Novel Study Sample

Save Me a Seat

Novel Study Sample

Welcome to Book Units Teacher ~ I love teaching! I especially love interactive notebooks, anchor charts, hands-on activities, great books, and making learning fun. Here is the place for me to share some of the things I love. ~~ Gay Miller

Created ~ Pageby 1 ©Gay Gay Miller ~Miller

Thank you for downloading this sample of Save Me a Seat Book Unit. Other products in this series may be found at

http://www.teacherspayteachers.com/Store/Gay-Miller

This packet contains graphic organizers for an interactive notebook covering vocabulary, comprehension questions, constructed response writing, and skill practice. I hope your students enjoy a book study using the engaging method of using interactive notebooks.

For teachers who wish paperless activities, this unit contains Boom interactive quizzes as well as Google Slides. Look at the pages following the “Table of Contents” for links to the digital resources.

Save Me a Seat by Sarah Weeks and Gita Varadarajan Genre ~ Realistic Fiction Interest Level ~ Grades 3 – 7 Grade level Equivalent: Scholastic Level S Lexile Measure®: 780L

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Table of Contents

Materials Needed for Creating the Foldable Graphic Organizers 5 Lesson Plans at a Glance 6 Information and Links to Digital Information 7 Vocabulary 13 Vocabulary Teaching Method 14 Vocabulary List 17 Vocabulary Bookmarks 24 Vocabulary Word Cards 26 Vocabulary Practice Booklet 30 Vocabulary Test 49 Comprehension & Writing 53 Teacher Information 54 Allusions and Cultural Vocabulary 58 Student Packet 64 Comprehension Questions for Chapters 1-4 66 Comparing Characters 67 Comprehension Questions for Chapters 5-8 68 Point of View 69 Chapters 2-4 - Cause and Effect 70 Comprehension Questions for Chapters 9-12 71 Cause and Effect 72 Ravi’s Multiplication Method 73 Comprehension Questions for Chapters 13-16 75 Ravi’s Thoughts and Actions 76 Comprehension Questions for Chapters 17-20 77 Character Lucy Mulligan 78 Comprehension Questions for Chapters 21-25 79 Comparing Characters 80 Responding to Text 81 Comprehension Questions for Chapters 26-29 82 Mood 83 Comprehension Questions for Chapters 30-33 84 Character Traits - Dillon 85 Comprehension Questions for Chapters 34-37 86 Figurative Language 87 Comprehension Questions for Chapters 38-41 88 Voice 89

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Comprehension Questions for Chapters 42-45 90 Photo of Leeches 91 Problem and Solution Chain 92 Comprehension Questions for Chapters 46-49 93 Theme 94 Plot Development Chart 95 Student Packet without Common Core State Standards 97 Answer Keys 129 Skills 163 How to Create the Organizers 164 Lesson 1 – Silent Letters 168 Organizer 170 Dots and Boxes Activity 172 Lesson 2 – Punctuation for Effect 174 Organizer 176 Practice 179 Lesson 3 – Capitalizing People 184 Organizer 187 Sorry Game 189 Lesson 4 – Relative Pronouns 197

Organizer 199

Snakes and Ladders Game 202 Lesson 5 – Choosing Words and Phrases to Convey Ideas 208

Organizer 210

Practice 212 Lesson 6 – Root Words 217

Practice SPEC/SPECT 219 Practice JECT 220 Practice STRUCT 221

Practice MIT/MIT 222 Practice AUD/AUDI 223 Practice PHON 224

Answer Keys (For Practice and Bump Games) 225 Organizer 237 Bump Games 241

Scope and Sequence of Skills for the Series 250 Credits 255

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Lesson Plans at a Glance

Read Vocabulary List Comprehen Constructed Skill Practice & sion Quiz Response Question Vocabulary Booklet Chapters surname Chapters Comparing Page 1 1-4 queue 1-4 Characters Spelling Rule Silent Letters Chapters impress Chapters Page 2 Point of View 5-8 willpower 5-8

Chapters auditory Chapters Page 3 Cause and Effect Punctuation for 9-12 proclaim 9-12 Effect - colons, semicolons, Chapters assimilate Chapters Ravi’s Thoughts Page 4 ellipses 13-16 assumption 13-16 and Actions

Chapters bombard Chapters Character Traits - Page 5 17-20 righteous 17-20 Lucy Comparing Capitalizing People Chapters substance Chapters Characters Page 6 21-25 waft 21-25 Responding to Text Chapters crick Chapters Page 7 Mood 26-29 podium 26-29 Relative Pronouns Chapters done deal Chapters Character Traits - Page 8 30-33 apparently 30-33 Dillon

Chapters kleptomaniac Chapters Figurative Page 9 34-37 monsoon 34-37 Language Choosing Words and Phrases to Chapters mushy Chapters Convey Ideas Page 10 Voice 38-41 muster 38-41

Chapters elocution Chapters Problem and spec/spect Page 11 42-45 viscous 42-45 Solution Chain ject Theme struct Chapters sacrifice Chapters Page 12 mis/mit 46-49 metabolism 46-49 Plot Development aud/audi Vocabulary Test phon Root Words Organizer and Practice

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Boom Learning

The vocabulary and comprehension questions for this unit have been created using Boom Learning. Click on the covers on the next page to get your Boom Learning Decks.

Boom Cards live in the cloud. They can't be printed. They play on most modern browsers, Android, iPads, iPhones, and Kindle Fires. You open a Boom Learning account to play them (to protect the children). Create Fast Play pins to assign your Boom Cards to students. Boom Learning also has premium accounts. Premium accounts offer advanced assignment tools, individual and whole class performance tracking, and more. If you are a new Boom Learning customer, when you redeem your Boom Cards purchase you get 90-day free trial of a premium account. When your trial ends, you can renew or move to a free account. You may upgrade, downgrade or cancel at any time. Free accounts use purchased Boom Cards with Fast Play pins. Google Slides

The constructed response questions and all skill lessons for this unit have been created using Google Slides.

A student packet containing comprehension questions and constructed response wiring prompts without CCSS is offered through Google Slides. You can assign this packet to students to help with distance learning. [Note: This packet is not editable.]

This unit contains 5 video lessons. The videos are embedded in Google Slides. Each video slide is followed by a digital organizer for students to learn the rules for the skills that are taught. The printable organizers are offered as Google Slides. All text can be edited before printing with these organizers.

Following a series of lessons, students practice their skills through games, activities, and traditional worksheets. Select between digital or printable versions of these activities.

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Chapters 46-49 [sacrifice and metabolism] Chapters 1-4 [surname and queue]

Complete the sentences with vocabulary words. 1. Is surname used correctly in the sentences below? 1. She took lessons in ______to learn to True or False speak more clearly. _____ Please write your surname first and then your first name to make it easier to alphabetize by last name. 2. No ______is too great when it comes to her children. _____ Georgia’s surname will most likely change when she is officially adopted by her foster parents. 3. Regular exercise can increase your _____ Write down both your surname and your last name. ______. _____ James is often used as a surname and a first name. 4. Tree sap is a ______liquid. _____ Holobaugh is a rare surname 5. The leaders have been trying to ______support for the war.   2. Circle six words in the box that are synonyms or closely 6. Sort the words from the box onto the chart based on related to the word queue. their meanings. line order jumble breakdown digestion offering clutter huddle string surrender loss use row file confusion -- chaos column disorder sacrifice metabolism  ______Fill in the blank with either surname or queue. ______3. Do we have to stand in the ______to ______get tickets?  4. I have a hyphenated ______. 7. Add vowels to these nonsense words to make 5. Everyone got soaking wet while waiting in the vocabulary words. ______for the bus. mtblsm ______lctn ______mnsn ______scrfc ______

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Chapters 46-49 [sacrifice and metabolism] Chapters 1-4 [surname and queue]

Complete the sentences with vocabulary words. 1. Is surname used correctly in the sentences below? 1. She took lessons in ___elocution___ to learn to speak True or False more clearly. __T___ Please write your surname first and then your first name to make it easier to alphabetize by last name. 2. No ____sacrifice____ is too great when it comes to her children. __T___ Georgia’s surname will most likely change when she is officially adopted by her foster parents. 3. Regular exercise can increase your ___metabolism___. __F___ Write down both your surname and your last 4. Tree sap is a ___viscous___ liquid. name. 5. The leaders have been trying to ____muster______T___ James is often used as a surname and a first support for the war. name.  __T___ Holobaugh is a rare surname. 6. Sort the words from the box onto the chart based on  their meanings. 2. Circle six words in the box that are synonyms or closely breakdown digestion offering related to the word queue. surrender loss use line order jumble -- clutter huddle string sacrifice metabolism row file confusion surrender digestion chaos column disorder offering breakdown 

loss use Fill in the blank with either surname or queue.  3. Do we have to stand in the ___queue__ to get tickets? 7. Add vowels to these nonsense words to make vocabulary words. 4. I have a hyphenated ____ surname___. 5. Everyone got soaking wet while waiting in the mtblsm metabolism lctn elocution ___queue___ for the bus. mnsn monsoon scrfc sacrifice

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Common Core State Standards Reading: Literature

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4th Grade -

CCSS.ELA Literacy.RL.4.1 CCSS.ELA Literacy.RL.4.2 CCSS.ELA Literacy.RL.4.3 CCSS.ELA Literacy.RL.4.4 CCSS.ELA Literacy.RL.4.5 CCSS.ELA Literacy.RL.4.6 CCSS.ELA Literacy.RL.4.7 CCSS.ELA Literacy.RL.4.9 CCSS.ELA Literacy.RL.4.10

Comparing Characters   Point of View   Cause and Effect   Ravi’s Thoughts and Actions   Character Traits - Lucy   Comparing Characters   Responding to Text   Mood   Character Traits - Dillon   Figurative Language   Voice   Problem and Solution Chain   Theme   Plot Development  

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Common Core State Standards Reading: Literature

Literacy.RL.5.1 Literacy.RL.5.2 Literacy.RL.5.3 Literacy.RL.5.4 Literacy.RL.5.5 Literacy.RL.5.6 Literacy.RL.5.7 Literacy.RL.5.9 Literacy.RL.5.10

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5 Grade -

CCSS.ELA CCSS.ELA CCSS.ELA CCSS.ELA CCSS.ELA CCSS.ELA CCSS.ELA CCSS.ELA CCSS.ELA

Comparing Characters    Point of View   Cause and Effect   Ravi’s Thoughts and Actions   Character Traits - Lucy   Comparing Characters    Responding to Text   Mood   Character Traits - Dillon   Figurative Language   Voice   Problem and Solution Chain   Theme   Plot Development  

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Save Me a Seat ~ Chapters 1-4

1. The main idea of Chapters 1-4 is ---. 2. How does the reader know Save Me a Seat is told in 1st person point of view? a. It is the first day of school. b. Dillon Samreen bullies the other kids. a. The narrator uses pronouns like I, me, and my. c. The two main characters are described. b. Only the thoughts of Ravi are told. d. Teachers at Albert Einstein Elementary c. The narrator uses pronouns like he, she, it, are nice. and they. d. The narrator tells the story to another character using the word 'you.'

3. Which word best describes Dillon Samreen? 4. Which inference can be made based on the information in Chapters 1-4? a. likeable b. bully a. Dillon is going to be best friends with Joe. c. creative b. Joe and Ravi are going to be the main d. agreeable characters of the story. c. Pramod will visit Ravi in America. d. Amma will be lunch monitor. 5. Check 3 ways Dillon’s arm around Joe’s 6. Match each phrase to the type of figurative shoulder is unfriendly. language it contains. ______Dillon wants to say hurtful words to Joe ______a sea of mostly white a) idiom in a way that others won’t realize what he is faces stares back at me saying. ______I’m so hungry I could b) hyperbole ______Dillon wants to get close to Joe, so he eat a horse. can pull out his earplug and stomp on it without others seeing what he is doing. ______I am fresh off the c) metaphor boat. ______Dillon wants to ask Joe if he will sit with him at lunch then tell him he’s not invited. ______He looks like a movie d) simile ______Dillon wants to inform Joe that his star straight out of Bollywood. mother is lunchroom monitor.

______Dillon wants a grip on Joe, so Joe can’t escape. 7. True or False 8. Which statement is an opinion?

______Mr. Barnes teaches Joe and Ravi’s 5th a. Lucy and her friends start jumping up and grade class. down, screaming, “Eeeew!”

______Joe wears earplugs to block out loud b. At Einstein, kids have to sit in alphabetical noises. order.

______Tom Dinkins wants to be popular. c. His shirt is so white it hurts my eyes to look at it. ______Miss Frost is teaching students how to cope in difficult situations. d. I’ve never seen him before, and I’m not sure where he’s from. ______Ravi is teamed with Dillon for the Venn Friend activity.

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Constructed Response – Comparing Characters

Draw pictures of Ravi and Joe. List three character traits of each using proof from text.

______

______Ravi ______CCSS.ELA- ______Literacy.RL. ______4.3 ______Describe in ______depth a ______character, ______setting, or ______event in a ______story or drama, drawing on specific details in the text ______(e.g., a ______character’s ______thoughts, ______words, or actions). CCSS.ELA- Literacy.RL. ______5.3 ______Joe ______Compare ______and ______contrast ______two or ______more ______characters, ______settings, or ______events in a ______story or ______drama, ______drawing on ______specific ______details in ______the text ______(e.g., how ______characters interact).

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Constructed Response – Comparing Characters

Draw pictures of Ravi and Joe. List three character traits of each using proof from text.

______

______Ravi ______

______

______Joe ______

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Answer Key

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Save Me a Seat ~ Chapters 1-4

5. Check 3 ways Dillon’s arm around Joe’s 6. Match each phrase to the type of figurative shoulder is unfriendly. language it contains. _4__ Dillon wants to say hurtful words to Joe __c__ a sea of mostly white a) idiom in a way that others won’t realize what he is faces stares back at me saying. __b__ I’m so hungry I could _4__ Dillon wants to get close to Joe, so he b) hyperbole eat a horse. can pull out his earplug and stomp on it without others seeing what he is doing. __a__ I am fresh off the boat. c) metaphor ___ Dillon wants to ask Joe if he will sit with him at lunch then tell him he’s not invited. __d__ He looks like a movie d) simile ___ Dillon wants to inform Joe that his mother star straight out of Bollywood.

is lunchroom monitor. _4__ Dillon wants a grip on Joe, so Joe can’t escape. 7. True or False 8. Which statement is an opinion? __F__ Mr. Barnes teaches Joe and Ravi’s 5th a. Lucy and her friends start jumping up and grade class. down, screaming, “Eeeew!” __T__ Joe wears earplugs to block out loud b. At Einstein, kids have to sit in alphabetical noises. order. __T__ Tom Dinkins wants to be popular. c. His shirt is so white it hurts my eyes to look at it. __T__ Miss Frost is teaching students how to cope in difficult situations. d. I’ve never seen him before, and I’m not sure where he’s from. __F__ Ravi is teamed with Dillon for the Venn Friend activity.

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Constructed Response – Comparing Characters

Draw pictures of Ravi and Joe. List three character traits of each using proof from text.

page 9 - ransferred from Bangalore, India to Hamilton, New Jersey page 9 - People have trouble understanding his accent. page 18 - moved away from best friend Pramod

page 10 - good Ravi student page 10 - likes to play cricket page 10 - wears Caring family glasses Chapter 1 describes Ravi's family. His CCSS.ELA- Literacy.RL. mother cooks him a page 15 - Joe's special lunch. 4.3 description of Ravi -- Describe in shrimpy-looking, depth a thick glasses, character, setting, or greased-down black event in a hair parted on the story or side, dark skin drama, drawing on specific details in the text page 13 - His best friends - twins Evan and Ethan - moved away (e.g., a character’s thoughts, p. 22 - Dillon nicknames his Puddy Tat because his last name is Sylvester. words, or actions). CCSS.ELA- Literacy.RL. 5.3 page 12 - tall Joe Compare and page 13 - doesn't contrast talk much two or Page 13 - His Caring Family more friends jokingly characters, called him settings, or Blabbermouth. page 22 - "What's events in a not to like?" she'd story or page 19 Ravi's asked, kissing the drama, description of Joe -- top of my head. drawing on big white kid with specific ellow haer, wrinkled details in shirt, doesn't seem the text friendly, shoves (e.g., how food into his mouth characters interact).

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I Survived Series

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The units in this series cover all 4th Grade Literature and Language Arts Common Core State Standards

Comparing Tale of a Animate There’s a Dear Mr. The Save Me a Themes and Fourth d Shorts Boy in the Henshaw Lemonade Seat Topics Across Grade Girl’s War Cultures Nothing Bathroom

CCSS.ELA-LITERACY.RL.4.1 Comprehension Comprehension Comprehension Comprehension Comprehension Refer to details and examples in a text when explaining Questions and Questions and Questions and Questions and Questions and what the text says explicitly and when drawing Constructed Constructed Constructed Constructed Constructed Writing Response Writing Response Writing Response Writing Response Writing Response inferences from the text. Questions Questions Questions Questions Questions CCSS.ELA-LITERACY.RL.4.2 Comprehension Comprehension Comprehension Comprehension Comprehension Determine a theme of a story, drama, or poem from Questions and Questions and Questions and Questions and Questions and details in the text; summarize the text. Constructed Constructed Constructed Constructed Constructed Writing Response Writing Response Writing Response Writing Response Writing Response Questions Questions Questions Questions Questions CCSS.ELA-LITERACY.RL.4.3 Comprehension Comprehension Comprehension Comprehension Comprehension Describe in depth a character, setting, or event in a story Questions and Questions and Questions and Questions and Questions and or drama, drawing on specific details in the text (e.g., a Constructed Constructed Constructed Constructed Constructed Writing Response Writing Response Writing Response Writing Response Writing Response character's thoughts, words, or actions). Questions Questions Questions Questions Questions CCSS.ELA-LITERACY.RL.4.4 Comprehension Comprehension Comprehension Comprehension Comprehension Determine the meaning of words and phrases as they Questions and Questions and Questions and Questions and Questions and are used in a text, including those that allude to Constructed Constructed Constructed Constructed Constructed Writing Response Writing Response Writing Response Writing Response Writing Response significant characters found in mythology (e.g., Questions Questions Questions Questions Questions Herculean). CCSS.ELA-LITERACY.RL.4.5 5 Assignments Explain major differences between poems, drama, and Includes elements of prose, and refer to the structural elements of poems a poem, dramas, short stories, and (e.g., verse, rhythm, meter) and drama (e.g., casts of animated shorts characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. CCSS.ELA-LITERACY.RL.4.6 3 Assignments include Comprehension Comprehension Comprehension Comprehension Comprehension Compare and contrast the point of view from which questions about point Questions and Questions and Questions and Questions and Questions and different stories are narrated, including the difference of view Constructed Constructed Constructed Constructed Constructed Writing Response Writing Response Writing Response Writing Response Writing Response between first- and third-person narrations. Questions Questions Questions Questions Questions CCSS.ELA-LITERACY.RL.4.7 7 Assignments Make connections between the text of a story or drama Includes 1 poem, 6 and a visual or oral presentation of the text, identifying short stories, 2 dramas, and 16 where each version reflects specific descriptions and animated shorts directions in the text. CCSS.ELA-LITERACY.RL.4.9 6 Assignments Compare and contrast the treatment of similar themes including comparing and topics (e.g., opposition of good and evil) and quests myths, good vs. evil legends, and patterns of events (e.g., the quest) in stories, myths, and animated shorts with traditional literature from different cultures. similar themes CCSS.ELA-LITERACY.RL.4.10 This unit includes a Comprehension Comprehension Comprehension Comprehension Comprehension By the end of the year, read and comprehend literature, total of 15 Questions and Questions and Questions and Questions and Questions and including stories, dramas, and poetry, in the grades 4-5 assignments – 12 of Constructed Constructed Constructed Constructed Constructed these include reading Writing Response Writing Response Writing Response Writing Response Writing Response text complexity band proficiently, with scaffolding as and comprehending Questions Questions Questions Questions Questions needed at the high end of the range. literature. Page | 27 Unit Created by Gay Miller

Comparing Tale of a Animated There’s a Boy Dear Mr. The Save Me a Themes and Fourth Shorts in the Girl’s Henshaw Lemonade Seat Topics Across Grade Bathroom War Cultures Nothing CCSS.ELA-LITERACY.L.4.1.A Pronouns Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

CCSS.ELA-LITERACY.L.4.1.B Verbs Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

CCSS.ELA-LITERACY.L.4.1.C Verbs Use modal auxiliaries (e.g., can, may, must) to convey various conditions. CCSS.ELA-LITERACY.L.4.1.D Adjectives Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

CCSS.ELA-LITERACY.L.4.1.E Prepositional Form and use prepositional phrases. Phrases

CCSS.ELA-LITERACY.L.4.1.F Sentences/ Produce complete sentences, recognizing and Fragments correcting inappropriate fragments and run-ons.* Run-ons

CCSS.ELA-LITERACY.L.4.1.G To/Too/Two Correctly use frequently confused words (e.g., to, There/ Their/ too, two; there, their).* They’re CCSS.ELA-LITERACY.L.4.2.A Titles Months, Places People Use correct capitalization. Days, Holidays CCSS.ELA-LITERACY.L.4.2.B Quotations Use commas and quotation marks to mark direct speech and quotations from a text.

CCSS.ELA-LITERACY.L.4.2.C Compound Use a comma before a coordinating conjunction in Sentences a compound sentence. CCSS.ELA-LITERACY.L.4.2.D Spelling Rule Spelling Spelling Rule Spelling Rule Spell grade-appropriate words correctly, consulting Doubling Final Rule Y to I Silent Letters references as needed. Consonant IE or EI

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Comparing Tale of a Animated There’s a Boy Dear Mr. The Save Me a Themes and Fourth Shorts in the Girl’s Henshaw Lemonade Seat Topics Across Grade Bathroom War Cultures Nothing

CCSS.ELA-LITERACY.L.4.3.A Adding Expanding CHOOSE WORDS AND PHRASES TO CONVEY IDEAS Adjectives Sentences PRECISELY. to with Vivid Sentences Imagery

CCSS.ELA-LITERACY.L.4.3.B commas, colons, CHOOSE PUNCTUATION FOR EFFECT.* dashes, and semicolons, parentheses ellipses

CCSS.ELA-LITERACY.L.4.3.C Formal vs. DIFFERENTIATE BETWEEN CONTEXTS THAT CALL FOR Informal FORMAL ENGLISH (E.G., PRESENTING IDEAS) AND Language SITUATIONS WHERE INFORMAL DISCOURSE IS APPROPRIATE (E.G., SMALL-GROUP DISCUSSION).

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Comparing Tale of a Animated There’s a Boy Dear Mr. The Save Me a Themes and Fourth Grade Shorts in the Girl’s Henshaw Lemonade Seat Topics Across Nothing Bathroom War Cultures

CCSS.ELA-LITERACY.L.4.4.A Context Clues - Context Clues - Restatement or Example Use context (e.g., definitions, examples, or Definition restatements in text) as a clue to the meaning of a word or phrase. CCSS.ELA-LITERACY.L.4.4.B Prefixes Suffixes Root Words Suffixes Root Words fore- -er/-or rupt -ship spec/spect Use common, grade-appropriate Greek and Latin sub- -ist phos/photo -logy ject affixes and roots as clues to the meaning of a word mid- -ian/-an tract -ness struct inter- -ess meter -ment mis/mit tele- -al/-ial port -hood aud/audi semi- -ly graph/scrib -dom phon

CCSS.ELA-LITERACY.L.4.4.C Vocabulary Practice Thesaurus Dictionary/ Vocabulary Practice Vocabulary Practice Vocabulary Practice Booklet Glossary Booklet Booklet Booklet Consult reference materials (e.g., dictionaries, Vocabulary Practice glossaries, thesauruses), both print and digital, to Booklet find the pronunciation and determine or clarify the precise meaning of key words and phrases. CCSS.ELA-LITERACY.L.4.5.A Similes Comprehension Comprehension Comprehension Comprehension Metaphors Questions and Questions and Questions and Questions and Explain the meaning of simple similes and Comprehension Constructed Writing Constructed Writing Constructed Writing Constructed Writing metaphors (e.g., as pretty as a picture) in context. Questions and Response Response Response Response Constructed Writing Questions Questions Questions Questions Response Questions

CCSS.ELA-LITERACY.L.4.5.B Comprehension Idioms Comprehension Comprehension Proverbs Comprehension Questions and Questions and Questions and Adages Questions and Recognize and explain the meaning of common Constructed Writing Constructed Writing Constructed Writing Comprehension Constructed Writing idioms, adages, and proverbs. Response Response Response Questions and Response Questions Questions Questions Constructed Writing Questions Response Questions

CCSS.ELA-LITERACY.L.4.5.C Antonyms Synonyms Vocabulary List Vocabulary List Vocabulary List Vocabulary List with Practice with Practice with Practice with Practice Demonstrate understanding of words by relating Booklet Booklet Booklet Booklet them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

CCSS.ELA-LITERACY.L.4.6 Vocabulary List Vocabulary List Vocabulary List Vocabulary List Vocabulary List with Practice with Practice with Practice with Practice with Practice Acquire and use accurately grade-appropriate Booklet Booklet Booklet Booklet Booklet general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

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