5 Name Use What You Know About the Vocabulary Words to Answer The
A Laugh a Minute Name Vocabulary Use what you know about the Vocabulary Words to answer the questions.
1. What might make your stomach feel queasy?
2. When something is foisted on you, is it forced on you or can you choose to do it?
3. Would you be surprised if two people who were not friends made a pact?
4. Why is it bad to deprive yourself of a healthy breakfast?
5. To which type of place would a person venture?
6. How does an annoyed person feel?
With your child, discuss the Vocabulary Words and their meanings. Then, ask your child to use the Vocabulary Words to write a short story. 5 A Laugh a Minute Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A01_ALR_005.inddXENL08AAY4A01_ALR_005.indd 5 110/9/060/9/06 66:43:30:43:30 PPMM A Laugh a Minute Name Character Traits Complete the graphic organizer using the last page of and Motivations A Laugh a Minute.
Characters: Allison and Jim
Traits Actions Motives
Allison is Allison Allison wants to
Jim is
Jim Jim wants to
Answer the questions about A Laugh a Minute.
1. How did Allison become aware of how others thought of her jokes?
2. Why do you think Allison wanted to change her ways?
Compare and contrast Jim and Allison’s motivations. Write a paragraph that describes how their motivations changed in the story.
Discuss the activity with your child. Talk about a time when someone at school hurt your child’s feelings. 6 A Laugh a Minute Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A01_ALR_006.inddXENL08AAY4A01_ALR_006.indd 6 110/9/060/9/06 66:44:34:44:34 PPMM A Laugh a Minute Name Oral Reading Fluency
Allison Davis was in the fourth grade. She lived with her 11 parents and her brother, Jim. Allison loved to joke around. She was 23 the kind of person who always had something silly to say. She had 36 been that way for as long as anyone could remember. Jim, who 48 was in high school, was extremely serious. He worked very hard to 60 get good grades in school. 65 One night, Jim came home late for dinner. He had stayed 76 after school to work on a project. When Jim came in, Allison said, 89 “Mom and Dad, I have news: Jim laughed this morning! I heard it 102 with my own ears!” Jim rolled his eyes and sat down to eat. It was 117 typical Allison behavior. 120 One day, Allison and a group of girls were walking home 131 from school when a girl named Katy tripped and tumbled to the 143 ground. Her books and papers and backpack fl ew all over. 153
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for the student. 7 A Laugh a Minute Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A01_ALR_007.inddXENL08AAY4A01_ALR_007.indd 7 112/21/062/21/06 8:04:178:04:17 AMAM Miki Gorman: The Amazing Runner Name Vocabulary Use what you know about the Vocabulary Words to answer the following questions. Explain your answers.
1. Would you expect to hear people snickering during a sad movie? Why or why not?
2. If your friend glared at you, would you feel happy or upset? Why?
3. When Sarah tickled her little brother, he didn’t flinch. Is Sarah’s brother ticklish or not?
4. If you muttered an answer to your teacher, what might he or she say?
5. If someone is stunned by the good weather, does it mean the weather was expected or not expected?
6. If a musician is legendary, is she well known or not very well known?
Write a paragraph about an exciting event on a separate piece of paper. Use these Vocabulary Words: fluke, gaped, legendary, stunned.
Discuss the Vocabulary Words and their meanings with your child. Encourage your child to role play the meaning of snickering, glared, Miki Gorman: The Amazing Runner fl inch, muttered, and gaped. 5 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A02_ALR_005.inddXENL08AAY4A02_ALR_005.indd 5 110/10/060/10/06 33:27:17:27:17 PPMM Miki Gorman: The Amazing Runner Name Character’s Traits Complete the graphic organizer about Miki Gorman: and Motivations The Amazing Runner.
Character: Miki
Traits Actions Motives
Miki is Miki Miki wants to
Miki Miki wants to
Miki
Miki wants to
Answer these questions about Miki Gorman: The Amazing Runner.
1. How did Miki react when people did not respect her as a runner?
2. Why did Miki stop racing?
Discuss the activity with your child. Help your child to write about a sport or exercise they Miki Gorman: The Amazing Runner enjoy. 6 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A02_ALR_006.inddXENL08AAY4A02_ALR_006.indd 6 110/10/060/10/06 33:30:07:30:07 PPMM Miki Gorman: The Amazing Runner Name Oral Reading Fluency
In the autumn of 1976, Miki Gorman stood on the 10 Verrazano-Narrows Bridge with a huge group of other athletes. 19 Th e thousands of runners—mostly men—were gathered at the 29 starting line of the New York City Marathon. A marathon is a 41 26.2-mile running race. 44 One male runner looked over and muttered to himself, “Why 54 even bother, lady?” Miki was just over fi ve feet (1.52 m) tall and 67 weighed less than 90 pounds (40.8 kg). Th e runner had no idea 79 that the woman he snickered at was one of the top runners in 92 the world. 94 Th en the starting gun fi red. Th e runners surged forward. Miki 104 Gorman confi dently took off , feeling relaxed. It would be a day 115 she’d never forget. 118 Miki Gorman was an unlikely American sports star. Her 127 parents were Japanese. In 1935, when Miki was born, they were 138 living in China. During World War II, the family moved back 149 to Japan. 151
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for Miki Gorman: The Amazing Runner the student. 7 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A02_ALR_007.inddXENL08AAY4A02_ALR_007.indd 7 112/21/062/21/06 8:04:538:04:53 AMAM See You Soon, June Name Vocabulary Use what you know about the Vocabulary Words to complete the sentences.
1. Hector surrendered to hunger when he opened the freezer because
2. Our family cheers for a particular baseball team because
3. The bacon was not sizzling in the pan because
4. Chloe’s smile was sparkling because
5. We strolled to the game instead of walking quickly because
Write a word that means the opposite of the Vocabulary Word.
6. strolled
7. surrender
8. sizzling
9. cluster
Write your own sentences using Vocabulary Words. Try to use two Vocabulary Words in the same sentence.
With your child, discuss the Vocabulary Words and their meanings. Then, point out words similar in meaning to a Vocabulary Word and the connection between them. 5 See You Soon, June Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A03_ALR_005.inddXENL08AAY4A03_ALR_005.indd 5 110/9/060/9/06 66:47:30:47:30 PPMM See You Soon, June Name Compare and Think of another story you have read about two friends. Contrast Compare and contrast it with See You Soon, June in the chart below.
Another story Compare: Contrast: See You about two How are they How are they Soon, June friends similar? different?
Characters June, a girl from the city Tim, a boy from the city
Setting Green Mountain Summer Camp Tim’s grandparents’ farm
Plot June and Tim are friends who write each other to tell about what they are doing and learning during the summer.
On another sheet of paper, write a paragraph that compares and contrasts the two stories.
Help your child write sentences about a past summer activity that was a learning experience. 6 See You Soon, June Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A03_ALR_006.inddXENL08AAY4A03_ALR_006.indd 6 110/9/060/9/06 6:48:156:48:15 PMPM See You Soon, June Name Oral Reading Fluency
Dear Tim, 2 Here I am at Camp Green Mountain on my bunk in my 14 cabin high above the fl oor below! I had to write and say hello. 27 Everyone else will be here soon. I’ll say to them, “Hi, I’m 39 June!” I bet I’ll make lots of new friends before the day comes to 53 an end. 55 Oh, I know I won’t have any fear! I absolutely love it here! 68 I’ll write again soon! 72 Your friend, 74 June 75 Dear June, 77 You’re so lucky to go to camp where there’s a lake and lots of 91 sun. It’s raining here, the house is damp, and I’m not having 103 any fun. 105 Grandma and Grandpa’s place is nice. Mom says I will learn 116 to love it here. It’s good to get out of the city once or twice. She 132 says, “Look, Tim, the sky is so clear!” 140 Mom says, “I know you will have lots to do and see.” 152
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for the student. 7 See You Soon, June Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A03_ALR_007.inddXENL08AAY4A03_ALR_007.indd 7 112/21/062/21/06 8:05:118:05:11 AMAM In My Own Country Name Vocabulary Using what you know about the Vocabulary Words, complete the following sentences.
1. She was accusing the man of .
2. Our teacher looked stern, so we knew that .
3. We craned our necks in order to
.
4. I cringed when I heard .
5. We have to behave solemnly when we .
6. She averted her eyes because
.
Draw lines to connect each Vocabulary Word with the word that has a similar meaning.
stern seriously
fury harsh
craned stretched
solemnly anger
With your child, discuss the Vocabulary Words and their meanings. Then, help your child tell a short story using as many of the Vocabulary Words as possible. 5 In My Own Country Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A04_ALR_005.inddXENL08AAY4A04_ALR_005.indd 5 110/17/060/17/06 88:43:21:43:21 AAMM In My Own Country Name Compare and Use the Venn diagram to compare and contrast Sue Contrast and Joe’s life in Los Angeles to their experiences in the Manzanar internment camp.
Los Angeles Both Manzanar
Compare and contrast the different reactions of Joe’s schoolmates after the attack to Pearl Harbor.
Create a Venn diagram to compare and contrast life during World War II to life today.
Read the story with your child. Together, think of another example of people being treated wrongly because of who they are. Encourage your child to write a paragraph describing this treatment and how it makes him or her feel. 6 In My Own Country Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A04_ALR_006.inddXENL08AAY4A04_ALR_006.indd 6 110/9/060/9/06 66:51:58:51:58 PPMM In My Own Country Name Oral Reading Fluency
Life was good for my family at the start of 1941. Our family 13 business, a small hotel in Los Angeles, was doing well. My brother 25 Joe was ten, and I was twelve, and we were both good students. 38 We were typical American children: we mainly went to school and 49 played with our friends. Joe played baseball, and I took art classes. 61 Our lives were much easier than the lives of our parents. 72 My parents, Kenji and Izumi Natsumi, were born in Japan, 82 but when they were in their early twenties, they got married and 94 moved to the United States. Th ey worked at a factory together 105 for several years, lived in a tiny apartment, and saved every penny 117 they earned. Eventually, with the help of a loan from a bank, they 130 purchased the hotel. 133 We had a small, but comfortable, home in Los Angeles on a 145 pleasant street. 147
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for the student. 7 In My Own Country Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A04_ALR_007.inddXENL08AAY4A04_ALR_007.indd 7 112/21/062/21/06 8:05:208:05:20 AMAM A House Is a Home Name Vocabulary Write synonym after each word with a similar meaning as the Vocabulary Word. Write antonym after each word with an opposite meaning of the Vocabulary Word.
1. commence start stop
2. consternation calm alarm
3. culinary cooking not cooking
4. downcast gloomy joyful
5. extensive limited large
6. pensive thoughtful active
7. recruit gather release
8. reminiscent unlike similar
9. serenely suddenly peacefully
10. vivid bright dull
Use what you know about the Vocabulary Words to answer the following questions.
11. If the show is about to commence, is it about to begin or end?
12. If your best friend feels downcast, what do you do?
13. What are you best at making in the culinary arts?
Discuss with your child the meaning of each Vocabulary Word. Challenge your child to write three sentences using Vocabulary Words. 5 A House Is a Home Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A05_ALR_005.inddXENL08AAY4A05_ALR_005.indd 5 110/10/060/10/06 99:07:45:07:45 PPMM A House Is a Home Name Compare and What Is the Difference? Contrast In the play A House Is a Home we read about two different characters: Paul and Katie. These characters have similar experiences but look at these experiences in different ways. Do this project to compare and contrast the two characters.
-:3F/AG$776
• construction • pen or pencil paper • markers or • notebook paper colored pencils
-:3FFAA
EF7B Reread the play. Note how Paul and Katie are alike and how they are different. Pay attention especially to where they come from, how they look at their new house, and what they do in their new home.
EF7B On the construction paper, draw two large circles that overlap, which is known as a Venn diagram. Make sure the part that overlaps is large enough to write in. Label one circle Paul and the other Katie. See the Venn diagram on this page for an example.
EF7B In the section that overlaps, write all the ways that Paul and Katie are alike. In the section of Katie’s circle that does not overlap, write how Katie is different from Paul. In the section of the circle that is just for Paul, write about how Paul is different than Katie.
Paul Katie
6 A House Is a Home Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A05_ALR_006.inddXENL08AAY4A05_ALR_006.indd 6 110/10/060/10/06 9:06:589:06:58 PMPM A House Is a Home Name Oral Reading Fluency
Narrator: Late afternoon sun sparkles through the windows of the 10 almost empty room. Th ere is only a dresser and a mattress on the 23 fl oor, and no curtains on the windows. In the center of the room, 36 there are some packing boxes. Paul solemnly sits on one box, eyes 48 downcast. Paul’s mother enters. 52 Paul’s mother: How’s it going? Come on, I’ll help you unpack. We 64 can get a lot done before tonight. Th en you’ll feel right 75 at home. 77 Narrator: Paul’s mother opens a box. She takes out some clothes 88 and puts them in one of the drawers in the dresser. 99 Paul: Th e only thing that would make me feel right at home 111 would be to go back to our old home. 120 Narrator: Paul’s mother sits down next to Paul, who averts his 131 eyes from his mother’s sympathetic look. 137 Paul’s mother: Paul, we did extensive research before picking this 147 particular area. 149
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for the student. 7 A House Is a Home Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A05_ALR_007.inddXENL08AAY4A05_ALR_007.indd 7 112/21/062/21/06 8:05:308:05:30 AMAM At the Edge of the Forest Name Vocabulary Answer the following questions. Explain your answers.
1. For what things are you responsible at home?
2. Would it be contradicting if you liked both orange juice and apple juice? Why or why not?
3. Why would it be unsafe if a car swerved on a road next to a cliff?
4. How do you demonstrate that you are being attentive in class?
5. On what sorts of things might a cat pounce?
6. Why would a freshly paved road cause you not to be jostled as much in a car?
7. If you dart across the room, are you moving slowly?
With your child, discuss the Vocabulary Words and their meanings. Have your child pick one word and give examples that show what the word means. 5 At the Edge of the Forest Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A06_ALR_005.inddXENL08AAY4A06_ALR_005.indd 5 110/9/060/9/06 66:52:49:52:49 PPMM At the Edge of the Forest Name Plot: Confl ict and Change the Ending Resolution Most stories have a main character with a conflict that he or she must resolve. Is it possible to have a conflict that leads to more than one resolution? Let’s find out.
-:3F/AG$776
• paper • children’s fiction • pen • magazines
-:3FFAA
EF7B Read stories in old magazines until you *JEHO$7F find one you would like to work with. >7H79J;HI *;JJ?D=
EF7B Complete a story map for the story. ED< B?9J
EF7B Change the story’s ending so that a 'BEJ L;DJI new resolution solves the problem.
EF7B Rewrite the story so that the plot );IEBKJ?ED events lead to the new resolution. Use the story map to help you plan.
6 At the Edge of the Forest Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A06_ALR_006.inddXENL08AAY4A06_ALR_006.indd 6 110/9/060/9/06 6:53:246:53:24 PMPM At the Edge of the Forest Name Oral Reading Fluency
“See you tomorrow, Father!” yelled Amanda. Amanda’s father 8 waved to her and her younger sister, Sally. Th en he said good-bye 20 to his wife and rode off in the ox-drawn wagon. Th e girls and their 34 mother watched as the bumpy road jostled the wagon. 43 Th e family now lived on a settlement in Missouri. Four years 54 earlier, the family had moved there from Pennsylvania because 63 Mother and Father had wanted a farm of their own. Th ey had 75 sold their house and had packed up a covered wagon with their 87 belongings. Th en they headed west with a large group of pioneer 98 families. It was a tough journey, but Amanda and her family fi nally 110 arrived in southwestern Missouri in 1811. Immediately, they 118 started to work. Th e fi rst thing they did was clear away some of 131 the forest and build a log cabin. Th en they planted some corn and 144 wheat, and they built a small barn for their ox. 154
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for the student. 7 At the Edge of the Forest Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A06_ALR_007.inddXENL08AAY4A06_ALR_007.indd 7 112/21/062/21/06 8:05:588:05:58 AMAM Benito and the Redwood Trees Name Vocabulary Write the Vocabulary Word from the box that best completes each sentence.
surge lurk untangled taut reluctant inspect rumpled resounded
1. I was to start my homework on the weekend.
2. The dirty clothing was on the floor.
3. The rope that held the boat was .
4. I took time to my new bike.
Complete the sentences using what you know about the Vocabulary Words.
5. She untangled .
6. resounded through the hall.
7. He would lurk .
8. I felt the surge .
9. The driver was reluctant .
10. The policeman decided to inspect .
11. My bed sheets were rumpled because .
With your child, discuss the meanings and Benito and the Redwood Trees different uses of the Vocabulary Words. 5 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A07_ALR_005.inddXENL08AAY4A07_ALR_005.indd 5 110/9/060/9/06 66:57:10:57:10 PPMM Benito and the Redwood Trees Name Plot: Confl ict and Complete the graphic organizer about the paragraph. Resolution
After sitting by the fi re for a few minutes, Uncle Carlos announced, “I’m going to take a little hike to get more fi rewood, so please set up the tent.” Benito began to work on the tent, but it was certainly no easy task. He accidentally got the ropes all twisted up and had to stop to untangle them. When Uncle Carlos fi nally returned with a load of wood, he inspected the tent. “Uh, Benito, it looks like you had some problems here,” he said. Benito just hung his head and said nothing because he felt really embarrassed. Th en he realized that if he pulled the ropes taut the tent would not be rumpled anymore. Finally the tent was up and looking good!
Conflict
Plot events
Resolution
Help your child write about a confl ict he or she has faced recently, the steps taken to solve the Benito and the Redwood Trees confl ict, and how the confl ict was resolved. 6 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A07_ALR_006.inddXENL08AAY4A07_ALR_006.indd 6 110/9/060/9/06 66:58:05:58:05 PPMM Benito and the Redwood Trees Name Oral Reading Fluency
At the basketball court in the park, Benito Juarez dribbled 10 the ball and stared calmly into the eyes of his opponents. “Who’s 22 going to stop me?” Benito asked confi dently. He scanned the 32 defenders, looking to see which ones he could pass between. 42 Just then four players surged forward, forming a wall. “Ha!” 52 Benito said and then responded swiftly. He sped to his right, 63 taking his defenders with him, and then cut back to the left. He 76 was far too quick for any of them, and he easily moved to the hoop 91 and laid the ball into it. “Two more points for Benito!” he yelled. 104 Th e other players looked down, defeated once again. “Hey 113 guys, how about improving your skills so that I can have some 125 decent competition?” Benito laughed. 129 “I’ve had enough, Benito. I’m going home,” replied Raul, who 139 lived in the neighborhood. 143 “Oh, tired of losing to Benito, Raul?” Benito asked with 153 a smile. 155
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for Benito and the Redwood Trees the student. 7 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A07_ALR_007.inddXENL08AAY4A07_ALR_007.indd 7 112/21/062/21/06 8:06:098:06:09 AMAM The Princess in Cyberspace Name Vocabulary Use what you know about the Vocabulary Words to answer the following questions. Explain your answers.
1. For which task is a nimble mind more needed: a challenging math problem or eating breakfast?
2. How might your friends react if you told them that dinosaurs still exist?
3. What animals do you think are fierce?
4. How might slick thinking be useful if you got lost on a hiking trip?
5. When do you know that the school day has ceased?
6. Which is more likely to be impressive to your family, a perfect score on a test or a failing grade?
Write a word that means the same as each Vocabulary Word.
7. ceased 9. exist
8. nimble 10. impressive
Work with your child to write a short play using as many of the Vocabulary Words as The Princess in Cyberspace possible. 5 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A08_ALR_005.inddXENL08AAY4A08_ALR_005.indd 5 110/9/060/9/06 66:59:08:59:08 PPMM The Princess in Cyberspace Name Author’s Purpose Fill in the chart about the book review of Joe. and Perspective
I would give Joe one out of fi ve stars. I didn’t think this book was well written. Th e ideas were sloppy and hard to understand. If it was about more than just Joe, it would be more entertaining. What about Joe’s family? Surely they had feelings about what happened to him. Th e story would be more complicated. Perhaps it would have twists and turns that keep the reader interested. I like books with adventure, action, and lots of characters. Writers need to have a good reason to write. Th is author did not. I would not tell you to read this book, it’s not worth your time.
Details That Reveal the Author’s Purpose Author’s Perspective Author’s Perspective
Write down different purposes for writing. Next to each purpose, write an example of a book or text that has that purpose.
Discuss the play with your child. Talk about whether the Internet is something you use together as a family. Encourage your child to The Princess in Cyberspace write a short poem about the Internet. 6 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A08_ALR_006.inddXENL08AAY4A08_ALR_006.indd 6 110/9/060/9/06 77:00:35:00:35 PPMM The Princess in Cyberspace Name Oral Reading Fluency
(BILL THE SERVANT enters.) 4 BILL THE SERVANT: Excuse me, your majesty. I’m sorry to 14 intrude. In front are two travelers who wish to see you. 25 KING: Two travelers? Right now? We’re enjoying our tea. 34 QUEEN: Maybe they’ve brought gifts for you and for me! 44 BILL THE SERVANT: Good queen, you’re correct! Th ey’re 52 carrying a crate. 55 PRINCESS MAY: Please let them in, Daddy! Th is may be 65 something great! 67 KING: Very well, my princess dear. Bill, bring the 76 travelers here. 78 (TRAVELER 1 and TRAVELER 2 enter. Th ey are carrying a 88 large wooden crate.) 91 TRAVELER 1: Your highness, we present you with a special new 102 machine. We guarantee this is something you have 110 never seen. 112 PRINCESS MAY: A computer? Th at’s really the best that you 122 can do? Our knights all carry laptops. Th e gardener has 132 one, too! 134 TRAVELER 1: Th is computer’s special. It has terrifi c power. It 144 can take you anywhere, at any given hour. 152
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for The Princess in Cyberspace the student. 7 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A08_ALR_007.inddXENL08AAY4A08_ALR_007.indd 7 112/21/062/21/06 8:06:208:06:20 AMAM An Expert Navajo Weaver Name Vocabulary Write the Vocabulary Word from the box that best completes the sentences.
unique preserved bonded inspired intervals flexible delicate infested
1. Looking at the painting made her feel alive. It her.
2. The old picture was about to fall apart. It was very .
3. She dealt well with change. She was .
4. No one else had the same name. His name was a
name.
5. The rotting tree was filled with bugs. The tree was .
6. She had a great time with her friend at the game. They .
7. She had her wedding dress cleaned, so it would last. She
the dress.
8. The runners took turns to complete the race. They ran in .
Write a sentence using both pairs of words.
delicately—roughly preserve—get rid of
9.
10.
Work with your child to write a silly one- paragraph story using as many of the Vocabulary Words as possible. Take turns writing sentences. 5 An Expert Navajo Weaver Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A09_ALR_005.inddXENL08AAY4A09_ALR_005.indd 5 110/9/060/9/06 77:03:31:03:31 PPMM An Expert Navajo Weaver Name Author’s Purpose Fill in the chart about An Expert Navajo Weaver. and Perspective
Details That Reveal the Author’s Purpose Author’s Perspective Author’s Perspective
Answer the question. How would the passage be different if the author’s purpose was to persuade readers
to buy Navajo weavings?
Think about something that happened to you. Write three short paragraphs about it: one to inform, one to entertain, and one to persuade.
Work with your child to write a persuasive advertisement for a good or service. 6 An Expert Navajo Weaver Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A09_ALR_006.inddXENL08AAY4A09_ALR_006.indd 6 110/9/060/9/06 77:04:21:04:21 PPMM An Expert Navajo Weaver Name Oral Reading Fluency
Marilou Schultz is a Navajo weaver. She knows all about 10 Navajo rugs and blankets. Th at’s because she’s been around them 20 her whole life. Her mother was a Navajo weaver. So was her 32 grandmother. Her great-grandmother was, too. Even her 40 great-great grandmother was a Navajo weaver! “Weaving has 49 always been part of my life,” Marilou said. 57 As she grew, Marilou was inspired to make her own Navajo 68 weavings. She began to do so while just a child. Today she is an 82 expert weaver. She weaves beautiful Navajo blankets and rugs, 91 and she teaches others how to weave. She carries on the Navajo 103 weaving tradition. 105 Marilou was born in Saff ord, Arizona, in 1954. She grew up 116 in Leupp, Arizona, which is on the Navajo reservation. Marilou 126 remembers being woken up once as a child by the sounds of her 139 mother weaving. 141 Marilou learned to weave by watching her mother. 149
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for the student. 7 An Expert Navajo Weaver Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A09_ALR_007.inddXENL08AAY4A09_ALR_007.indd 7 112/21/062/21/06 8:06:468:06:46 AMAM Feathered Friends Name Vocabulary Write the Vocabulary Word that means the opposite of each word or phrase.
comprehend solitary vulnerable lumber pliable mature exuberant
1. stiff
2. move gracefully
3. in a group
4. childish
5. not understand
6. safe
7. calm
Write a sentence using each Vocabulary Word.
8. encircle
9. scan
10. nurture
With a partner, pick any four Vocabulary Words and write down words or phrases that have meanings similar to those words. Share your answers with the class.
Discuss the Vocabulary Words and their meanings with your child. Help your child write a sentence using at least three Vocabulary Words. 5 Feathered Friends Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A10_ALR_005.inddXENL08AAY4A10_ALR_005.indd 5 110/13/060/13/06 99:07:23:07:23 PPMM Feathered Friends Name Author’s Purpose Read the passage. Then complete the graphic organizer. and Perspective
At my school, most people just can’t get enough country music. Country is all right, but my favorite is jazz music. If more people heard jazz and gave it a chance, there would be a lot more jazz fans. Let me explain why I like it so much. First, I am proud that it is a very American style of music. In fact, jazz has been called “America’s classical music.” % e biggest reason I like jazz, though, is the sound of the music. I like all the diff erent rhythms. I especially like the way the drums sound. I like hearing trumpets play while the bass plays low notes that I can feel in my stomach. It’s a good feeling. Most of all, I like how creative jazz is. When a jazz band is playing, instead of playing a certain song, jazz musicians sometimes just play their instruments together and see what happens. It sounds like it would be messy, but if the musicians are good, the music is amazing.
Details That Reveal the Author’s Purpose Author’s Perspective Author’s Perspective
Write a short paragraph about your favorite kind of music. Decide whether your purpose is to inform, to persuade, or to entertain. Remember that you can have more than one purpose for writing.
Talk with your child about his or her paragraph. Together, write a short passage that is informative, persuasive, or entertaining. 6 Feathered Friends Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A10_ALR_006.inddXENL08AAY4A10_ALR_006.indd 6 110/13/060/13/06 99:07:53:07:53 PPMM Feathered Friends Name Oral Reading Fluency
Narrator 1: A group of fourth-grade students are at Aransas/ 11 Matagorda Island National Wildlife Refuge, in Texas. Th ey are 20 there to help the rangers with a bird count. 29 Narrator 2: Th e students will be identifying and counting diff erent 39 types of birds. First, the rangers want to give the students 50 some background. 52 Narrator 1: Let’s listen in as the students encircle the rangers to 64 hear what they have to say. 70 Ranger Ellen: Th e fi rst annual Christmas Bird Count began 79 in 1900. 81 Ranger Mark: At one time, hunters would go out every December 92 25 to hunt birds. After 1900, the tradition became that bird 103 hunters only counted the birds. 108 Sam: Th at sounds like a much better idea! 116 Ranger Mark: We think so, too. Today there are many other bird 128 counts in addition to the annual Christmas count. 136 Ava: Like the one we’re having here at the refuge. 146 Ranger Ellen: Th at’s right, Ava. 151
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for the student. 7 Feathered Friends Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A10_ALR_007.inddXENL08AAY4A10_ALR_007.indd 7 112/21/062/21/06 8:06:578:06:57 AMAM The Sleepy Way to Survive Name Vocabulary Use what you know about the Vocabulary Words to answer the following questions.
1. If you were to mimic your best friend, what would you do?
2. Why do people avoid danger?
3. Why do people say children resemble their parents?
4. If you were lured into buying something, does it mean you bought it or not?
5. How do you feel around people who are deceptive?
Write about a trip you went on using the following Vocabulary Words: predators, traits, obvious.
With your child, discuss traits passed down in your family. Look through family pictures to identify certain features that make your family The Sleepy Way to Survive look, act, and behave in similar ways. 5 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A11_ALR_005.inddXENL08AAY4A11_ALR_005.indd 5 110/19/060/19/06 111:30:381:30:38 AAMM The Sleepy Way to Survive Name Cause and Effect Fill in the chart with cause and effect relationships from The Sleepy Way to Survive.
Cause Effect
Some places don’t have enough open pits or holes for all the snakes.
An environment changes in a way that makes it difficult for animals to survive.
The bear’s body temperature rises and its heart beats faster.
An African river that is home to a lungfish dries up.
Write sentences about causes and effects in the story. Use words that signal cause and effect.
1.
2.
With your child, discuss why bears become dormant. Have your child give reasons using words that signal a cause and effect The Sleepy Way to Survive relationship, such as because and so that. 6 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A11_ALR_006.inddXENL08AAY4A11_ALR_006.indd 6 110/19/060/19/06 111:31:541:31:54 AAMM The Sleepy Way to Survive Name Oral Reading Fluency
It’s the middle of January, and the temperature in northern 10 Alaska is –25° Fahrenheit (–31°C). Th e frozen ground is covered 21 by snow. Strong winds blow, making the air even colder. At night, 33 the temperature drops even more. 38 A casual observer might be lured into thinking that there’s not 49 a single creature alive in this harsh environment. Th at observation 59 would be incorrect, for under the ground, in a small burrow, lies an 72 Arctic ground squirrel. 75 Th e Arctic ground squirrel resembles the gray squirrels that 84 are common in the United States. On this day, this squirrel in the 97 Arctic is not climbing a tree or running through someone’s yard 108 like a gray squirrel. Instead, it is curled up in a ball and lying still. 123 Its body temperature is almost as cold as the temperature outside, 134 and it takes only two or three breaths each minute. 144 Th e squirrel is not ill or dying. Instead, it is in a state 157 of dormancy. 159 Some animals have the ability to become dormant. 167
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for The Sleepy Way to Survive the student. 7 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A11_ALR_007.inddXENL08AAY4A11_ALR_007.indd 7 112/21/062/21/06 8:07:438:07:43 AMAM Plateaus Name Vocabulary Use what you know about the Vocabulary Words to answer the following questions. Explain your answers.
1. What is something that can be revealed?
2. What happens when vapor condenses?
3. What might someone with an immediate need say?
4. What happens when something contracts?
Write a paragraph using the Vocabulary Words depths, eruption, gradually, and constant.
Write a question of your own in the style of sentences 1–4. Then trade your question with a partner. Answer your partner’s question.
Brainstorm different forms of each word with your child. Challenge your child to use each form in a sentence. 5 Plateaus Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A12_ALR_005.inddXENL08AAY4A12_ALR_005.indd 5 110/13/060/13/06 33:35:12:35:12 PPMM Plateaus Name Cause and Effect A Plateau Is Born
Sometimes a cause and effect paragraph is more like a chain of events. One effect may cause another effect to happen and so on. Is that what happens when a plateau forms? Think about it as you complete this project.
-:3F/AG$776
• construction or • ruler blank paper • markers, crayons, • pencil or pen or colored pencils
-:3FFAA
EF7B Choose one way a plateau is formed from Plateaus. Decide each step in the process, the causes and the effects, down to the time that the plateau is formed.
EF7B Write each step in your own words. Decide how you would draw each step.
EF7B Fold your paper into the same number of steps. Label the squares with a number. On each square, draw the step. Use the ruler to draw lines beneath each picture. Write the steps on the lines.
EF7B Present your steps to the class. Read your captions and explain how you chose what to draw.
6 Plateaus Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A12_ALR_006.inddXENL08AAY4A12_ALR_006.indd 6 110/19/060/19/06 11:33:1311:33:13 AMAM Plateaus Name Oral Reading Fluency
When viewed from space, the surface of the earth looks rather 11 simple. It seems to be made up of huge oceans, large continents, 23 and a lot of ice near the North and South Poles. A closer look at 38 the surface, though, reveals the earth’s many unique and beautiful 48 landforms. Th ere are broad plains and prairies. Th ere are many 58 creeks, rivers, and streams. Th ere are ponds, lakes, and seas. Th ere 69 are rolling hills and soaring mountains. 75 What one might not notice, however, are the many plateaus 85 on earth. Plateaus are large, raised areas of land. Th ey have a high 98 elevation. Th is means that they are high up, but unlike mountains, 109 plateaus are usually fl at on top. Plateaus can be some of the largest 122 landforms on the planet. 126 Most plateaus have steep slopes or cliff s on one or more 137 of their sides, such as the Deccan Plateau in India. Mountains 148 surround other plateaus. For example, the Himalayan Mountains 156 surround the Tibetan Plateau in China. 162 Aside from being high and fl at, plateaus can be very large. 173
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for the student. 7 Plateaus Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A12_ALR_007.inddXENL08AAY4A12_ALR_007.indd 7 112/21/062/21/06 8:07:588:07:58 AMAM The Calm After the Storm Name Vocabulary Using what you know about the Vocabulary Words complete the following sentences.
1. The was smoldering, so we put it out easily.
2. Sailing can be treacherous when the weather is .
3. When swimmers plunge into the water, they .
4. You may alter your appearance by .
5. Someone who is discouraged feels .
6. can feel like drudgery.
7. He skeptically said, “I don’t .
8. If someone has scoffed at you, he or she has .
Write a paragraph about a summer day. Use three Vocabulary Words.
Use three of the Vocabulary Words in a sentence in different ways than they are used above. Use a dictionary if needed. You may use more than one Vocabulary Word in a sentence.
With your child, discuss different forms of each word. Encourage your child to experiment with The Calm After the Storm using the different forms in a sentence. 5 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A13_ALR_005.inddXENL08AAY4A13_ALR_005.indd 5 110/13/060/13/06 33:37:44:37:44 PPMM The Calm After the Storm Name Draw Conclusions Answer the questions about The Calm After the Storm.
1. Davis says that the cattle drive will be drudgery, so why does he want to do it?
2. How do you think Davis’s parents feel about him going on the drive?
3. Why do you think Carlo is so grumpy with Davis?
4. What do you think Davis meant when he said, “Tomorrow I’ll alter my behavior”?
5. Why did Davis say that he knew he could handle anything at the end?
Which job on the trail do you think Davis liked best? Use information from the text to explain your answer.
Ask your child to explain what clues from the story helped your child draw conclusions to The Calm After the Storm answer each question. 6 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A13_ALR_006.inddXENL08AAY4A13_ALR_006.indd 6 110/13/060/13/06 33:40:44:40:44 PPMM The Calm After the Storm Name Oral Reading Fluency
“Davis, did you take a look at that calf ’s foot?” my father 12 asked. My father was on top of every little detail, which is probably 25 what made him so successful. Th e ranch he started, the Big T 37 Ranch, is one of the largest in north Texas. It’s called the “Big T” 51 because our last name is Tate. 57 “I sure did, Pa, and it looks fi ne,” I told him. Most of the time 72 Pa trusted what I said. I’d been born and raised on the ranch and 86 now, by age twelve, I’d come to learn a lot about cattle and horses. 100 It was April, the time when the crew prepares for the big 112 cattle drive. Th at’s when a large herd of cattle is moved from the 125 ranch to one of the railroad towns up north to be sold. 137 Getting the cattle from our ranch near Dallas all the way to 149 Kansas or Missouri is no easy task. Th ere aren’t any railroads down 161 here, so the cattle have to be walked. 169
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for The Calm After the Storm the student. 7 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A13_ALR_007.inddXENL08AAY4A13_ALR_007.indd 7 112/21/062/21/06 8:08:318:08:31 AMAM The Mysterious Growing Moon Name Vocabulary Answer each question by using the Vocabulary Word in the box with the same meaning as the underlined word.
peculiar dash occasionally drab tremble hermit fascinate timid
1. Would it be unusual to eat yellow corn? No, it wouldn’t be peculiar because most corn is yellow.
2. Do you get shaky when you are scared?
3. If you are late, are you more likely to rush around or to take things slow and steady?
4. What would you call a man who is a homebody and a loner?
5. Why wouldn’t you wear a blah outfit?
6. Would you expect a shy person to invite you to eat lunch with him?
7. What kind of movies interest you?
8. What happens sometimes at your house?
Brainstorm more words that have a similar meaning as the Vocabulary Words.
With your child, discuss different forms of each Vocabulary Word and how they are used. Have The Mysterious Growing Moon your child use each in a sentence. 5 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A14_ALR_005.inddXENL08AAY4A14_ALR_005.indd 5 110/19/060/19/06 111:34:281:34:28 AAMM The Mysterious Growing Moon Name Draw Conclusions Draw a Moony Conclusion In the story The Mysterious Growing Moon, Nick made a startling conclusion about the connection between his little rock and the growing moon. You can make conclusions, too. Just follow these steps to learn about what is going on with the moon right now for real!
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• a few clear nights • construction paper • calendar • electric or print • marker or pencil resources
-:3FFAA
EF7B Go outside on a clear night. Find the moon. Fold your paper into three or four squares. Draw what you see on first square. Write the date on the bottom of your sketch.
EF7B Research the phases of the moon (full, waxing, etc.). Can you tell which phase your sketch looks like? If so, label it.
EF7B Go out on the next clear night to see if you can see more of the moon or less. Which phase of the moon is it moving towards? Sketch this moon, date it, and label it if possible. If the right side of the moon is dark, the moon is waning. If the right side is light, the moon is waxing.
The Mysterious Growing Moon 6 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A14_ALR_006.inddXENL08AAY4A14_ALR_006.indd 6 110/13/060/13/06 3:43:483:43:48 PMPM The Mysterious Growing Moon Name Oral Reading Fluency
Nick Moskal was ten-years-old and lived with his mother 11 and father, and his sister, Sasha. Th ey had a wide backyard with 23 several large trees and a simple garden that Nick’s mother worked 34 on every spring. Nick and his sister walked or rode their bikes to 47 school every day. 50 Nick’s father was a computer expert who helped design the 60 computer system at the company where he worked. Sometimes 69 when the neighbors had problems with their computers, they 78 would ask Mr. Moskal to have a look. He always did so because he 92 liked his neighbors and was happy to help them out. Nick’s mother 104 worked part time at a fl ower shop in town. 113 One day, in the middle of summer, Nick was digging a hole 125 in his backyard. He wanted to create a small “lake” that his toy 138 soldiers would need to cross during a battle. 146 While digging the hole, Nick noticed an odd looking stone in 157 the ground. 159 He dug it up with his shovel. 166
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for The Mysterious Growing Moon the student. 7 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A14_ALR_007.inddXENL08AAY4A14_ALR_007.indd 7 112/21/062/21/06 8:08:498:08:49 AMAM Young Archaeologists Name Vocabulary Write the Vocabulary Word from the box that best completes each sentence.
undoubtedly hoisted delectable wondrous pristine seasoned cherished fragile privilege guidance
1. The forklift the package onto the truck.
2. People who are learning a new skill often require plenty of
.
3. Mandy loved and her doll.
4. His many trips around the world had made him a sailor.
5. No one had touched the forest—it was .
6. He couldn’t believe his luck when he won the prize.
7. The glass vase was very .
8. He had the to see the movie without paying.
9. If something is known for sure, it is known .
10. The meal was very tasty and .
Answer the questions based on what you know about the Vocabulary Words.
11. When might you need guidance and from whom?
12. What do you think makes a seasoned football coach?
With your child, discuss things that are very important to them. Work with your child to make up new sentences that use the word Young Archaeologists cherish. 5 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A15_ALR_005.inddXENL08AAY4A15_ALR_005.indd 5 110/9/060/9/06 77:05:05:05:05 PPMM Young Archaeologists Name Readers’ Theater: A String of Causes and Effects Cause and Effect Often one cause will set off a whole string of effects. For example, a find at an archaeological dig might make the finder famous. This might help the finder get more money and make another important discovery.
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• paper strip • ruler • pencil or pen • crayons or colored pencils
-:3FFAA
EF7B Reread Young Archaeologists and choose a situation where one cause has at least two effects.
EF7B Add the cause and effects together. This is the number of times you will need to fold the strip of paper lengthwise.
EF7B On each square, draw a simple picture of what happened. Use the ruler to draw lines under the picture. Explain what is happening in the picture. Remember to use cause and effect words to help you write the sentences.
EF7B Present your cause and effects to the class.
Young Archaeologists 6 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A15_ALR_006.inddXENL08AAY4A15_ALR_006.indd 6 110/9/060/9/06 7:05:517:05:51 PMPM Young Archaeologists Name Oral Reading Fluency
Setting: Camp Maya, an archaeology camp. 6 Narrator: It’s the fi rst morning at Camp Maya. A group of 17 fourth-graders are sitting in a circle on the grass listening to 29 Professor Sonia. 31 Professor Sonia: Good morning and welcome to Camp Maya! 40 Over the next few days, you’re going to learn what it’s like to be 54 an archaeologist. 56 Max: Are we really going to fi nd things that are thousands and 68 thousands of years old? 72 Professor Sonia: Absolutely—under my guidance, my university 80 students put together a site for you with objects from a Mayan 92 town we excavated, or dug up, last winter. Does anyone know who 104 the Mayans were? 107 Rosa: I know they lived a long time ago. 116 Professor Sonia: Th at’s right. Th e Mayans lived in Central 125 America. Th eir civilization fl ourished for centuries before their 133 empire fi nally declined in the 1500s. Th ey left behind a rich 144 history, though. We’ve learned a lot about the past by fi nding 155 their artifacts. 157 Alyssa: What’s an artifact? 161 Professor Sonia: An artifact is an object from the past. 171
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for Young Archaeologists the student. 7 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A15_ALR_007.inddXENL08AAY4A15_ALR_007.indd 7 112/21/062/21/06 8:08:588:08:58 AMAM Mold, Dogs, and Scientists Name Vocabulary Use what you know about the Vocabulary Words to answer the following questions.
1. If you forged a friendship, would you start or end one?
2. Where might you find a barrier?
3. Why would it be rude to trample on flowers?
4. How would you perfect your free throw shot in basketball?
5. If you are on a quest for the perfect gift, what are you doing?
6. If a discovery is proven to be a hoax, what does that mean?
7. Why might you tinker with your new invention?
Draw a cartoon about scientists and mold. Use at least three of your Vocabulary Words in your captions.
Look on the Internet or in a newspaper for a news item that reveals a hoax. Discuss it with your child using as many other Vocabulary Mold, Dogs, and Scientists Words as possible. 5 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A16_ALR_005.inddXENL08AAY4A16_ALR_005.indd 5 110/13/060/13/06 33:44:45:44:45 PPMM Mold, Dogs, and Scientists Name Fact and Opinion It’s a Fact! Follow the instructions below to better understand facts and opinions.
-:3F/AG$776
• pencil or pen • crayons, markers, or • construction colored pencils paper • ruler
-:3FFAA
EF7B Reread the book Mold, Dogs, and Scientists. Choose four interesting facts from the book.
EF7B Use your ruler to divide the paper into four equal parts and draw a line between each part. Use the ruler to trace two sets of write-on lines at the bottom of each square.
EF7B Write each fact in your own words on one line. Then write your opinion or how you feel about that fact on the next line.
EF7B Illustrate the fact in the rest of the square.
Mold, Dogs, and Scientists 6 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A16_ALR_006.inddXENL08AAY4A16_ALR_006.indd 6 110/13/060/13/06 3:45:303:45:30 PMPM Mold, Dogs, and Scientists Name Oral Reading Fluency
Have you ever seen a giraff e eating leaves and asked yourself, 11 “Why is that giraff e’s tongue so purple?” Have you ever watched a 23 cat arch its back and wondered, “Why is it doing that?” Have you 36 ever heard a dog bark and wondered, “What is it trying to say?” 49 If you answered “yes” to any of these questions, then you probably 61 think like a scientist. 65 Scientists have a lot of curiosity. Th ey want to understand 75 the world around them and what makes it work. When they’re 86 children, young scientists might ask questions like, “Why does it 96 rain?” As adults, they wonder about things that humans still do not 108 understand. Th eir questions are more like, “Is there a black hole at 120 the center of the universe?” or “Where have all my socks gone?” 132 Charles Henry Turner was a famous scientist. As a child, he 143 was constantly asking his parents questions. Young Charles would 152 sit outside, look at the world around him, and wonder about the 164 things he saw. 167
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for Mold, Dogs, and Scientists the student. 7 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A16_ALR_007.inddXENL08AAY4A16_ALR_007.indd 7 112/21/062/21/06 8:09:248:09:24 AMAM Just Like Patricia McKissack Name Vocabulary Use what you know about the Vocabulary Word to answer the following questions.
1. If your mom showed you a picture of an ancestor, who might be in the picture?
2. When someone calls you brilliant, what does that person think of you?
3. What might you expect someone who is mischievous to do?
4. Who would move gracefully?
5. If you participate in sports, what might you do?
6. How would you describe an exotic place?
Write two questions of your own in the style of questions 1– 6. Then trade your questions with a partner. Answer your partner’s questions.
With your child, discuss the Vocabulary Words and their meanings. Have your child choose one word and give examples to show what the Just Like Patricia McKissack word means. 5 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A17_ALR_005.inddXENL08AAY4A17_ALR_005.indd 5 110/13/060/13/06 33:46:21:46:21 PPMM Just Like Patricia McKissack Name Fact and Opinion Write each statement in the correct place in the chart.
1. By listening to storytellers, Patricia learned how to tell a good story. 2. Listening to wonderful storytellers was important to Patricia. 3. Patricia McKissack is an African American author. 4. " e rough draft goes back and forth until both Patricia and Fred are happy with it. 5. " e rough draft is never correct. 6. " ere’s a need for books about the African American experience.
Facts Opinions
Choose one fact and one opinion from the chart above. Explain how you decided if each was fact or opinion.
Have your child tell you three facts and three opinions about Just Like Patricia McKissack. Have your child explain how facts are different Just Like Patricia McKissack from opinions. 6 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A17_ALR_006.inddXENL08AAY4A17_ALR_006.indd 6 110/19/060/19/06 111:35:191:35:19 AAMM Just Like Patricia McKissack Name Oral Reading Fluency
“I squealed for joy!” Th at’s what children’s book author 9 Patricia C. McKissack said when she heard that a picture book 20 she wrote was going to be published. Th e book, Flossie and the 32 Fox, describes how Flossie, a young African American girl in the 43 South, outsmarts a sly fox. 48 Patricia has written over one hundred books. Most of her 58 books are about African Americans. For example, she wrote 67 African American Inventors to show that many things people use 77 today were invented by African Americans. 83 “I write because there’s a need to have books for, by, and about 96 the African American experience and how we helped to develop 106 this country,” Patricia said. 110 Patricia McKissack was born on August 9, 1944, in Smyrna, 120 Tennessee. Her family moved to St. Louis, Missouri, when she 130 was three-years-old. After her parents divorced, she stayed in St. 142 Louis with her grandparents, her father’s parents. Her mother, 151 brother, and sister moved back to Tennessee. Patricia moved 160 back to Tennessee when she was twelve and lived with her other 172 grandparents, her mother’s parents. 176
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for Just Like Patricia McKissack the student. 7 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A17_ALR_007.inddXENL08AAY4A17_ALR_007.indd 7 112/21/062/21/06 8:09:558:09:55 AMAM Tucker Bradley and the Special Baseball Name Vocabulary Use what you know about Vocabulary Words to complete each sentence.
1. He had good intentions .
2. My mother roused me .
3. The bountiful harvest was .
4. The fields were so vast .
5. She was relentless because .
Use the Vocabulary Words resourceful, inadvertently, and stature in a silly paragraph. You may drop or change a suffix to make a new word. Choose additional words from the Word Bank to complete your story.
elf ice covered mountains sword purple trees castle princess gold intentions relentless roused vast magical waterfall powerful bountiful wizard
With your child, discuss the Vocabulary Words and their meanings. Have your child use two of Tucker Bradley and the Special Baseball the words in a sentence. 5 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A18_ALR_005.inddXENL08AAY4A18_ALR_005.indd 5 110/13/060/13/06 33:55:09:55:09 PPMM Tucker Bradley and the Special Baseball Name Theme (Meaning Use what you know about Tucker Bradley and the Special or Moral) Baseball to write a sentence for each puzzle piece.
Theme
Summary
Moral
On a separate piece of paper, write a short folktale or fable that contains a clear example of a moral.
Have your child retell the major events in Tucker Bradley and the Special Baseball. Then Tucker Bradley and the Special Baseball have your child discuss the moral of the story. 6 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A18_ALR_006.inddXENL08AAY4A18_ALR_006.indd 6 110/19/060/19/06 33:53:48:53:48 PPMM Tucker Bradley and the Special Baseball Name Oral Reading Fluency
Tucker Bradley was having a bad day. In fact, he was having 12 a bad summer. His baseball team had just lost another game. Th at 24 made his team, the Wolverines, without a single win this summer. 35 As Tucker sat on his front stoop, he thought about the game. 47 Th e other team had been relentless, hitting ball after ball. Tucker 58 winced as he thought about the crowd. Th e kids had booed him. 70 “I don’t blame them because I just wasn’t any good today,” he 82 thought. It was going to be an extremely long summer. 92 Tucker wandered into his backyard, and passed by the tree 102 stump where he practiced pitching balls. He would set up cans on 114 the stump and try to knock them off . As Tucker shuffl ed along, he 127 noticed a baseball lying on the ground. 134 “Rotten baseball,” he thought. Tucker tripped, inadvertently 141 kicking the ball. Th en a funny thing happened. Th e ball spun and 153 twirled through the air. It swerved right and then left. Th en it sank 166 down and fl ew straight at the can. 173
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for Tucker Bradley and the Special Baseball the student. 7 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A18_ALR_007.inddXENL08AAY4A18_ALR_007.indd 7 112/21/062/21/06 8:10:108:10:10 AMAM Grandpa’s Folktales Name Vocabulary Draw lines between the Vocabulary Words and the words that have similar meanings.
1. gloated bravely
2. anxiously grand
3. declared claimed
4. insisted stated
5. distressed nervously
6. magnificent worried
7. confidently bragged
Write a sentence using the Vocabulary Word.
8. distressed
9. gloated
10. magnificent
With your child, write several of the Vocabulary Words on sheets of paper. On the other side of each sheet, write a sentence that uses the Vocabulary Word. Share your sentences. 5 Grandpa’s Folktales Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A19_ALR_005.inddXENL08AAY4A19_ALR_005.indd 5 110/13/060/13/06 33:57:53:57:53 PPMM Grandpa’s Folktales Name Theme (Meaning Fill in the boxes with the themes of the stories within or Moral) Grandpa’s Folktales. Explain your answers.
The story about how the ostrich got its neck...
The story about how the squirrel taught the elephant manners . . .
The story about how the sun got into the sky. . .
Write a modern folktale that explains how a geographic feature in your city was made.
Have your child retell one of the folktales from the story. Then together make a story that shows a moral or theme. 6 Grandpa’s Folktales Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A19_ALR_006.inddXENL08AAY4A19_ALR_006.indd 6 110/19/060/19/06 111:37:481:37:48 AAMM Grandpa’s Folktales Name Oral Reading Fluency
One weekend, Kira and Jamal went to the mountains to visit 11 their grandparents. It was a hot summer day, and the children 22 were glad to be getting away from the heat of the city. At the train 37 station, Grandpa gave Kira and Jamal a great big hug. “Grandma 48 is making a special dinner for us tonight,” he said. With that, the 61 three of them jumped into Grandpa’s old pickup truck and were off . 73 Beaver River was about one hundred miles from the city, 83 but not many people knew where it was or how to get there. As 97 Grandpa drove through the old mountain pass, he noticed that 107 some dark clouds had gathered overhead. “Looks like some rain 117 might come our way,” he observed. “We can always fi nd something 128 to do indoors if we need to.” 135 As the truck turned down Old River Road, Grandma Jackson 145 already waited anxiously at the door. She didn’t like the way the 157 storm clouds were moving in. As soon as she saw the old truck, she 171 breathed a little sigh of relief. 177
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for the student. 7 Grandpa’s Folktales Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A19_ALR_007.inddXENL08AAY4A19_ALR_007.indd 7 112/21/062/21/06 8:10:248:10:24 AMAM Detective Bob and the Case of the Scream Machine Name Vocabulary Write the Vocabulary Word that means the opposite of each word or phrase.
miserable beams monitor installed gracious confound exposed
1. joyful
2. rude
3. frowns
4. ignore
5. covered
6. removed
7. make clear
Write a sentence using each Vocabulary Word.
8. self-assurance
9. looming
10. ominous
With a partner, pick any four Vocabulary Words and write down words or phrases that have meanings similar to those words. Share your results with the class.
Have your child use the Vocabulary Words to write a short story about a mystery that he or Detective Bob and the Case of the she would like to solve. 5 Scream Machine Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A20_ALR_005.inddXENL08AAY4A20_ALR_005.indd 5 110/13/060/13/06 99:08:28:08:28 PPMM Detective Bob and the Case of the Scream Machine Name Fact and Opinion Fact or Opinion
A fact can be proven. An opinion is what someone thinks or feels. You can have opinions about facts. Think about this: Do you think it would be scary to ride on a roller coaster that is only 10 feet tall? How about riding on one that is 300 feet tall? Follow the instructions below and challenge your classmates to separate the facts from the opinions.
-:3F/AG$776
• pencil or pen • stickers • construction • crayons or paper markers
-:3FFAA
EF7B Reread the book Detective Bob and the Case of the Scream Machine. Choose four interesting facts from the book, and a related opinion to go with each fact.
EF7B Write the fact on one side of a sheet of construction paper to make a poster. Write the related opinion on the other side. Illustrate the fact and the opinion.
EF7B Make some stickers with the word fact on them and others with the word opinion.
EF7B Draw a shape in a corner of the poster on each side that is slightly larger than the stickers you are using. Put the words Place Sticker Here in the shape.
EF7B Challenge your classmates to read both sides of the poster and decide which is a fact and which is an opinion. Have them place the correct sticker where it belongs.
Detective Bob and the Case of the 6 Scream Machine Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A20_ALR_006.inddXENL08AAY4A20_ALR_006.indd 6 110/26/060/26/06 3:18:203:18:20 PMPM Detective Bob and the Case of the Scream Machine Name Oral Reading Fluency
Setting: An amusement park 4 Narrator 1: Th is is the story of three friends on an outing at an 18 amusement park. 20 Narrator 2: Th ey’ve just come out of the park’s Fun 30 House ride. 32 Kayla: Th at was really fun! Th at wasn’t scary at all! 42 Narrator 1: Th at’s Kayla. She just loves thrills and chills. 52 Kayla: Th ey should have called it the Joke House. I laughed from 64 the minute we entered until the minute we left. 73 Shinto: Did you know the longest laugh ever recorded was 83 seven minutes? 85 Narrator 2: Th at’s Shinto. He’s a trivia buff . 93 Kayla: Well, I think I just broke the record. 102 Shinto: Me, too. I couldn’t believe it when Bob asked the scary 114 guy whether they’d met before. 119 Kayla: And then Bob fi gured it out! 126 Bob: I realized that the scary guy was the same guy who had been 140 dressed like a mummy earlier. 145 Narrator 1: Th at’s Kayla’s and Shinto’s friend Bob. 153 Shinto: How did you know it was the same guy? 163 Bob: Th ere were a few clues. Th ey were both the same height. 175
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for Detective Bob and the Case of the the student. 7 Scream Machine Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A20_ALR_007.inddXENL08AAY4A20_ALR_007.indd 7 112/21/062/21/06 8:10:358:10:35 AMAM A Star for Jen Name Vocabulary Use what you know about the Vocabulary Words to answer the following questions.
1. If you intend to eat your dinner, do you plan or not plan to eat it?
2. When a person is being prideful, what might she do?
3. If you recall something, what do you do?
4. If you are about to snatch something, are you ready to grab or release something?
5. What does it mean if your trip consisted of four stops?
6. What does it mean to consider your friends a select group?
Use the words select and prideful in a sentence.
On another piece of paper, write a paragraph about something you recall from third grade.
With your child, discuss the Vocabulary Words and their meanings. Then discuss the paragraph your child wrote. 5 A Star for Jen Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A21_ALR_005.inddXENL08AAY4A21_ALR_005.indd 5 110/13/060/13/06 44:00:25:00:25 PPMM A Star for Jen Name Character, Setting, Answer the following questions about A Star for Jen. Plot
1. What are three different settings in the story?
2. Who is the main character and what is she like?
3. How would you describe the plot of the story?
4. Do you think it was fair of Miguel to prejudge Jen because she was a small girl?
5. What are some of Elena’s character traits?
Write another version of the story. Make Jen proud and lazy instead of friendly and hardworking. How does the new character affect the plot?
Think of a story that you and your child know. Ask your child to guess the story by asking questions about characters, setting, and plot. Then switch roles. 6 A Star for Jen Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A21_ALR_006.inddXENL08AAY4A21_ALR_006.indd 6 110/19/060/19/06 111:38:431:38:43 AAMM A Star for Jen Name Oral Reading Fluency
Jen had never been to a ranch before, so when Aunt May and 13 Uncle Josh invited her to spend the summer at their ranch, she 25 couldn’t believe her good fortune. 30 “Wow, Uncle Josh, this certainly is diff erent from the city!” 40 she said. 42 As they pulled up to Buena Casa, which was the name of the 55 ranch, Jen could barely contain her excitement. “Oh, look at the 66 horses! When can I ride a horse? Where are all the cattle, and are 80 there other animals here, too?” 85 “Whoa, slow down because Aunt May is waiting for us, so 96 let’s at least say hello to her fi rst!!” chuckled Uncle Josh. 107 “What does Buena Casa mean?” asked Jen. 114 “Good home,” replied Uncle Josh. 119 “I like that,” said Jen. “It feels like a good home already.” 131 Aunt May and Uncle Josh took Jen for a tour. Th e ranch was 144 a huge, working cattle ranch, and it consisted of many animals and 156 cowhands who kept the ranch going. Each day, the workers tended 167 the cattle herd, checked for stray cows, tended to sick cows, and 179 made sure the fences were in good repair. 187
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for the student. 7 A Star for Jen Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A21_ALR_007.inddXENL08AAY4A21_ALR_007.indd 7 112/21/062/21/06 8:10:508:10:50 AMAM Rose Comes to America Name Vocabulary Write the Vocabulary Word from the box that goes with each clue.
burst comforted huddle journey opportunities recognizes
1. a long trip
2. possibilities or chances
3. to explode
4. made to feel better
5. knows or remembers
6. to gather together
Answer the following questions.
7. Describe a time when you felt comforted.
8. Describe a time when you or someone you know went on a journey.
With your child write several of the Vocabulary Words on sheets of paper. On the other side of each sheet, write a sentence that uses one Vocabulary Word. Share your sentences. 5 Rose Comes to America Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A22_ALR_005.inddXENL08AAY4A22_ALR_005.indd 5 110/16/060/16/06 22:11:19:11:19 PPMM Rose Comes to America Name Character, Setting, I Recommend . . . Plot You can interest your classmates in reading your favorite stories by describing settings and plots and making a display.
-:3F/AG$776
• paper • magazines and • pencil newspapers • favorite books • reading textbooks
EF7B -:3FFAA
EF7B Find three stories that you like in newspapers, magazines, books, or reading textbooks.
EF7B Fold three pieces of paper in half. Write the word Settings at the top of the left half. Write the word Plots at the top of EF7B the right half. Describe the settings and explain the plot of each story.
EF7B Put the stories next to your descriptions of plot and setting. Make a title card for your display by writing, “I recommend...” on a sheet of paper. Add to your display with pictures or other objects if you’d like. EF7B
EF7B Share your display with your classmates, and look at their displays to learn more about their favorite stories.
6 Rose Comes to America Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A22_ALR_006.inddXENL08AAY4A22_ALR_006.indd 6 110/16/060/16/06 2:10:592:10:59 PMPM Rose Comes to America Name Oral Reading Fluency
Since Grandma lived just down the block, Lauren often 9 spent the afternoon at her grandmother’s apartment. One rainy 18 afternoon, Lauren looked for a book to read in Grandma’s 28 bookcase. As she was looking, she noticed an old, dusty scrapbook 39 stuck between Tom Sawyer and The Adventures of 47 Huckleberry Finn. 49 Grandma took the album and said, “Th at is the story of how 61 your great-grandmother came to this country. I haven’t looked at 71 this album in years! Would you like to take a look?” 82 “Oh, yes, Grandma,” Lauren said excitedly. She jumped on 91 the couch and snuggled next to her grandmother. She loved to 102 hear stories about people from the past. Grandma opened the 112 scrapbook. It was a collection of postcards, letters, and some very 123 old photographs. 125 “A long time ago,” said Grandma, “back in the beginning of 136 this century, a young girl lived in a country called Italy.” 147 Grandma got up, pulled out an atlas, and opened it up to a 160 map of Italy. “Italy is shaped like a very long boot, and it even has 175 a heel and a toe.” Grandma pointed to the toe part. 186
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for the student. 7 Rose Comes to America Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A22_ALR_007.inddXENL08AAY4A22_ALR_007.indd 7 112/21/062/21/06 8:11:098:11:09 AMAM Natasha the Cat’s Big Adventure Name Vocabulary Write a short story using at least five of the Vocabulary Words.
fidget forlornly noble pathetic resolved scrounging stingy suspicion
Use each of the following Vocabulary Words in a sentence.
1. fidget
2. suspicion
3. noble
Ask your child to read his or her story to you. Talk to him or her about why he or she chose Natasha the Cat’s Big Adventure to use certain Vocabulary Words. 5 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A23_ALR_005.inddXENL08AAY4A23_ALR_005.indd 5 110/9/060/9/06 77:13:48:13:48 PPMM Natasha the Cat’s Big Adventure Name Sequence: Keep on Track Story Events You can keep track of characters, places and events of your stories you read by making a wall chart. This is also a great way to plan your own stories.
-:3F/AG$776
• markers • butcher paper
EF7B -:3FFAA
EF7B Divide a length of butcher paper into three panels. Label the three panels with the following categories: • Characters • Setting • Plot
EF7B Draw a horizontal line across the middle of the Plot panel. EF7B This will be your story’s timeline, which will show the sequence of events. Above the beginning of the line, write “First”; above the middle of the line, write “Next”; and above the end of the line, write “Finally.”
EF7B Review Natasha the Cat’s Big Adventure. List the characters and settings in the correct panels on your chart. Describe the plot of the story by marking the story’s events on the timeline in the order in which they occur. Be as specific as possible.
EF7B Decorate your wall chart with drawings based on scenes from the story.
Natasha the Cat’s Big Adventure 6 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A23_ALR_006.inddXENL08AAY4A23_ALR_006.indd 6 110/24/060/24/06 12:47:3312:47:33 PMPM Natasha the Cat’s Big Adventure Name Oral Reading Fluency
Natasha the cat spent most of her day lying about in the sun, 13 washing her paws, or snoozing. Jenny, the young girl with whom 24 Natasha lived, thought Natasha was a very lazy cat. 33 “What an easy life you have, Natasha,” said Jenny, scratching 43 the cat under her neck. Natasha purred and rolled over, allowing 54 Jenny to rub her belly. 59 It was time for bed, so Jenny gave Natasha a little snack. 71 Natasha gobbled up her food quickly. “Cat food again,” she 81 thought. “I could really use a little variety. I’ll just wait until Jenny 94 goes to sleep. It’s a perfect night to go scrounging around the 106 neighborhood to fi nd some good leftovers.” 112 Jenny turned out the light, fi dgeted a bit, and then snuggled 123 deep under the covers as Natasha curled up on her little chair next 136 to the bed. Natasha waited until Jenny was asleep. Th en Natasha 147 casually yawned and stretched in case Jenny wasn’t really asleep. 157 When Jenny didn’t react, Natasha thought, “Time to rock and 167 roll.” Th en she was off . 172 She padded quietly through the house to the kitchen. 181
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for Natasha the Cat’s Big Adventure the student. 7 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A23_ALR_007.inddXENL08AAY4A23_ALR_007.indd 7 112/21/062/21/06 8:11:268:11:26 AMAM Life in Death Valley Name Vocabulary Cross out the word that is least related to the meaning of the Vocabulary Word.
1. extracted pulled removed completed
2. suitable beautiful fitting appropriate
3. stealthy sneaky secret evil
4. withstood attacked resisted survived
5. advantage gain opportunity total
6. remarkable unfair notable unusual
Write a sentence using each pair of Vocabulary Words.
7. stealthy, advantage
8. remarkable, extracted
With your child, write several Vocabulary Words on separate sheets of paper. On the other side of each sheet, write a sentence that Life in Death Valley uses the Vocabulary Word. 5 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A24_ALR_005.inddXENL08AAY4A24_ALR_005.indd 5 110/9/060/9/06 77:14:59:14:59 PPMM Life in Death Valley Name Sequence: Desert Cycles Story Events You learned from Life in Death Valley that desert life changes depending on the time of day and the seasons of the year. This project will help you illustrate the sequences of events during a day and over a year in the desert.
-:3F/AG$776
• 6 sheets of blank • crayons or markers paper • notepad • pen or pencil • tape
EF7B -:3FFAA
EF7B On your notepad, draw a chart with three columns labeled “Dawn,” ”Noon,” and “Night.” Look through Life in Death Valley to find out what happens in the desert at dawn, noon, and night. Record your findings in your chart. EF7B EF7B Next, make a similar chart with columns labeled “Winter,” “Spring,” and “Summer.” Read through the story again to collect information about what happens in the desert during each of these seasons. Record your findings.
EF7B Use your charts to create drawings of the sequence of events in the desert. On a blank sheet of paper, draw the desert at EF7B dawn. On two more sheets, draw the desert at noon and at night. Tape the pieces of paper together in order to show the sequence of events of a day in Death Valley.
EF7B Repeat Step 3 to show the sequence of events during a year by drawing pictures of the winter, spring, and summer. Share your drawings with your classmates.
Life in Death Valley 6 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A24_ALR_006.inddXENL08AAY4A24_ALR_006.indd 6 110/25/060/25/06 3:19:093:19:09 PMPM Life in Death Valley Name Oral Reading Fluency
It’s dawn in the desert known as Death Valley. Th e sun 11 slowly creeps above the horizon, warming the vast area of land. 22 As the hours pass, the temperature rises until it reaches over 100° 34 Fahrenheit (37°C). Th e sun shines down on the sands that make 45 up the desert. Death Valley is one of the hottest and driest places 58 in the world. Death Valley is located in the northern part of the 71 Mojave Desert in California. 75 You might think that such a hot, dry place would have no life, 88 yet Death Valley is home to hundreds of plants and animals. All 100 of these plants and animals have one thing in common. Th ey have 112 adapted to living in a hot, dry desert climate. 121 During the day in the desert, there is very little animal activity 133 because the sun is simply too hot. As the sun rises in the sky, the 148 temperature can reach 114° Fahrenheit (45°C) during the summer. 157 In fact, the hottest temperature ever recorded in Death Valley was 168 134° Fahrenheit (56°C)! 171 Like other areas in the United States, Death Valley has 181 four seasons. 183
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for Life in Death Valley the student. 7 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A24_ALR_007.inddXENL08AAY4A24_ALR_007.indd 7 112/21/062/21/06 8:11:418:11:41 AMAM Celebrate Harlem! Name Vocabulary Write the Vocabulary Word from the box that goes best with each clue.
aspect destination expectantly gorgeous misfortune ornate reconstruct symbolize festive vigorously
1. a plus sign
2. one part or side or something
3. wonderful
4. something bad happens
5. to create again
6. to move with purpose
7. the end of your trip
8. balloons and bright-colored streamers
9. many details
10. looking forward to something
Write the answer to each question using what you know about the Vocabulary Words.
11. Describe a festive room.
12. What does a light bulb appearing over the head of someone symbolize?
Help your child identify other symbols you encounter on a daily basis. 5 Celebrate Harlem! Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A25_ALR_005.inddXENL08AAY4A25_ALR_005.indd 5 110/26/060/26/06 33:19:11:19:11 PPMM Celebrate Harlem! Name Character, Setting, What’s the Story? Plot A story’s setting is where and when the story takes place. In Celebrate Harlem! the setting is the modern-day neighborhood of Harlem in New York City. Setting is important to a story’s plot. This project will help you discover what else is involved in a story’s plot.
-:3F/AG$776
• paper • pencil or pen • ruler
-:3FFAA
EF7B Choose a book to write about. EF7B Use a ruler to draw a line about one inch from the top of the paper all the way across the paper. Make another line two inches below the first one. Divide the section between the EF7B two lines into two boxes.
EF7B Write the book’s title and its author in the box at the top of the paper.
EF7B Label the one of the middle boxes “Characters.” Record the names of the book’s characters. Make sure to put the main character(s) at the top of the list.
EF7B Label the other middle box “Setting” and write where and when the story takes place.
EF7B Label the bottom half of the paper “Plot Events.” Use sequencing words like first, then, next, and finally to write sentences about at least four main events from the story.
6 Celebrate Harlem! Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A25_ALR_006.inddXENL08AAY4A25_ALR_006.indd 6 110/26/060/26/06 3:20:443:20:44 PMPM Celebrate Harlem! Name Oral Reading Fluency
Announcer: From the television studios of 6 Madame C. J. Walker Elementary School, Mr. Swan’s fourth grade 16 class proudly presents “Celebrate Harlem!” with your hosts Akello 25 Cash and Maria Lopez. 29 Akello: Welcome. When Mr. Swan began a unit on Harlem, the 40 entire class was knocked out by the awesome aspects of 50 its history. 52 Maria: It’s made us even more proud of our community. We 63 huddled together and decided we wanted to share what we 73 learned, so we created this special program. 80 Akello: Get ready to learn about a remarkable New York City 91 neighborhood as we journey to some famous Harlem destinations. 100 Maria: We’ll also learn about some of the men and women who 112 have made our neighborhood such a great place to live. 122 Akello: You know, Maria, there’s so much to learn about Harlem 133 that I’m not quite sure where to start. 141 Maria: Just remember what Mr. Swan always says. When you 151 want to learn something… 155 Maria and Akello: A good place to start is the library! 166 Akello: Harlem has a very special library. 173 Maria: Student reporter Tasha Johnson has the story. 181
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for the student. 7 Celebrate Harlem! Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A25_ALR_007.inddXENL08AAY4A25_ALR_007.indd 7 112/21/062/21/06 8:12:038:12:03 AMAM The Animals of the La Brea Tar Pits Name Vocabulary Write a synonym, or a word with a similar meaning, for each Vocabulary Word.
VOCABULARY WORD SYNONYM
complicated
contraption
eerie
elegant
massive
obstacles
roamed
submerged
Imagine that you are a tour guide at the La Brea Tar Pits. Using at least three Vocabulary Words, write a speech that you would share with the visitors to tell them about the tar pits.
Say each of the Vocabulary Words to your child, one at a time. Have your child explain the meaning of the word or use it The Animals of the La Brea Tar Pits appropriately in a sentence. 5 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A26_ALR_005.inddXENL08AAY4A26_ALR_005.indd 5 110/9/060/9/06 77:16:06:16:06 PPMM The Animals of the La Brea Tar Pits Name Main Idea and Animals of the Tar Pits Supporting The main idea of a paragraph is the overall idea the Details paragraph is trying to explain. The supporting details help to make this idea clear. In this exercise, you will research an animal associated with the La Brea Tar Pits and write paragraphs about your findings.
-:3F/AG$776
• electronic and • glue print resource • yellow highlighter • notepaper • highlighter of another color • pen or pencil • piece of construction paper
-:3FFAA
EF7B Choose one of the following animals: Saber-Toothed Cat, Ground Sloth, Mammoth, or Teratorn. Research the animal to find information about its diet, habitat, size, or another area that interests you. Use this information to write three paragraphs about the animal. Remember that each paragraph should have a main idea and supporting details.
EF7B When you are finished writing, use the yellow highlighter to highlight the main idea of each paragraph.
EF7B Then use the other highlighter to show two supporting details in each paragraph.
EF7B Find a picture of your animal. If you cannot find one, you can draw it.
EF7B Glue the picture and your paragraphs to the piece of construction paper.
The Animals of the La Brea Tar Pits 6 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A26_ALR_006.inddXENL08AAY4A26_ALR_006.indd 6 110/24/060/24/06 12:47:5712:47:57 PMPM The Animals of the La Brea Tar Pits Name Oral Reading Fluency
Th e time is 25,000 years ago. An enormous woolly creature 10 waves its massive tusks in the air. A cat-like animal sinks its fangs 23 into its prey. A giant ground sloth lumbers off , and feeds on leaves 36 and tree branches. 39 Today all of these animals are extinct. Th at means they are 50 gone from the earth forever. You might know that dinosaurs lived 61 on earth millions of years ago. As the dinosaurs died out, new 73 kinds of animals appeared. Mammals and birds began to roam 83 the earth. 85 Th e Great Ice Age began about 1.5 million years ago and 96 lasted until about 10,000 years ago. It was during the Ice Age 108 that many of these animals became extinct. No one is sure why. 120 Scientists can only study and examine their remains. 128 In southern California, there is a park called Rancho La Brea 139 that is about the size of twenty-fi ve football fi elds. Inside the 150 park, more than one million bones of Ice Age animals have been 162 discovered! How did they get there and why are there so many 174 animal remains in one small area? Th e story begins millions of 185 years in the past. 189
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for The Animals of the La Brea Tar Pits the student. 7 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A26_ALR_007.inddXENL08AAY4A26_ALR_007.indd 7 112/21/062/21/06 8:12:198:12:19 AMAM Great Barrier Reef: A Colorful World Name Vocabulary Use what you know about the Vocabulary Words to answer the following questions.
1. If a sentry is posted at the door, is the door guarded or not guarded?
2. If a stream cascades, does it fall down or remain level?
3. When a river glistens in the sunlight, is it dark or shiny?
4. If a fossil is embedded in a rock, is it easy or hard to get it? Why?
5. Would you want to build a house on a beach that is eroding? Why or why not?
6. If a city is distant, will it take a short or long time to reach it?
7. If a book is ancient, was it written last year or hundreds of years ago?
8. If someone is weary, are they full of energy or very tired?
Imagine that you are a scuba diver swimming in the Great Barrier Reef. Write about your adventure using three Vocabulary Words.
Discuss the Vocabulary Words with your child. Then discuss the adventure your child wrote Great Barrier Reef: A Colorful World about using Vocabulary Words. 5 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A27_ALR_005.inddXENL08AAY4A27_ALR_005.indd 5 110/13/060/13/06 66:48:31:48:31 PPMM Great Barrier Reef: A Colorful World Name Main Idea An Underwater Web (unstated) and Supporting Details There are many different kinds of animals living in the Great Barrier Reef. For this exercise, you will need to select one animal from the story and research its life. -:3F/AG$776
• Electronic and • Paper print resources • Colored pencil • Pencil or pen
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EF7B Choose an animal that was mentioned in the story. Use electronic or print resources to find more information about your animal.
EF7B As you find information, make an information web on a piece of paper. Put each main idea in a new box and lightly shade the box with a colored pencil. Write details that support the main idea outside the shaded box. Draw lines to connect each supporting detail to its main idea. Gives the CORAL color
Algae A plant inside of them Very small
EF7B Use your information web to write a short essay about your animal. Each main idea from the web should have its own paragraph. Be sure to include a title.
EF7B Find a picture of your animal, or draw one yourself. Add it to your printed essay.
Great Barrier Reef: A Colorful World 6 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A27_ALR_006.inddXENL08AAY4A27_ALR_006.indd 6 110/13/060/13/06 66:51:10:51:10 PPMM Great Barrier Reef: A Colorful World Name Oral Reading Fluency
Imagine a world beneath the sea fi lled with fi sh and plants 11 in every color of the rainbow. Th is undersea world is one of the 24 seven natural wonders of the world. It is the Great Barrier Reef in 37 Australia. Th e reef is so large that astronauts can see it from space! 50 Th e Great Barrier Reef is made up of hundreds of smaller 61 reefs. A reef is like a wall that grows in the ocean. Reefs are made 76 up of thousands of corals, an animal that lives in the sea. Some 89 of the most remarkable creatures you’ll ever see live among the 100 corals. Th ere are huge fi sh and tiny ones. Sea stars, sponges, and 112 sea urchins are everywhere. Sea mammals and at least six diff erent 123 kinds of sea turtles also swim among the corals. 132 Each year, thousands of visitors come from all over the 142 world to swim among the corals of the Great Barrier Reef. 153 Each morning, divers head out to the reefs in boats. Th e divers 165 use special diving suits and masks to swim underwater. Tanks 175 attached to the diver’s backs are fi lled with air so they can 187 breathe underwater. 189
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for Great Barrier Reef: A Colorful World the student. 7 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A27_ALR_007.inddXENL08AAY4A27_ALR_007.indd 7 112/21/062/21/06 8:12:378:12:37 AMAM The World’s Greatest Pumpkin, Ever Name Vocabulary Use what you know about the Vocabulary Words to answer each question.
1. What animal might be described as a behemoth?
2. Should you be cordial to the new student in your class? Why?
3. Some people think it would be great to be famous. Why might this be an illusion?
4. Describe a place where you could take a scenic vacation.
5. Describe something in the United States that is colossal.
6. Jack has a hearty appetite. What does this mean?
7. What might a fanciful story be about?
Imagine that you are competing in a pie-eating contest at the county fair. Using at least three Vocabulary Words, write about your experience.
Discuss the meanings of the Vocabulary Words with your child. Encourage your child to use the word scenic in a sentence about a sight or The World’s Greatest Pumpkin, Ever place he or she has visited. 5 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A28_ALR_005.inddXENL08AAY4A28_ALR_005.indd 5 110/13/060/13/06 66:53:58:53:58 PPMM The World’s Greatest Pumpkin, Ever Name Figurative The Great Pumpkin Language
Polly Pumpkinseed grew the world’s greatest pumpkin. For this activity, you will be making your own pumpkins and using them to show your understanding of similes, metaphors, and hyperbole.
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• 3 pieces of orange • scissors construction paper • glue • pieces of green • black marker construction paper • dictionary
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EF7B Draw the outlines of three pumpkins on the orange construction paper and cut them out. Then make 3 green stems and several leaves for the pumpkins.
EF7B Find the definitions for the words simile, metaphor, and hyperbole by looking them up in a dictionary or by asking your teacher or another trusted adult. With the black marker, write one word and its definition on each pumpkin.
EF7B Find a few examples of similes from The World’s Greatest Pumpkin, Ever and write each simile on a leaf. Attach the leaves to the pumpkin on which you wrote the definition of a simile. Repeat this step twice, looking for examples of metaphor and hyperbole. Make leaves for the metaphor and hyperbole pumpkins.
The World’s Greatest Pumpkin, Ever 6 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A28_ALR_006.inddXENL08AAY4A28_ALR_006.indd 6 112/12/062/12/06 33:15:14:15:14 PPMM The World’s Greatest Pumpkin Ever Name Oral Reading Fluency
It was the summer of 1898, and it was time to get ready for 14 the Springfi eld County Fair. Th e fair took place every October and 25 was no small event. A traveling carnival came, bringing fanciful 35 shows that amazed people of all ages. Th ere were balloon rides and 47 bicycle races. People took scenic walks through hothouses fi lled 56 with beautiful fl owers. At night, there was music and dancing, 66 followed by fi reworks. 69 For most people, though, the fair was all about one thing— 80 contests. Th ere were contests for tasty pies, unusual cakes, and 90 hearty chili. Th ere were contests for the best cow and the best pig. 103 Th ere were contests for jumping frogs and racing turtles. 112 Th e most important contest of all was the World’s Greatest 122 Pumpkin Contest. What tremendous giants arrived every year! 130 Pumpkins as big as a table wouldn’t even come in third place! 142 One year, a pumpkin was so big that a man thought it was 155 one of the carnival tents. He walked around it for a half an hour, 169 looking for the door. Th ese colossal pumpkins were surely the 179 greatest the world had ever known. 185
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for The World’s Greatest Pumpkin Ever the student. 7 Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A28_ALR_007.inddXENL08AAY4A28_ALR_007.indd 7 112/21/062/21/06 8:13:118:13:11 AMAM John White’s Lost Colony Name Vocabulary Write the Vocabulary Word that best goes with the clues.
coddled dainty dedicated memorable pitiful
1. small, tiny, or petite
2. sad-looking
3. wonderful
4. spoiled
5. working toward something
Answer each question using a complete sentence.
6. If something is memorable, it is easily forgotten or easily remembered?
7. If an explorer says she endured a trip, was the trip likely long and hard or short and easy?
Discuss the meaning of the word determined with your child. Ask your child to identify situations in which he or she was determined to do something. 5 John White’s Lost Colony Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A29_ALR_005.inddXENL08AAY4A29_ALR_005.indd 5 110/13/060/13/06 66:57:54:57:54 PPMM John White’s Lost Colony Name Figurative Match each word to its definition. Language
1. simile A a comparison that uses “like” or “as”
2. metaphor B an expression that has a meaning different from the meanings of its individual words
3. hyperbole C a comparison that states that something “is” something else
4. idiom D an extreme exaggeration
5. personification E giving human qualities, feelings, or actions to a nonhuman thing
Look at each statement and tell if it is a simile (S), metaphor (M), hyperbole (H), idiom (I), or personification (P). Write the letter on the line.
6. He was so tall that his head touched the clouds.
7. His temper is as explosive as a volcano.
8. The snow kissed my cheeks as it fell.
9. Andrea stopped dead in her tracks when she saw $100 on the ground.
10. The pictures danced on the walls during the earthquake.
11. The boys were driving their mom up the wall with their fighting.
12. I nearly died laughing.
13. With all of her patience, my mom is a saint.
14. The cat’s tongue felt like sandpaper.
15. Everyone says my sister is a witch because of her nasty attitude.
Talk to your child about why people something use hyperbole, or extreme exaggeration, to make a point or a joke. 6 John White’s Lost Colony Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A29_ALR_006.inddXENL08AAY4A29_ALR_006.indd 6 110/13/060/13/06 66:58:26:58:26 PPMM John White’s Lost Colony Name Oral Reading Fluency
John White glared at Christopher Newport, the captain of 9 the ship called Hopewell, as the crew snickered. White had been 20 complaining for weeks to Captain Newport that the crew was 30 coddled. Th e crew, used to his outbursts, continued to eat. Captain 41 Newport, too, was not bothered by White’s complaints. 49 “Mr. White,” Newport said calmly, “you knew full well when 59 you came aboard this ship that the voyage had not one, but 71 two goals.” 73 “Yes, Captain, and the fi rst goal has been attained, sir! We 84 have gathered riches for England, and the ship is now fi lled with 96 ginger and silver and hides!” 101 Captain Newport smiled, pleased with the ship’s 108 impressive cargo. 110 “Now,” White continued, “it is time to meet our second 120 goal—to sail to Roanoke!” 125 “Tomorrow,” replied the captain, pausing to take a dainty bite 135 of food, “we shall sail toward Hispaniola.” White stormed off . 145 John White had good reason to be upset. He was worried 156 about his people. Th ree years earlier, in 1587, White had sailed 167 from England to North America to start a new colony there. 178 About one hundred and fi fty colonists had joined him. 187
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for the student. 7 John White’s Lost Colony Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A29_ALR_007.inddXENL08AAY4A29_ALR_007.indd 7 112/21/062/21/06 8:13:418:13:41 AMAM The Whydah Name Vocabulary Write the Vocabulary Word from the box that means the opposite of each clue.
abruptly descend distinguished dubious estimate frantically
1. move upward
2. sure
3. gradually
4. calmly
5. measure exactly
6. not famous
Write a sentence using both Vocabulary Words.
7. vicinity, estimate
8. discern, scrutinize
9. dubious, verify
Ask your child to think of words that have meanings similar to each Vocabulary Word. 5 The Whydah Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A30_ALR_005.inddXENL08AAY4A30_ALR_005.indd 5 110/26/060/26/06 33:22:18:22:18 PPMM The Whydah Name Main Idea and What’s the Point? Supporting Details The play The Whydah describes the history of the pirate ship, how it sank, and how it was discovered again. This project will help you identify the play’s main idea.
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• notebook paper • a glass or other round object • construction paper • pencil or pen
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EF7B Reread the play, writing down important details as you read.
EF7B Choose the most important details. See if any can be grouped together. Decide if any stand out as a main idea. Cross out any that seem less important.
EF7B Once you’ve decided on a main idea, draw a circle in the center of the construction paper using your round stencil. Write the main idea in the circle. Write the details that support the main idea in a web around the main idea.
EF7B Be sure to label your web with the name of the play and its author.
6 The Whydah Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A30_ALR_006.inddXENL08AAY4A30_ALR_006.indd 6 110/13/060/13/06 8:56:238:56:23 PMPM The Whydah Name Oral Reading Fluency
Narrator 1: Get ready to hear a memorable tale. Th is is the true 13 story of a pirate ship called the Whydah Galley. 22 Narrator 2: It’s also the story of the recovery of the Whydah 200 35 years after it sank in stormy waters. 42 Narrator 1: Let’s begin at the beginning and learn a bit about the 55 Whydah and her history. 59 Narrator 2: Th e Whydah fi rst set sail from London, in 1715, as a 72 trading ship. 74 Narrator 1: Let’s listen to her commander, Captain 82 Lawrence Prince. 84 Prince: Th e Whydah was a hundred-foot beauty. We sailed 94 between England, Africa, and the West Indies. She was fast. She 105 was able to sail at speeds of 13 knots. 114 Narrator 2: Th at’s about 15 miles per hour and was quite fast for a 128 ship of that time. 132 Prince: I’m sad to say it wasn’t fast enough. In February of 1717, 145 we sailed in the vicinity of the Bahamas. It was only the Whydah’s 158 second voyage, and we were chased down by pirates. 167 Narrator 1: Th e pirates were led by Samuel Bellamy. 176 Narrator 2: Black Sam, they called him. 183
FLUENCY SCORE Total Words Read per Minute Number of Errors Words Correct per Minute (WCPM)
See page 8 for directions for assessing oral reading fluency. You may wish to make two copies of this page—one for you and one for the student. 7 The Whydah Teacher Guide © Harcourt • Grade 4 • AL
RRXENL08AAY4A30_ALR_007.inddXENL08AAY4A30_ALR_007.indd 7 112/21/062/21/06 8:13:528:13:52 AMAM