books to help rebuild the Library of Congress after the War of 1812. The other sentences in the passage support this idea. For example, the first paragraph tells why the Library of Congress needed rebuilding. The second paragraph tells how Jefferson helped to rebuild the Library of Congress. He did this by selling them his books for a low price.
SummarizationWhen you summarize a story, you retell it in a much shorter form. A summary tells the most important ideas and events in a story, but it does not give all the details found in the original story.
StoryOnce upon a time a baby parrot sat alone in the bottom of a big basket. It lived at the pet store. It was waiting for someone to come along and take it home as a pet. At the same time, Mrs. Jackson was looking for a companion to fill her empty nest. Her son had left home for college, and she was pretty sure he was really gone for good! Mrs. Jackson saw an ad in the newspaper saying, "Darling baby parrots for sale." She went to visit the pet store the next day. Mrs. Jackson saw many parrots that day, but the baby all alone in the big basket was the one she wanted! When the parrot had hatched nine weeks earlier, it had four brothers and sisters! Now it was the only one of them without a new home. Mrs. Jackson took out her checkbook and paid the store owner for the baby. She put it in a plastic carrying case. She hurried home to show her friends her new baby bird!
Summary of StoryA baby parrot at a pet store was lonely. Mrs. Jackson was also lonely, so she went to the pet store and bought the baby parrot to keep her company.
Genre and PurposeGenre is a French word that means “kind” or “type.” When we talk about genres of writing, we are talking about different types of writing. In this lesson, you will learn about different types of writing.
Fiction
Fiction is any story that is imaginary or made-up. The events in fictional stories never happened in real life. Example:
Life on Mars
“Perry, wait!” I turned around to see my mom running after me with a silver bag. “You almost forgot your lunch!” she said. “Thanks, Mom,” I grumbled and hurried away to the school’s ship. What she didn’t know was that I had forgotten it on purpose. It was probably a peanut butter sandwich—Earth food. Why couldn’t she give me Mars food like a normal mom? Green goo was my favorite food.
Nonfiction
Nonfiction, or informational text, has facts and true information. It is NOT made-up. If it is a nonfiction story, then it is a true story that really happened. However, some nonfiction texts are not stories. These texts just give facts and information. Example:
The Tallest Animal
The giraffe is the tallest animal in the world. The tallest giraffe was found in Kenya, Africa. It was a 19.2 feet tall male. Males are taller than females. They usually grow to be between 16 to 18 feet tall. A biography is an account of a person's life written by another person. Therefore, biographies are written in third-person point of view. This means that the author uses words like "he," "they," and "she" to describe the story.
A how-to text is a set of directions. It is a piece of writing that explains how to do something. It could describe how to make a pizza or how to plant a tree.
Poetry
Poetry has lines and stanzas instead of sentences and paragraphs. Sometimes, poems are a story. Other times, they describe ideas or feelings. Poems are compact and imaginative.
Many poems have rhyme and rhythm. This gives them a musical sound. Example:
The Dreamer
A dreamer went to our wonderful school, She was always thoughtful and never cruel. Her friends made fun of her forgetfulness,
An agenda for her was meaningless.
She dressed in white with flowers in her hair, If she had a choice, her feet would be bare.
Always fantasizing about her life,This girl never created any strife.
CharacterA character is a person that an author makes up in a story. Just like you, characters have problems, wants, feelings, and thoughts. To learn about the characters in a story, pay attention to what they say and do. Ask yourself questions like:
What traits does the character have?
A trait is an interesting thing about a character. It makes a character special. A trait could be the way a character looks or acts. Words like “funny,” “fast,” “strong,” or “smart” describe traits.
Example: Freddie is a tall boy with black hair. He likes to eat ice cream.
What relationships does the character have?
A relationship is a connection between people. This can mean characters are friends, family, or schoolmates.
Example: Bea and Carolina are sisters. They are also best friends. They always do everything together.
Why does the character do something?
It is important to know why characters do things. Characters sometimes do things because of how they feel.
Example: Joe Bear kicked the skateboard because he was angry.
Who is telling the story?
The narrator is the person telling the story. The point of view is the view of the narrator. He or she can change how the reader sees things. In the example below, the narrator is a big sister. She makes the reader think that the baby does not like her.
Example: My new baby sister does not like me. She always cries when I try to hold her.
What problem does the character have?
Most stories are about how characters solve a problem. Look for what characters in a story are having trouble with. How do they solve their problems?
Example: Joey’s bike has flat tires. He solves his problem by putting more air in them.
How does the character change?
Sometimes characters change in a story. Another character in the story may change how the main character acts.
Example: George did not like his neighbor Kate. She never said hi to him. One day, Kate tripped and hurt her ankle. George asked Kate if she was okay and helped her get up. Now, George and Kate are best friends.
SettingSetting is a very important part of a story. The setting tells when and where the story happens. It is the time period and place in which a story occurs.
The setting of The Little Mermaid is the sea. Sometimes, the setting can cover many different times and places. For example, a science fiction story about time travel may take place across the deserts of the old West, in jungles filled with dinosaurs, and on a space station circling the earth—all in one story!
You choose a book with this picture on the cover. What can you guess the setting of the story is?
Plot The plot is what happens in a story. It is also the order in which the author puts the events in a story. All plots have a conflict. A conflict is a struggle or problem that a character has to solve. It is what makes the story interesting. The resolution is how the character solves or resolves the conflict. When the character finds the resolution to his or her problem, the story usually ends.
Types of Conflict:
Examples:Sample Story
I searched for my mom’s bright red car. Big, wet drops splattered around me. Luckily, my mom had made me bring my umbrella. I finally spotted my mom parked on the corner. I rushed over and got inside. The warmth from the heater felt heavenly. “Hi, Caroline,” my mom said. “How was your day?” “Boring,” I answered. “Aw, I’m sorry to hear that. I think your day will be getting a bit more interesting, though. How do you feel about staying home by yourself?” That got my attention. “What do you mean?” “Two people called in sick today, so I have to go back and work for a couple of more hours. I think you’re old enough now to be in charge. What do you think?” “Awesome!” I said. I had been waiting for this moment for a long time. “Okay. I’ll be home at 6:00 p.m. Now, you know the rules. Don’t open the door or pick up the phone unless it’s me. You can watch television for an hour, but then, I want you to start on your homework. You can eat no more than—” “Three cookies,” I finished. “I know, Mom!” I was tired of being told what to do. We arrived at the house, and after letting me in and smothering me with kisses and more rules, my mom was gone. I immediately went to the cupboard and grabbed the box of cookies. How would my mom know if I ate more than three? I plopped in front of the television and ate the whole box. As I popped the last cookie in my mouth, I felt a weird feeling in my stomach. It felt like the cookies were punching to get out. I lay down on the couch and groaned. I should have listened to my mom and just eaten three. I guess there are rules for a reason . . . .
Sample Questions
1. What is Caroline's main conflict in the story?
Caroline has a conflict with her mother in the story. She is tired of her mother telling her what to do.
2. How is Caroline's conflict resolved?
She learns that there are rules for a reason.3. What is the plot of the story?
Caroline’s mom has to work late, so Caroline stays at home by herself for the first time. Her mom tells her to follow the rules, but Caroline is tired of being told what to do. She breaks the rules and gets sick from eating too many cookies. She learns that there are rules for a reason.
**Notice how the plot describes the events in the order that they happen.**
Theme
The theme, or moral, is a message that the reader gets from a story. It could be a short lesson about life. It tells how the author feels about life or human nature. Because the theme is a message, it must be expressed in a complete sentence. Sometimes the author doesn't tell you what the theme is. You may have to figure it out from the text.
Here are some common themes found in literature: Man is man’s worst enemy. Good is stronger than evil. A person grows by facing obstacles. Treat others the way you want to be treated.
Notice that the themes aren’t describing particular events or characters. They are broad ideas that can apply to all people.
Example: The Fox and the Grapes
by Aesop
One afternoon, a fox was walking through the forest. The fox saw a bunch of grapes hanging from over a branch. "Just the thing I need when I'm thirsty," the fox thought. Taking a few steps back, the fox jumped and just missed the hanging grapes. Again, the fox took a few steps back and tried to reach the grapes but still failed. Finally, giving up, the fox said, "They're probably sour anyway." Then, the fox walked away.
Which of the following best describes a theme of the passage?
(A) It is easy to dislike what you cannot have.(B) It is easy to find food for tall animals.(C) Many animals like to eat fruits.(D) A fox always knows when grapes are sour.
In the above story, the fox is trying to eat the grapes but he or she cannot reach them. When the fox fails after trying, he or she says the grapes must be sour. One theme, or message, of this passage is "It is easy to dislike what you cannot have."
Tips for identifying theme:
Look closely at the title. Sometimes you will find a clue about the theme.
Look for ideas that are repeated more than once. Look for lessons that the character learns.
Think about what happens in the story and how it can apply to life. For example, if the main character must survive an approaching tornado, the theme may be “Nature is at war with mankind.”
Connections Between TextsTo compare two things is to show how they are similar. To contrast two things is to show the differences between two things.
Example:Friar Woods is a nice, quiet place. Some might call it a “neighborhood.” All the animals talk to each other. They work together and they play together. They also protect each other from harm. Leo the Lion is known as the fighter. He will fight any intruder that comes into Friar Woods without an invitation. He works really hard during the day and sleeps soundly at night. Otto the Owl hoots when danger is near. Otto sleeps all day and is up all night. Friar Woods is always under a watchful eye. The animals take care of each other and live in harmony.
1. What is similar about Leo and Otto (compare)?
Answer: Leo and Otto both live in Friar Woods.
2. How are Leo and Otto different (contrast)?
Answer: Leo sleeps at night, and Otto sleeps during the day.
Figurative LanguageWhen sounds are repeated, it is called alliteration. Alliteration gives writing a rhythm or beat. It also connects words in an interesting way! Alliteration is often used in poetry.
My big brother bought a baseball. In this sentence, the B sound is repeated.
Handsome Harry hired hundreds of hippos for Hanukkah. In this sentence, the H sound is repeated.
Which words create alliteration in the cartoon below?
Fact and OpinionTo be a good reader, you should be able to tell the difference between a fact and an opinion. Figuring out facts from opinions is something you do already. You may do it without even knowing it! When you read, you can use clues to help decide if something is a fact or an opinion.
Facts
A fact is a statement that can be checked or proved to be true. Facts are usually found in school books, newspapers, and nonfiction books.
Facts:
A square has four sides.
The Allenville Public Library is not open on Christmas Day.
Dr. Seuss wrote books for children.
Opinions
An opinion is a statement that cannot be proven true or false. Opinions are what people believe, feel, or decide about something. Sometimes, you can tell an opinion by the words the writer uses. Opinions sometimes use words like "best," "better," or "should."
Opinions:
Dogs are better pets than cats. Where the Wild Things Are is the best book in the world.
Children should always go to bed after dinner.
ExaggerationSometimes a writer may include information that may not fit with the main point of the passage. In other words, a write may include extra information that is non-essential. Many times, this extra information is an exaggeration that makes the passage less believable.
Non-essential: This kind of information either does not fit with the main point of the passage, or it just isn't needed to understand the story or the instructions.
Non-essential information makes you wonder why it's there. Non-essential information includes exaggerations, extra details, and sentences that are about the wrong topic. An exaggeration states that something is better, worse, larger, more common, or more important than is actually true. Exaggerations do not belong in informational text because they are not based on fact.
Essential: Information is essential if you need it to make sense of the writing, and it fits with the other sentences in the story or paragraph. Essential information must be relevant. Relevant means that it must have something to do with the topic you are researching or it fits with the rest of the story Essential information does not include exaggerations.
Text OrganizationWhen you understand how the writer has organized information, you will understand and remember the text better. Writers organize text in several different ways.
Sequence - The writer places events in the order in which they happen. Look for words like "first," "then," "finally," "a few minutes later," "next," "after lunch," "last year." Example: First, Rhett was late getting to school. Then, he lost his homework. A few minutes later, the teacher asked him to clean out his desk. Now Rhett thinks it will be a bad day.
Comparison/Contrast - The text shows how ideas or things are alike or different. Look for words like "best," "more," "better," "less," "worse," "easier," "than." Example: The best time to visit the Rocky Mountains is early fall. The weather is cooler in the fall than in the summer. You will see fewer people and more animals. The fall colors are more beautiful.
Cause and Effect - The text shows that one event causes another thing to happen. Look for words like "because," "then," "since," and "as a result." Example: It rained for the first few days of the camping trip. As a result, most of the campers were restless and wanted to go home.
Question/Answer - The writer presents a question and then tries to answer it. Example: Many schools are thinking about this question: Should students be made to wear uniforms? I believe they should not. First, clothing is a very important way that kids express themselves. . .
Problem/Solution - The text is split into two parts: One part presents a problem, and the other part gives the solution to the problem. Look for words like "problem," "solution," "solve," and "plan." Example: The city of Taylor has fifteen public swimming pools. In the past, plenty of lifeguards have been available for staffing the pools throughout the summer. Most of the lifeguards were teenagers out of school for the summer. This year, however, not enough lifeguards have signed up to work. The city has started asking healthy, retired people to be lifeguards. They will be trained by the city for free if they will agree to work 10 hours per week at a city pool. They will be paid $8 an hour for their work.
The problem: Taylor doesn't have enough lifeguards to staff its city swimming pools.
The solution: Encourage retired people to become certified lifeguards and work at the pools.
HeadingsWhen you turn in your homework, you are often asked to put a heading on your paper. The heading tells your name and the date when you finished your work. It may also tell which subject you are studying and the type of homework it is. In other words, the heading gives your teacher the information he or she needs to grade the assignment. Writers use headings in a very similar way.
Helpful hints about headings: Headings give the reader clues about what he or she will find in the text below it. If the reader is trying to locate a specific fact, he or she can look at the headings to
figure out where to find the information. That way, he or she doesn't have to read the entire article to find the information he or she needs!
If a writer is covering a lot of information, headings can be helpful in organizing that information.
Think of headings as "titles" and subheadings as "mini-titles."
Graphics and ChartsTips for reading charts and graphs:
1. Read the title of the chart or graph first. This will help you understand what the chart or graph is attempting to display.
2. Carefully read the text located on or around the chart or graph (if any). This will help you understand the type of information that is on the chart or graph.
3. Identify what type of chart or graph you are looking at. This will help you get familiar with the different types of charts and graphs. See the examples below:
Types of Charts and Graphs:
Bar Graphs
Variables that are distinct and unconnected between data points are represented by bar graphs. See example below.
Line Graphs
Variables that have continuous intervals that are unbroken sequences (e.g., growth of a plant) are represented by line graphs. See example below.
Pie Chart
A pie chart is an excellent way to show how the relative sizes of the parts compare to each other and the whole. See example below.
Practical Texts, Directions, and AdsFollowing instructions means to do what a set of directions or steps tells you to do. In order to follow instructions, you must pay attention to details. A measurement, like 2 cups, tells you how much to use. Information about minutes or hours tells you how long to do something. Pay attention to when things happen. Doing things in a certain order can be very important. Read all information carefully. Do not be afraid to go slowly.
Beach Fun Sunscreen
Directions: Use all year round on sensitive skin. Apply a large amount to your face before going outin the sun. Make sure it is applied evenly. Thissunscreen may also be used to treat dry skin.Reapply after swimming or sweating.
Caution: For external use only. Avoid contact witheyes. If eye contact occurs, rinse with water. If rashappears, stop use.
When should you apply Beach Fun Sunscreen?
You should apply the sunscreen before going out in the sun. The directions also say to use it after you swim or sweat. Knowing when to do something is important. This will help you use the product successfully. Sometimes directions tell you what not to do. Following these instructions is also important.
Watch out for missing instructions! Instructions should follow an order that makes sense, so read carefully. Read the steps below on how to perform the magic trick. Try to figure out what is missing.
How to Perform the Disappearing Cup Trick
Step 1: Sit at a table, and have a quarter, a cup, and a handkerchief ready.Step 2: Tell your audience that you are going to make a quarter disappear.Step 3: Place a quarter on the table.Step 4: Cover the quarter by setting the bottom of a cup on top of it.Step 5: Cover the cup with the handkerchief.Step 6: Say “Ala kazam!” or a magic phrase of your own choosing.Step 7: Pull the handkerchief and cup towards you to the edge of the table. Let the cup fall into your lap.Step 8: Pretend to be astonished that the quarter is still on the table. Step 9: Move the handkerchief back over the quarter. Step 10: Slam the handkerchief down onto the table to show the audience that the cup is no longer there.Step 11: Say something like “I suppose I will have to settle for making the cup disappear.”
Example Question 1: Before performing this trick, it would be helpful for the performer to also know that
A. he or she should continue holding the handkerchief high enough so that it seems like the cup is still underneath it.B. the audience will be disappointed that the quarter did not disappear and will not want to watch him or her perform again.C. the distance between the edge of the table and his or her lap so that the cup will not end up broken on the chair or floor.D. he or she should wear white gloves, a black top hat, and a red cape so that he or she will look like a professional magician.
Explanation: A. is the correct answer choice here. The additional information that would be helpful for the performer to know before doing the trick is to keep holding the handkerchief up so that the cup still appears to be under it. This illusion will make the audience think that he or she has really made the cup disappear.
Example Question 2: What information is missing from Step 7?
A. Make sure that the quarter stays in the same spot.B. Prepare to dry yourself in case the cup is full of liquid.C. Pull the quarter off the edge of the table with the cup.D. Put a pillow in your lap so the cup will not hurt you.
Explanation: The correct answer choice is A. The performer of this trick should be instructed to make sure the quarter stays in the same spot on the table. If this important information is left out the performer may not complete the trick correctly.
State:PA
Subject:ReadingGrade Level:4
Standard Study Island Topic
R4.A Comprehension and Reading Skills
R4.A.1 Understand fiction appropriate to grade level.
R4.A.1.1 Identify and interpret the meaning of vocabulary.
R4.A.1.1.1 - Identify and/or interpret meaning of multiple-meaning words used in text.
Multiple-Meaning Words
R4.A.1.1.2 - Identify and/or interpret a synonym or antonym of a word used in text.
Synonyms and Antonyms
R4.A.1.2 Identify and apply word recognition skills.
R4.A.1.2.1 - Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word from the text with an affix.
Note: Affixes will be limited to prefixes: re-, pre-, in-, un-, dis-, mis-, non-; suffixes: -ful, -less, -ble, -ly, -or, -ness, -ment. Target words should have either a prefix or a suffix but not both.
Root Words and Affixes
R4.A.1.2.2 - Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences.
Context Clues
R4.A.1.3 Make inferences and draw conclusions based on text.
R4.A.1.3.1 - Make inferences Inferences and Conclusions
and/or draw conclusions based on information from text.
R4.A.1.4 Identify and explain the main ideas and relevant details.
R4.A.1.4.1 - Identify and/or explain stated or implied main ideas and relevant supporting details from text.
Note: Items may target specific paragraphs. Items might ask about information in the text that is most important or helpful for understanding a particular fact or idea. Items may require recalling key information stated in text.
Main Idea and Relevant Details
R4.A.1.5 Summarize a fictional text as a whole.
R4.A.1.5.1 - Summarize the key details and events of a fictional text as a whole.
Summarization
R4.A.1.6 Identify genre of text.
R4.A.1.6.1 - Identify the author's intended purpose of text.
Note: narrative and poetic text
Genre and Purpose
R4.A.2 Understand nonfiction appropriate to grade level.
R4.A.2.1 Identify and interpret the meaning of vocabulary in nonfiction.
R4.A.2.1.1 - Identify and/or interpret meaning of multiple-meaning words used in text.
Multiple-Meaning Words
R4.A.2.1.2 - Identify and/or interpret the meaning of content-specific words used in text.
Context Clues
R4.A.2.2 Identify and apply word recognition skills.
R4.A.2.2.1 - Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word from the text with an affix.
Note: Affixes will be limited to prefixes: re-, pre-, in-, un-, dis-, mis-, non-; suffixes: -ful, -less, -ble, -ly, -or, -ness, -ment. Target words should have either a prefix or a suffix, but not both.
Root Words and Affixes
R4.A.2.2.2 - Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences.
Context Clues
R4.A.2.3 Make inferences and draw conclusions based on text.
R4.A.2.3.1 - Make inferences and/or draw conclusions based on information from text.
Inferences and Conclusions
R4.A.2.4 Identify and explain main ideas and relevant details.
R4.A.2.4.1 - Identify and/or explain stated or implied main ideas and relevant supporting details from the text.
Note: Items may target specific paragraphs. Items might ask about information in the text that is most important or helpful for understanding a particular fact or idea. Items may require recalling key information stated in text.
Main Idea and Relevant Details
R4.A.2.5 Summarize a nonfictional text as a
whole.
R4.A.2.5.1 - Summarize the major points, processes and/or events of a nonfictional text as a whole.
Summarization
R4.A.2.6 Identify the genre of text.
R4.A.2.6.1 - Identify the author's intended purpose of text.
Note: informational, biographical, and instructional (practical/how-to/advertisement) text
Genre and Purpose
R4.B Interpretation and Analysis of Fictional and Nonfictional Text
R4.B.1 Understand components within and between texts.
R4.B.1.1 Identify, explain, interpret, compare, and describe components of fiction and literary nonfiction.
R4.B.1.1.1 - Identify, explain, interpret, compare, and/or describe components of fiction and literary nonfiction.
Character (may also be called narrator, speaker, subject of a biography):Identify, explain, interpret, compare, and/or describe character actions, motives, dialogue, emotions/feelings, traits, and relationships among characters within fictional or literary nonfictional text.Identify, explain, interpret, compare, and/or describe the relationship between characters and other components of text.
Setting:Identify, explain, interpret,
Character Plot Setting Theme
compare, and/or describe the setting (when or where a story or personal narrative takes place);
Plot (may also be called action):Identify, explain, interpret, compare, and/or describe elements of the plot (conflict/problem, sequence of events, cause and effect relationships in the plot, how the problem was solved).
Note: Items may use the terms event or solution. Items will not use the word plot. Items will ask what happened first, next, last, etc.
Theme:Identify, explain, compare, and/or describe the message or lesson of fiction or literary nonfiction.Identify, explain, compare and/or describe the relationship between the message or lesson and other components of text.
R4.B.1.2 Make connections between texts.
R4.B.1.2.1 - Identify, explain, interpret, compare, and/or describe connections between texts.
Connections Between Texts
R4.B.2 Understand literary devices in fictional and nonfictional text.
R4.B.2.1 Identify and interpret figurative language in fiction and nonfiction.
R4.B.2.1.1 - Identify, explain, and/or interpret examples of personification in text.
Figurative Language
R4.B.2.1.2 - Identify, explain, and/or interpret
Figurative Language
examples of similes in text.
R4.B.2.1.3 - Identify, explain, and/or interpret examples of alliteration in text when its use is presumed intentional.
Figurative Language
R4.B.3 Understand concepts and organization of nonfictional text.
R4.B.3.1 Differentiate fact from opinion in nonfictional text.
R4.B.3.1.1 - Identify, explain, and/or interpret statements of fact and opinion in nonfictional text.
Note: In grade 4 items focusing on opinion are generally worded "Which of these is an opinion?"
Fact and Opinion Practical Texts, Directions, and Ads
R4.B.3.2 Distinguish between essential and nonessential information within text.
R4.B.3.2.1 - Identify, explain, and/or interpret exaggeration (bias) where present in nonfictional text.
Exaggeration
R4.B.3.3 Identify, compare, explain, and interpret how text organization clarifies meaning of nonfictional text.
R4.B.3.3.1 - Identify, explain, and/or interpret text organization, including sequence, question/answer, comparison/contrast, cause/effect, or problem/solution.
Text Organization
R4.B.3.3.2 - Use headings to locate information in a passage, or identify content that would best fit in a specific section of text.
Headings
R4.B.3.3.3 - Interpret graphics and charts and/or make connections between text and the content of graphics and charts.
Graphics and Charts
R4.B.3.3.4 - Identify, explain, compare, and/or interpret the sequence of steps in a list of directions.
Practical Texts, Directions, and Ads
Callie Chapman
Stem Questions
1. Where do most of the events take place? R4.B.1.1.12. Which word is opposite of _____________ R4.A.1.1.23. In the passage, the word_________ means R4.A.1.2.24. What contributes to __________ problem in the passage?
R4.A.1.4.15. Which statement best summarizes the main idea in the passage?
R4.A.1.4.16. Which sentence from the passage is an opinion? R4.B.3.1.17. The author’s purpose is to give _______________. R4.A.2.6.18. Which meaning of the word ________ is used in the poem?
R4.A.1.1.19. Which phrase from __________________is an example of
alliteration? R4.B.2.1.310. Which lines from the poem contain a simile? R4.B.2.1.211. What is one important idea of this passage? R4.A.2.4.112. Which sentence from the passage contains an opinion?
R4.B.3.1.113. The main idea of the first paragraph is to _____ R4.A.2.4.114. The author probably wrote this passage to R4.A.2.6.1
15. Which phrase from the ad contains alliteration? R4.B.2.1.316. Knowing the prefix _______ helps the reader to understand
that means R4.A.2.2.117. What is the root word of _________________ R4.A.1.2.118. Using context clues, can you figure out what the word
__________ means? R4.A.1.1.119. As used in the passage, which is a synonym of _________
R4.A.2.1.220. Which is a fact about___________? R4. B.3.3.121. Why is the paragraph organized this way? R4.B.1.2.122. In what way are the two passages similar? In what way are
they different? R4.B.1.2.123. What problem did ____________ solve? R4.B.3.3.124. Which of the following happens first? R4.B.3.3.125. Which of the following would be a better heading for the
first paragraph? R4.B.3.3.226. The author most likely included the first and second lines
of the passage to_____________ R4.A.2.3.127. This chapter is an example of which kind of writing?
R4.A.1.6.128. On which page would you find information about the
_________ R4.A.1.1.529. Where does the story take place? R4.B.1.1.130. Determine what time period does this story take place
R4.B.1.1.131. The climax of the story is resolved when ______- R4.B.1.1.132. The conflict of the story is resolved when R4.B.1.1.133. What is the conflict of the story?
R4.B.1.1.134. The setting of the story is R4.B.1.1.1
35. Which of the following is personification in the passage? R4.B.2.1.1
36. Which of the following sentence from the passage contains personification? R4.B.2.1.1
