COMMON CORE ELA GRADE 4(2)

Grade 4 Carson-Dellosa Publishing, LLC Greensboro, North Carolina Credits Content Editor: Christine Schwab Copy Editor: Beatrice Allen Visit carsondellosa.com for correlations to Common Core State, national, and Canadian provincial standards. Carson-Dellosa Publishing, LLC PO Box 35665 Greensboro, NC 27425 USA carsondellosa.com © 2013, Carson-Dellosa Publishing, LLC. The purchase of this material entitles the buyer to reproduce worksheets and activities for classroom use only—not for commercial resale. Reproduction of these materials for an entire school or district is prohibited. No part of this book may be reproduced (except as noted above), stored in a retrieval system, or transmitted in any form or by any means (mechanically, electronically, recording, etc.) without the prior written consent of Carson-Dellosa Publishing, LLC. Printed in the USA • All rights reserved. Table of Contents Introduction...................................................................... 4 Week 19. . ........................................................................... 45 Building a Reading Environment. . ........................... 5 Week 20.. ...........................................................................47 Writing Strategies. . ......................................................... 6 Week 21............................................................................. 49 Common Core State Standards Alignment Matrix.. ........................................................... 7 Week 22. . ............................................................................51 Week 1 . . ................................................................................. 9 Week 2.................................................................................11 Week 3................................................................................13 Week 4................................................................................15 Week 5................................................................................ 17 Week 6................................................................................19 Week 7.. ............................................................................... 21 Week 8...............................................................................23 Week 9...............................................................................25 Week 10. . ............................................................................27 Week 1 1 . . ........................................................................... 29 Week 12...............................................................................31 Week 13............................................................................. 33 Week 14............................................................................. 35 Week 15. . ............................................................................37 Week 16. . ........................................................................... 39 Week 17............................................................................... 41 Week 18..............................................................................43 © Carson-Dellosa • CD-104599 Week 23. . .......................................................................... 53 Week 24. . .......................................................................... 55 Week 25. . ...........................................................................57 Week 26. . .......................................................................... 59 Week 27..............................................................................61 Week 28. . .......................................................................... 63 Week 29. . .......................................................................... 65 Week 30............................................................................67 Week 31............................................................................. 69 Week 32. . ............................................................................ 71 Week 33. . ...........................................................................73 Week 34. . ...........................................................................75 Week 35.. ........................................................................... 77 Week 36.. ...........................................................................79 Week 37. . ............................................................................81 Week 38. . .......................................................................... 83 Week 39.. .......................................................................... 85 Week 40.. ...........................................................................87 Answer Key. . ................................................................... 89 3 Introduction Common Core Language Arts 4 Today: Daily Skill Practice is a perfect supplement to any classroom language arts curriculum. Students’ reading skills will grow as they work on comprehension, f luency, vocabulary, and decoding. Students’ writing skills will improve as they work on elements of writing, writing structure, genre, parts of speech, grammar, and spelling, as well as the writing process. This book covers 40 weeks of daily practice. Four comprehension questions or writing exercises a day for four days a week will provide students with ample practice in language arts skills. A separate assessment is included for the f ifth day of each week. Various skills and concepts are reinforced throughout the book through activities that align to the Common Core State Standards. To view these standards, please see the Common Core State Standards Alignment Matrix on pages 7 and 8. Indicates the weekly practice page Indicates the daily practice exercises 1 # Week Indicates the weekly assessment is fe ll. H Day 1 Na _ and ng _____ one ri _____ it a st wa s we a _____ ic k h _____ a lk . N th in g h e _ w _ e _ d _ e si ___ ood _ g th _ a _ n �� _ s w _ g do n a n t. It wa _____ ska ti n g ro u n d . c o n so ? �� _____ ro lle rsi le n t th e ed me__ Name___ ________ ________ ________ ________ S a lt a n ________ d Pe p p __ Sa Week # lt an d er 1 Assess to geth er Pe pp er were ment bo at Pete ca ge sa rs on ’s Pe rn in th e sa m e m on th t in th e t Sh op . fr Sa lt was Pe pp er an d lived . Th e tw on t w in dow be a o were sid e a bl w hi te kit te n O ne da best fr ie w ho ac k pu pp nd s. Sh op to y, M an ue l an d y na m ed se hi s fa th pu rc ha er ca m se a kit so pl ay e in to Pe te n. M an fu l. ue l ch os te rs on ’s Seve ra l e Sa lt be Pe ca us e sh t sh op to wee ks la te r, Liv e was lo bl ac k pu ok at th e pu pp an d he r m ot he r sto ies. ppy “H e se em ha s su ch be au “O h, M am a, ” sa pp ed by th e pe id Liv. “T tif ul eyes t s grea t,” w hi te kit hi , an d he s sa id he te n. r m ot he likes m e lit tle “O h, I th ” r. “I ho pe he ge al re ad y.” in k th ey an d pe ’ll be be ts al on g pp er !” st fr ie nd w ith ou s,” Liv re r ne ig hb 1. Fin d pl ie d. “W or M an a wor d ue l’s ne on ’t th ey w ith th e w be cu te �� su ff ix -f to geth er ul. W ha ? Ju st lik t do es th e sa lt e su ff ix m ea n? 2. W ha t wor d co ul d yo �� u us e in ste ad of purcha se? 3. W ha t was th e ef fe ct �� of Sa lt an d Pe pp er liv �� in g next to ea ch ot he r in �� th e pet sh op ? 4. Is Liv rig ht sto ry he w he n sh e sa ys lp ed yo u an swer , “O h, I th in k th �� ey ’ll be th at qu best fr ie es tio n? �� nd s” ? W ha t cl ue 9 s from �� th e Day mm it h a in to o ry. we re ? �� rts w o f sla N ic k sl a m m e d n oth e r st a ti n g and a t sta ste a d Trey d h a n d s s we re a g ra p h th lle r- sk se in u ld u an ra h ile ro and o s a h w c e p e is u e e kn th t yo sto n d s. H in a a a th p rd g e n wo o rd kne k h it ti er w nd a n oth n o f N ic 1. Fi a rre t is a ffe ct u r, D J o e. Wha th e e �� lf h o 2. d s? t wa s n sa id a st h a a h h W k ’s e p a p e r u p ,” ic th N 3. r a p . Fo d to �� d o n e a ss yo u r pene ,p we re t hap Wha -t wo in g . “H ey 4. m th ir ty f h is d a yd re a o se t u o d th e u th e rd s. �� e an le m s irc le r wo p ro b t th e p a g wo rk .” ys. C ss m e oth e a th re e our n t wa y !” o r “Pa f two re o fe O n ly n lo o k in g ske d fo r p a �� if d yw de u our? st a bee se d in e test a n alf h is m a had e r ju be u th a t sa y h Wa lk c a n p a ss e d th y to wo rd “M rs . th a t r wa nd a wo rd g ra p h : “I oth e d a n , 1. Fi a h t is a u ste p a ra g ra p Wha s e x h wa s o m o a s in th e 2. g ie wa is a h e B o n n u t la n d in a r, ” Pass th e sa m s. ile b e 3. , m d is th a t ” f ly in g e fo r . “O h r. e r? �� u ld se m fo rta b le g f lowe rs b u tte e co ry. . Wa lk ir. S h lo o k in ry c o s ang is M rs th e a h e fe lt ve d e lic io u snd a Who h le g b u . t S f 4 nan so w th ro to la n d . p a tc h o ? n le o f d a ly th e re ec tte rf e wa n te si g h t o f la n d e sa m t ie B u sh e r to h a s th B o n n g ry a n d h e c a u g h th e re ? ” a re h th a t d h d n S ly p n u lls r. h te tte rf a n d rd fo r h e I d a re la e p a ra g ra th a t er bu o a nce �� n oth st ill h o u g h t. “D wo rd in th m e a n ? se n te D id a ed le th e n ie ? sh e th irc le th e haust n to B o n . C irc h a ve x ly e C f u o s 1. ea w to aps y t doe d ho are m Pe rh o f h a rp Wha a rn e o es d si c lin s? 2. ju st le y v io th e p in g e mu hat d n ly th W o n h o ke p s a 3. h e a rd f sy m ly h a to m �� n g s o yo u h a ve l p la c es u tte rf ri B st t ie ia ee B o n n a t. sp e c aybe e sw 4. th to th tes. O r m se a te d in yo u ned lu ph th e f r lis te ra a re ra g ra u eve e lo d y o f o rc h est o y e pa e e m H a v e lig h t s in th a d s th f ight. th si c ia n h e r re m e a n . w it h c e a h e a rd T h e m u m te ur rhy th ey s. t. th a t A s yo e w h a t st ri n g ju st ri g h o rd s lik ean. d ? �� th e w ey m a t so u n d so u n h o ny a t th irc le sy m p e w h wo rd s th 1. C a �� lik ? is d t r n st ra Wha s so u e wo rd o rc h e 2. wo rd an o th e as S o m e d , c irc le u 3. e sa m ny th o u t lo o h p sy m Is a 4. 2 Day 3 Day 4 © Ca rson-D ellosa • CD -1045 99 10 4 Indicates the Common Core State Standards covered in the daily practice exercises and the weekly assessment 5. Te ll ab ou t ca t an d do g fr �� ie nd s yo u ha ve �� m et . �� 4. RL .1, 4. RL .3 , 4. RL .4 , 4. RL .7 , 4. RI .4 , 4. RI .6 , 4. RF.3 , R. RF.4 , 4. L.4 CD-1045 99 • © CarsonDe llosa CD-104599 • © Carson-Dellosa Building a Reading Environment A positive reading environment is essential to fostering successful readers. When building a reading environment, think of students’ physical, emotional, and cognitive needs. Physical Environment • Make the physical reading environment inviting and comfortable. Create a reading corner with comfortable chairs, f loor pillows, a rug, enticing lighting, etc. • Give students access to a variety of texts by providing books, magazines, newspapers, and Internet access. Read signs, ads, posters, menus, pamphlets, labels, boxes, and more! • Provide regularly scheduled independent reading time in class. Encourage students to read at home. They can read to a younger sibling or read anything of interest such as comic books, children’s and sports magazines, chapter books, etc. • Set a positive example. Make sure students see you reading too! Emotional Environment • Learn about students’ reading habits, preferences, strengths, and weaknesses. Then, provide books that address these issues. • Help students create connections with text. Facilitate connections by activating prior knowledge, examining personal meaning, and respecting personal ref lections. • Give students the opportunity to choose titles to read. This will give them a sense of ownership, which will engage them in the text and sustain interest. • Create a safe environment for exploring and trying new things. Foster a feeling of mutual respect for reading abilities and preferences. • Require students to read at an appropriate reading level. Text in any content area, including leisure reading, should not be too easy or too diff icult. • Have all students participate in reading, regardless of their reading levels. Try to include slower readers and be sure to give them time to f inish before moving on or asking questions. • Be enthusiastic about reading! Talk about books you love and share your reading experiences and habits. Your attitude about reading is contagious! Cognitive Environment • Regardless of the grade level, read aloud to students every day. Reading aloud not only provides a good example but also lets students practice their listening skills. • Help students build their vocabularies to make their reading more successful. Create word walls, personal word lists, mini-dictionaries, and graphic organizers. • Read for different purposes. Reading a novel requires different skills than reading an instruction manual. Teach students the strategies needed to comprehend these different texts. • Encourage students to talk about what and how they read. Use journal writing, literature circles, class discussions, conferences, conversations, workshops, seminars, and more. • Writing and reading are inherently linked. Students can examine their own writing through reading and examine their reading skills by writing. Whenever possible, facilitate the link between reading and writing. © Carson-Dellosa • CD-104599 5 Writing Strategies Choose a topic for your writing. • What am I writing about? Decide on a purpose for writing. • Why am I writing this piece? • What do I hope the audience will learn from reading this piece? Identify your audience. • Who am I writing to? Decide on a writing style. • Expository—gives information or explains facts or ideas • Persuasive—tries to talk someone into something • Narrative—tells a story • Descriptive—presents a clear picture of a person, place, thing, or idea Decide on a genre—essay, letter, poetry, autobiography, f iction, or nonf iction. Decide on a point of view—f irst person, second person, or third person. Brainstorm by listing or drawing your main ideas. Use a graphic organizer to organize your thoughts. Revise, revise, revise! • Use descriptive words. • Use transitions and linking expressions. • Use a variety of sentence structures. • Elaborate with facts and details. • Group your ideas into paragraphs. • Proofread for capitalization, punctuation, and spelling. 6 CD-104599 • © Carson-Dellosa Common Core State Standards Alignment Matrix STANDARD W1 4.RL.1 • 4.RL.2 4.RL.3 4.RL.4 4.RL.5 W2 W3 W4 W5 W6 W7 W8 • • • • • 4.RL.9 • 4.RI.4 4.RI.5 • • 4.RI.8 4.RF.3 4.RF.4 4.W.1 4.W.2 4.W.3 4.W.4 4.W.5 4.W.6 4.W.7 4.W.8 4.W.9 4.W.10 4.L.1 4.L.2 4.L.3 4.L.4 4.L.5 4.L.6 W14 W15 W16 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • W19 W20 • • • • • • • • • • • • • • • • W18 • • • • • W17 • • 4.RI.9 4.RI.10 W13 • • 4.RI.6 4.RI.7 W12 • • • • • • 4.RI.1 4.RI.3 W1 1 • 4.RL.10 4.RI.2 W10 • 4.RL.6 4.RL.7 W9 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • W = Week © Carson-Dellosa • CD-104599 7 Common Core State Standards Alignment Matrix STANDARD W21 W22 W23 W24 W25 W26 W27 W28 W29 W30 W31 W32 W33 W34 W35 W36 W37 W38 W39 W40 • 4.RL.1 4.RL.2 • • 4.RL.3 • 4.RL.4 4.RL.5 4.RL.9 • 4.RL.10 • • • 4.RI.1 4.RI.3 4.RI.4 4.RI.5 • • • 4.RI.6 • • 4.RI.9 4.RF.3 4.RF.4 4.W.1 4.W.2 4.W.3 4.W.4 4.W.5 4.W.6 4.W.7 • • • • • • • • • • • • • • • • • • • • • • • • • • • 4.W.8 • • • • • • 4.L.1 4.L.2 4.L.3 4.L.4 4.L.5 4.L.6 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 4.W.9 4.W.10 • • • • • • • • • • • • • • • • • • 4.RI.8 4.RI.10 • • • • • 4.RI.7 • • • 4.RL.7 • • 4.RL.6 4.RI.2 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • W = Week 8 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #1 Day 1 Trey and Nick were roller-skating down the sidewalk. Nick hit a stone and fell. His knees and hands slammed into the ground. It was a good thing he was wearing kneepads. His hands were another story. 1. Find two words in the paragraph that start with a silent consonant. �� 2. What is another word that you could use instead of slammed? �� 3. What was the effect of Nick hitting a stone while roller-skating? �� 4. What happened to Nick’s hands? �� Only three problems out of his thirty-two were done. For the past half hour, Darren had been looking at the page and daydreaming. “Hey, pass your paper up,” said Joe. “Mrs. Walker just asked for our work.” 1. Find a word that is made up of two other words.�� 2. What is another way to say half hour?�� 3. Pass is a homograph, a word that can be used in different ways. Circle the use that is the same as in the paragraph: “I passed the test anyway!” or “Pass me the butter.” 4. Who is Mrs. Walker? �� Day 2 Bonnie Butterf ly f lew through the air. She could see for miles. Bonnie was exhausted and hungry and she wanted to land. She felt very comfortable f lying, but landing was still hard for her. She caught sight of a patch of delicious-looking f lowers. “Oh dear,” she thought. “Do I dare land there?” 1. Circle the word in the paragraph that has the same consonant blend as angry. 2. What does exhausted mean? �� 3. What does dare mean to Bonnie? Did another butterf ly dare her to land there? �� 4. Bonnie Butterf ly has only just learned how to f ly. Circle the sentence that tells you that. Day 3 © Carson-Dellosa • CD-104599 Day 4 Have you ever listened to the sweet strings of symphony violins? Perhaps you have heard the light melody of the f lutes. Or, maybe you have heard the ping of harp strings. The musicians in the orchestra are seated in special places to make the music sound just right. 1. Circle the words that rhyme with f ight. 2. What is a symphony? �� 3. Some words sound like what they mean. As you read the paragraph, underline the word or words that sound like what they mean. 4. Is a symphony the same as an orchestra?�� 9 Name_____________________________________________ Week #1 Assessment Sugar and Spice Sugar and Spice were born in the same month and lived together at Peterson’s Pet Shop. Sugar was a white kitten that sat in the front window beside a black puppy named Spice. The two were best friends. One day, Manuel and his father came into Peterson’s Pet Shop to purchase a kitten. Manuel chose Sugar because she was so playful. Several weeks later, Liv and her mother stopped by the pet shop to look at the puppies. “Oh, Mama,” said Liv. “This little black puppy has such beautiful eyes, and he likes me already.” “He seems great,” said her mother. “I hope he gets along with our neighbor Manuel’s new white kitten.” “Oh, I think they’ll be best friends,” Liv replied. “Won’t they be cute together? Just like Sugar and Spice!” 1. Find and write a word with the suff ix -ful. What does the suff ix mean? �� 2. What word could you use instead of purchase? �� 3. What was the effect of Sugar and Spice living next to each other in the pet shop? �� 4. Is Liv right when she says, “Oh, I think they’ll be best friends”? What clues from the story helped you answer that question? �� 5. Tell about cat and dog friends you have met. �� 10 4.RL.1, 4.RL.3, 4.RL.4, 4.RL.7, 4.RF.3, 4.RF.4, 4.L.4 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #2 © Carson-Dellosa • CD-104599 Day 4 Write three short lines under the f irst letter of each word that should be capitalized. 1. The class planted a tree on arbor day. Fill in the blank with the correct form of the verb to be (is, am, are). 2. You __________ a nice person. Add the correct punctuation mark to the end of the sentence. 3. What do you like to eat at the movies _____ Write the plural form of the following nouns. 4. ox ______________ moose ______________ f ish ______________ Day 3 Write three short lines under the f irst letter of each word that should be capitalized. 1. My family eats turkey and potatoes on thanksgiving day. Fill in the blank with the correct form of the verb to be (is, am, are). 2. What __________ your phone number? Add the correct punctuation mark to the end of the sentence. 3. I am going to buy a large popcorn and a bag of candy _____ Write the plural form of the following nouns. 4. child ______________ sheep ______________ man ______________ Day 2 Write three short lines under the f irst letter of each word that should be capitalized. 1. The librarian helps us choose books during national book week. Fill in the blank with the correct form of the verb to be (is, am, are). 2. My friends __________ going with me. Add the correct punctuation mark to the end of the sentence. 3. We are going to the theater at the mall _____ Write the plural form of the following nouns. 4. goose ______________ person ______________ deer ______________ Day 1 Write three short lines under the f irst letter of each word that should be capitalized. 1. Did you watch the rose parade on new year’s eve? Fill in the blank with the correct form of the verb to be (is, am, are). 2. I __________ going to the movies on Saturday. Add the correct punctuation mark to the end of the sentence. 3. Do you want to go to the movies on Saturday night _____ Write the plural form of the following nouns. 4. tooth ______________ woman ______________ mouse ______________ 11 Name_____________________________________________ Week #2 Assessment Write three short lines under the f irst letter of each word that should be capitalized. Put punctuation marks in the right places. 1. We love to watch the f ireworks on independence day 2. Did you watch the f ireworks at the park on independence day 3. The irish celebrate st. patrick’s day every year 4. What is your favorite valentine’s day candy Write the plural form of each noun. 5. calf ____________________ 6. foot ____________________ 7. child ____________________ Use each verb phrase in a sentence. 8. am taking �� 9. are going �� 10. is reading �� 12 4.RF.3, 4.L.1, 4.L.2, 4.L.3 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #3 © Carson-Dellosa • CD-104599 Day 4 Until scientists can determine when earthquakes will happen, people can take action to protect themselves. In 1994, an earthquake struck in Northridge, California. A fault deep below the surface caused the earthquake. Scientists did not even know that the fault existed. 1. Find a word in the paragraph that has a silent consonant. �� 2. What word could you use instead of message: letter or information? �� 3. Does the paragraph tell us that scientists know everything? �� 4. What clue from the paragraph helped you answer question 3? �� Day 3 The Richter Scale was developed by Charles Richter. It compares the size of earthquakes. The scale tells us how big or serious an earthquake is. This is the earthquake’s magnitude. A magnitude of 4.0–4.9 means people can feel the earthquake, but it does little damage. A magnitude of 6.0–6.9 means that the earthquake can cause a great deal of damage in a large area. 1. Circle each word that has three or more syllables. 2. What does magnitude mean? �� 3. What is the effect of a magnitude 4.5 earthquake? �� 4. What does it mean as the numbers get higher? �� Day 2 Earth and Venus are planets that have volcanoes. Venus has more volcanoes than any other planet. Scientists have mapped more than 1,600 volcanoes on Venus. Some scientists believe that there may be more than 1 million volcanoes on the planet. 1. Does the beginning sound of the word earth sound more like ear or more like the vowel sound in birth? �� 2. What is the opposite of more? �� 3. Compare Venus with Earth. Which planet does the paragraph tell us has more volcanoes? �� 4. Have scientists found all of the volcanoes they think are on Venus? �� Day 1 There are more than 15,000 active volcanoes in the world. Still, scientists do not know everything there is to know about volcanoes. The study of volcanoes is called volcanology, and people who study volcanoes are called volcanologists. 1. Find a word in the paragraph that has a silent consonant. �� 2. What is volcanology? �� 3. Name one big idea from the paragraph. �� 4. What does a volcanologist do? �� 13 Name_____________________________________________ Week #3 Assessment Pompeii Almost 2,000 years ago, Pompeii was a rich and beautiful city in the Bay of Naples. The city lay close to a great volcano, Mount Vesuvius. One day, Vesuvius began to rumble and erupt. Lava, steam, and ash burst from the volcano. Soon, the sky was black with ash. The ash rained down on Pompeii. The people tried to hide in buildings or escape to the sea in boats. But, the ash fell so quickly that people were buried wherever they were. The city was covered with more than 12 feet of ash. It is still considered a dangerous volcano, but it has not erupted since 1944. In recent years, scientists have found Pompeii. Much of its contents were just as they were the day that Mount Vesuvius erupted. This discovery has helped us learn more about ancient Roman times. 1. Does the illustration show Mount Vesuvius then or now? How do you know? �� 2. What does erupt mean? A. slide B. subside C. explode 3. What was the effect of the ash falling so quickly? �� 4. Which title for the second paragraph best summarizes it? A. Vesuvius Erupts, and None Escape B. Twelve Feet of Ash Fall on Pompeii C. The Day the Sky Turned Black 5. What is the benef it of the recent discovery of Pompeii? �� 14 4.RI.2, 4.RI.4, 4.RI.7, 4.RI.10, 4.RF.3, 4.RF.4, 4.L.3, 4.L.4, 4.L.5, 4.L.6 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #4 Prewrite/Brainstorm Day 1 Mia started to make a list about what came to her mind when she thought about pickles. Part of her list is shown. What comes to your mind when you think about pickles? What would you add to Mia’s list? crunchy sourgreensalty ________________________________________ ________________________________________ Draft Day 2 When you look at your list about pickles, you will want to focus on one main idea. Your f irst sentence might be, I like pickles because . . . �� Write two or three more sentences about pickles. �� Revise Day 3 Look at your paragraph about pickles. Do all of the sentences talk about the same idea? What information could you add? What sentences would you change? Write out your changes. �� Proofread © Carson-Dellosa • CD-104599 Day 4 Proofread your paragraph about pickles. Do you see any capitalization errors? Are all of the words spelled correctly? Did you use the correct punctuation and grammar? Use proofreading marks to correct the sentences. ❒ Capitalization Mistakes ❒ Odd Grammar ❒ Punctuation Mistakes ❒ Spelling Mistakes 15 Name_____________________________________________ Week #4 Assessment Publish Write your f inal copy on a computer or on the lines below. MAKE SURE it turns out • NEAT—Make sure there are no wrinkles, creases, or holes. • CLEAN—Erase any smudges or dirty spots. • EASY TO READ—U se your best handwriting and good spacing between words. �� 16 4.W.2, 4.W.4, 4.W.5, 4.W.6, 4.W.8, 4.W.10, 4.L.2, 4.L.3, 4.L.6 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #5 The Underground Railroad was not a railroad at all. It was a group of people who helped slaves escape to freedom. Those in charge of the escape effort were often called “conductors.” The people escaping were known as “passengers.” The places where the escaping slaves stopped for help were often called “stations.” 1. What does the title tell you about the subject of the passage? �� 2. Does the opening sentence support or contradict your guess? �� 3. What is the subject of this paragraph? �� 4. Who is involved? �� Day 1 The Underground Railroad was not a railroad at all. But, like a train ride, the Underground Railroad moved people along. Those who escaped often followed routes that had been laid out by others before them. However, unlike a train ride, some routes went underground through dirt tunnels without any sort of tracks. 1. What two things does this paragraph compare? �� 2. How is the subject like the thing it is compared with? �� 3. How is the subject unlike the thing it is compared with? �� 4. How does this paragraph make you feel? �� Day 2 The Underground Railroad © Carson-Dellosa • CD-104599 Day 4 Experts disagree about how well the Underground Railroad was organized. Still, it is believed that the system helped thousands of slaves reach freedom between 1830 and 1865. 1. What was the problem the Underground Railroad was trying to solve? �� 2. What new details did you learn? �� 3. How many years did the Underground Railroad operate?�� 4. Imagine traveling the Underground Railroad. Did you imagine yourself as the slave or the conductor? �� Day 3 Escaping slaves had to be certain that they could f ind their way. They needed food and water to make the journey. Conductors often helped with this. One of the most famous Underground Railroad conductors was Harriet Tubman. She had escaped slavery herself. Another famous conductor was Levi Coff in. 1. What part of the subject does this paragraph focus on? �� 2. What was their job? �� 3. Write the names of two famous conductors. �� 4. What details did you f ind out about any of the conductors? �� 17 Name_____________________________________________ Week #5 Assessment Quilts Ref lect a Culture Many African women knew how to sew when they came to America as slaves. They were skillful seamstresses. Some slaves made quilts for their owners. They used the scraps from those quilts to make quilts for their own families. Those quilts often told the story of their families. They are called story quilts. A slave named Elizabeth Keckley supported 17 people by sewing. In 1855, she made enough money to buy freedom for herself and her son. That freedom cost her $1,200. She moved to Washington, DC. There, she sewed for President Lincoln’s wife. She made a quilt that probably included scraps from Mrs. Lincoln’s gowns. 1. A quilt is like a sandwich: fabric as the “bread” and cotton f illing as the “peanut butter.” What practical reason would a person have to make a quilt? A. to stay warm B. to use as kindling C. to eat 2. Did quilts have only practical purposes for the slaves who made them? What clues from the passage helped you answer that question? �� 3. Name another historical f igure who sewed an important symbol of early America. �� 4. What do you think is the most surprising or interesting fact in the last paragraph? �� 18 4.RI.1, 4.RI.2, 4.RI.3, 4.RI.5, 4.RF.4 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #6 Prewrite/Brainstorm Day 1 Choose an activity that you are good at. It could be a sport, hobby, or skill. Put the name of the activity and the focus (good at) in the large oval. On the three lines, write what it is you are good at, why you believe you are good at it, and a specif ic time you were good at this activity. Draft Day 2 Practice writing an introduction paragraph. Write a paragraph about what you are good at, using the three ideas you created in the list. �� Revise Day 3 Read what you wrote yesterday. Rewrite your ideas in a new paragraph. Be sure your ideas are sentences. Change nouns, verbs, and adjectives to more specif ic words. �� Proofread © Carson-Dellosa • CD-104599 Day 4 Proofread your paragraph. Are all of the words spelled correctly? Did you capitalize words that need to be capitalized? Did you use the correct verbs and nouns? ❒ Capitalization Mistakes ❒ Odd Grammar ❒ Punctuation Mistakes ❒ Spelling Mistakes 19 Name_____________________________________________ Week #6 Assessment Publish Write your f inal copy on a computer or on the lines below. MAKE SURE it turns out • NEAT—Make sure there are no wrinkles, creases, or holes. • CLEAN—Erase any smudges or dirty spots. • EASY TO READ—U se your best handwriting and good spacing between words. �� 20 4.W.3, 4.W.4, 4.W.5, 4.W.6, 4.W.8, 4.W.10, 4.L.2, 4.L.3, 4.L.6 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #7 One day, Jimmy raced into the kitchen and announced, “I am no longer eating anything green! I just found out that all green food was developed to turn humans into aliens. So, I won’t be able to eat anything like peas or broccoli!” “I’m so sorry to hear that, Jimmy,” replied his mom. “I guess you won’t be having any key lime pie or mint chocolate chip ice cream for dessert tonight.” 1. Circle all of the words that have the same vowel sound as meat/meet. 2. What word could you use instead of announced? �� 3. How might Jimmy react to his mother’s comment?�� 4. Why did Jimmy say that all green food was developed to turn humans into aliens? �� Day 1 Tara was hungry. She’d been playing basketball for two hours. She ran inside and saw some cookies her grandmother had just baked sitting on the counter. 1. There is one contraction in the paragraph. If you undo it, what does it say? �� 2. How many minutes are in one hour? �� 3. As your teacher reads the paragraph, try to predict what Tara will do at the end. Will she A. grab two cookies? B. grab an apple? C. put the cookies away? 4. What detail from the story gave you the answer for question 3? �� Day 2 Arifa passed a pet store on the way home from school. In the window, she saw a cute puppy. Arifa put her hand on the window near the puppy. He jumped at her hand and licked the window, wagging his tail. 1. Circle all of the words that begin and end with the same sound. 2. What does wagging look like? Does it mean that the puppy is happy or angry? �� 3. As the teacher reads the story, try to predict what happens at the end. Did Arifa A. go in to see the puppy? B. run away in fright? C. drive a car? 4. What detail from the story helped you answer question 3? �� Day 3 “Let’s clean up,” said Mrs. Perez. “It’s nearly time to go home.” Andre hurried to the pet corner to take care of the hamster. Just as he was fastening the door to the hamster cage, the f ire alarm rang. The teacher and children quickly left the building. The hamster looked at the half-closed door. 1. What does each contraction say when you undo it? �� 2. Give two words other than hurried that describe moving quickly. �� 3. Try to predict what happens. Does the hamster A. close the door? B. escape? C. go to sleep? 4. What clues helped you answer question 3? Was it something you know outside of the paragraph? �� Day 4 © Carson-Dellosa • CD-104599 21 Name_____________________________________________ Week #7 Assessment The Storm Wayne sat in front of the TV while a storm raged outside his house. The wind howled, the rain came down in buckets, and thunder boomed loudly. The high winds knocked down a huge oak tree down the street. The tree fell on top of the street’s power line, cutting the electricity to Wayne’s house. Wayne found a f lashlight and turned it on. Wayne shone the f lashlight ahead of him as he walked down the hallway. As he entered the kitchen, the f lashlight batteries died. The room became inky black. Wayne ran into the wall and stubbed his toe. He hollered and jumped on one foot. He bumped into the table, which knocked over his marble jar. Marbles scattered all over the table and f loor. Muttsie, Wayne’s dog, jumped up at the noise and ran toward Wayne’s voice. The dog skidded on the marbles. She f lew across the f loor into her dog dishes, spilling water and food everywhere. Wayne’s cat, Kitty, was showered with water from the spilled dog dish. She jumped to the safety of the counter. She landed on the edge of a cookie sheet sticking out of the dish rack. The cookie sheet f lipped over, taking the contents of the dish rack with it. 1. Find the word that sounds like tow. ____________________________ 2. What does scattered mean? A. stayed in a clump B. spread out quickly C. moved in an orderly line 3. List one cause and its effect for each paragraph. �� 4. Tell about a time when you were in a raging storm. �� 5. What lesson could Wayne learn from this experience? �� 22 4.RL.1, 4.RL.4, 4.RF.3, 4.RF.4, 4.L.2, 4.L.4, 4.L.5 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #8 Prewrite/brainstorm What does your dream car look like? Use the web to help you describe your dream car. Day 1 dream car Draft Day 2 Write a topic sentence about your dream car and then write three ideas based on your web. �� Revise Day 3 Read what you wrote yesterday. Rewrite your ideas in a new paragraph. Be sure your ideas are sentences. Change nouns, verbs, and adjectives to more specif ic words. �� Proofread © Carson-Dellosa • CD-104599 Day 4 Proofread your paragraph. Are all of the words spelled correctly? Did you capitalize words that need to be capitalized? Did you use the correct verbs and nouns? ❒ Capitalization Mistakes ❒ Odd Grammar ❒ Punctuation Mistakes ❒ Spelling Mistakes 23 Name_____________________________________________ Week #8 Assessment Publish Write your f inal copy on a computer or on the lines below. MAKE SURE it turns out • NEAT—Make sure there are no wrinkles, creases, or holes. • CLEAN—Erase any smudges or dirty spots. • EASY TO READ—U se your best handwriting and good spacing between words. �� 24 4.RL.3, 4.W.2, 4.W.4, 4.W.5, 4.W.6, 4.W.8, 4.W.10, 4.L.2, 4.L.4 4.L.6 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #9 A Night in Texas © Carson-Dellosa • CD-104599 Day 4 Boy, maybe we need some of those bats by our house. I sure hated all of those mosquitoes that were trying to eat us last week. Well, I’ve got to go. Don’t get too “batty” without me! Sincerely, Michaela 1. Is the author a boy or a girl? _________________________ 2. What connection does the author make between her night in Texas and her life at home? �� 3. Are mosquitoes a problem in warm weather where you live? If so, would you like a cloud of bats living near you? �� 4. Why does the author include the last sentence? �� Day 3 They were hungry. The waitress said more than a million Mexican free-tailed bats live under the Congress Avenue Bridge. Another waitress said the bats were really good because they eat more than 10,000 pounds of insects EVERY NIGHT! I weigh about 60 pounds, so that’s like eating enough insects to make about 170 of me. 1. What new details did you learn about the bats? �� 2. What new details did you learn about the author? �� 3. Does the author make a comparison in this paragraph? �� 4. If so, what is the comparison? �� Day 2 We were in a restaurant by the Congress Avenue Bridge. As the sun was going down, I saw a cloud moving around by the bridge. The cloud was made up of bats! The bats live under the bridge where it is dark. The sun does not shine under the bridge, but when the sun started to go down, all of those bats woke up. 1. What else did you learn about where the author is? �� 2. What is the thing the author is reporting? �� 3. Does the author sound amazed or unexcited? �� 4. Did you learn any more details about what time it is? If so, what? �� Day 1 Dear Hailey, We are in Austin, Texas. You would never believe what I saw tonight. 1. What does the title tell us about where and when this letter takes place? �� 2. What kind of writing is this? �� 3. Does the opening give us any more hints about what the selection will be about? If so, what? �� 4. Does the author sound excited or bored? _________________________________�� 25 Name_____________________________________________ Week #9 Assessment Hopi Poem Anonymous Come here, Thunder, and look! Come here, Cold, and see it rain! Thunder strikes and makes it hot. All seeds grow when it is hot. Corn in blossom, Beans in blossom, Your face on garden looks, Watermelon plant, muskmelon plant. Your face on garden looks. Aha-aha-ehe-ihe. 1. What kind of writing is this? How is it different from a story? �� 2. Does the title tell you the name of the person who wrote the “Hopi Poem”? �� 3. What kind of weather does the poet describe? �� 4. What season does this poem talk about? Look at the illustration for more clues. A. winter B. spring C. summer 5. What is another good title for this poem? A. “Summer Harvest” B. “Thunderstorms” C. “Growing Fruits” 26 4.RL.1, 4.RL.2, 4.RL.5, 4.RL.7, 4.RL.10, 4.RF.4, 4.L.6 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #10 © Carson-Dellosa • CD-104599 Day 4 Write three short lines under the f irst letter of each word that should be capitalized. 1. The city of cheyenne was named for the Tribe that lived in Wyoming. Write the correct word (their, there, they’re) in the blank. 2.____________________ were many Cheyenne tribes in Wyoming. Add the missing commas. 3. A Native American burial mound is near the town of Aberdeen Ohio. Make the verbs past tense. Example: cry = cried 4. try __________________ hurry __________________ study __________________ Day 3 Write three short lines under the f irst letter of each word that should be capitalized. 1. The Lakota tribe lived on the Prairie in north dakota and south dakota. Write the correct word (their, there, they’re) in the blank. 2.____________________ studying the tribes of North America. Add the missing commas. 3. In Idaho the Nez Percé was a peaceful tribe of traders and horse trainers. Make the verbs past tense. Example: bake = baked 4. like __________________ smile __________________ share __________________ Day 2 Write three short lines under the f irst letter of each word that should be capitalized. 1. The Iroquois lived in the mountains of new york and pennsylvania. Write the correct word (their, there, they’re) in the blank. 2.____________________ homes were in the mountains. Add the missing commas. 3. Famous tribes include the Iroquois the Ojibwa the Lakota and the Nez Percé tribes. Make the verbs past tense. Example: tip = tipped 4. stop __________________ wag __________________ hum __________________ Day 1 Write three short lines under the f irst letter of each word that should be capitalized. 1. Long before Europeans came to america, many different tribes settled the land. Write the correct word (their, there, they’re) in the blank. 2.____________________ were many different tribes. Add the missing commas. 3. We live in St. Ignace Michigan near the Museum of Ojibwa Culture. Make the verbs past tense. Example: walk = walked 4. gather __________________ look __________________ paint __________________ 27 Name_____________________________________________ Week #10 Assessment Correct the 10 errors in the paragraph. Alexis rider liked to read about Native American People. She discovered that the Ojibwa the Lakota and the Nez Percé are tribes in America. She read about Chief Joseph a famous nineteenth-century leader. She learn that red Cloud help win land for the Lakota tribe. Alexis liked to read about the Cherokee and there culture. She learned that their were Iroquois tribes that lived in the forest. Rewrite the paragraph correctly below. �� 28 4.RF.3, 4.L.1, 4.L.2 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #1 1 A f ierce warrior, Crazy Horse was known as a Lakota tribe member who would not give up. Born in 1849, Crazy Horse worked hard to keep the Native American way of life from disappearing. He did not want to lose the customs of his tribe. 1. Turn would not into a contraction. �� 2. What does f ierce mean? �� 3. Did the author write this paragraph to tell us about Crazy Horse or to tell us that the Lakota were in danger of losing their customs? �� 4. What did Crazy Horse work hard to do? �� Day 1 Native Americans respect the earth. They try to live in harmony with nature. Native Americans use the earth’s gifts wisely. These gifts are called natural resources. Natural resources include the land, plants, animals, water, and minerals. 1. Circle the words that end with a y that have an i sound. Put a line through words that end with a y that have an ee sound. 2. What does live in harmony with nature mean? �� 3. What does the author of the paragraph appreciate about Native Americans? �� 4. What are natural resources? �� Day 2 © Carson-Dellosa • CD-104599 Day 4 Wilma Mankiller was born in 1945. She is a Cherokee from Oklahoma. She became principal chief of the Cherokee Nation in 1985. She has worked hard for improved health care and civil rights. Mankiller believes in an old Cherokee saying about being of good mind. She says today this is called “positive thinking.” 1. Circle a word that is a compound—two words put together to make a new word. 2. What does improved mean? �� 3. What is another way of saying positive thinking? �� 4. Who else worked hard to improve his people’s civil rights? Write a sentence comparing the two. �� Day 3 At one time, huge herds of buffalo lived on the plains. The Native Americans followed the buffalo. These people needed the animals for their survival. The animals were used for meat. The hides were used for clothing. The bones were used for tools and jewelry. The tendons were used to string bows. 1. Is the i in lived pronounced like the i in the word hive or the word river? �� 2. Hide is a word that can be used to talk about the skin of an animal. Use hide a different way in a sentence. �� 3. Did Native Americans hunt the buffalo just for fun? �� 4. What details from the passage gave you the answer to question 3? �� 29 Name_____________________________________________ Week #1 1 Assessment Medicine Men and Their Herbs Did you know Native Americans use plants as medicine? Medicine men use herbs and other plants to help cure illnesses. They gather the plants and dry them to make teas, or grind dried herbs into a paste by mixing them with water. They use all of the parts of the plants in their herbal remedies: the stems, the leaves, the f lowers, the bark, and the roots. If you looked in a medicine man’s medicine cabinet, you might f ind garlic cloves for insect stings. Or, you might f ind sunf lower seeds and roots to soothe a blister. Slippery elm tea was used for curing sore throats. Dandelion tea was good for heartburn. If you had a problem with dandruff, the medicine man might give you a dose of sword fern tea. He would use pine sap to heal cuts and witch hazel on sprains and bruises. He might suggest you chew spruce pinecones for your sore throat. If you could not get rid of a headache, he would probably give you willow bark. Willow bark contains salicyclic acid. That is the main ingredient in aspirin. Many of these herbs are available today in drugstores. 1. What do these words have in common? sunf lower, heartburn, headache, drugstores �� 2. What is a paste? �� 3. What parts of a sunf lower plant can be used to soothe a blister? �� 4. What do you think the author was trying to do in this article? A. tell how medicine men make tea B. tell how medicine men use plants C. tell you how to become a medicine man 5. How is willow bark like aspirin? �� 30 4.RI.1, 4.RI.4, 4.RI.8, 4.RI.9, 4.RI.10, 4.RF.3, 4.RF.4, 4.L.2, 4.L.4, 4.L.6 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #12 Prewrite/Brainstorm Day 1 What is your favorite vacation spot? List all of the things you like about that place. �� Draft When you look at your list about your favorite vacation spot, you will want to focus on one main idea. Your f irst sentence might be, Day 2 My favorite place to go on vacation is [name the place] because . . . �� Write two or three more sentences about your favorite vacation spot. �� Revise Day 3 Look at your paragraph about your favorite vacation spot. Do all of the sentences talk about the same idea? What information could you add? What sentences would you change? Write out your changes. �� Proofread © Carson-Dellosa • CD-104599 Day 4 Proofread your f inal paragraph about your favorite vacation spot. Are all of the words spelled correctly? Did you capitalize words that need to be capitalized? Did you use the correct verbs and nouns? ❒ Capitalization Mistakes ❒ Odd Grammar ❒ Punctuation Mistakes ❒ Spelling Mistakes 31 Name_____________________________________________ Week #12 Assessment Publish Write your f inal copy on a computer or on the lines below. MAKE SURE it turns out • NEAT—Make sure there are no wrinkles, creases, or holes. • CLEAN—Erase any smudges or dirty spots. • EASY TO READ—U se your best handwriting and good spacing between words. �� 32 4.W.3, 4.W.4, 4.W.5, 4.W.6, 4.W.8, 4.W.10, 4.L.2, 4.L.4, 4.L.6 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #13 © Carson-Dellosa • CD-104599 Day 4 One morning at school you see your friend looking dreamy-eyed. On her paper, she has drawn hearts and f lowers. 1. Does the beginning sound of school sound like the beginning sound of skate or shoot? �� 2. What is the opposite of dreamy-eyed? �� 3. Do you want to ask your friend about the reason for her behavior? Why or why not? �� 4. What do you think is going on with your friend? �� Day 3 Rebecca did not f inish her math homework last night. She played on the computer instead. She asked her mother to tell her teacher that she had been sick. Her mother told her that she would have to face the music herself. 1. Circle the word that is made up of two words put together. 2. What is one word that says what Rebecca asked her mother to do? �� 3. Did Rebecca make a good choice? Why or why not? �� 4. What does “face the music herself ” mean? Will Rebecca’s teacher play music in class, or must Rebecca accept the consequences of her actions? �� Day 2 Jose and Gabby needed information for their report on theropods. It was hard to f ind resources on this dinosaur. They decided not to get another topic. They would leave no stone unturned while looking for information. 1. Circle all of the words with three syllables. 2. What are resources? �� 3. Are theropods common dinosaurs to study? What detail helps you answer that question? �� 4. What does “leave no stone unturned” mean? Will they turn over every stone they see to look for theropod fossils, or will they look for information everywhere? �� Day 1 Demetri came down with the f lu on Monday night, and his doctor told him to stay home from school for the rest of the week. She told him that he could do schoolwork on Thursday, but not to overdo it. 1. Over- is a pref ix that means “too much” or “more than usual.” So, what does over + do mean? �� 2. Circle the phrase that matches the doctor’s advice to Demetri: “Do schoolwork, but take it easy” or “Be sure to do all of your schoolwork.” 3. How many days was Demetri home not doing schoolwork? �� 4. Is having the f lu an excuse to ignore your schoolwork? �� 33 Name_____________________________________________ Week #13 Assessment The Test Bill knew that he was in trouble . . . big trouble. Ms. Kim, his teacher, had seen him cheating on his test. She had not said anything yet, but Bill knew that she had seen him peek at the little piece of paper hidden in his hand. He chewed on his pencil for a minute and thought. He had to get rid of that paper. But, how? “Bill, if you are f inished with your test, would you please come up here?” Bill nodded. His heart was pounding so hard that he could not speak. He bent down to tie one of his shoes. Could he stuff the paper in his shoe? No, Ms. Kim was watching him . . . waiting for him. Bill swallowed hard. If only he had studied last night, instead of watching that TV show! Then, on the bus this morning, he decided to write a few science facts on a piece of paper and hide it in the palm of his hand. It had been a crazy idea, and now he was going to pay for it. Bill walked slowly to Ms. Kim’s desk. In a f lash, he had an idea! As he stood by her desk, he could let the paper fall into her wastebasket. Later, he could try to get it back again. It was a great idea! Ms. Kim smiled at Bill. “Since you f inished f irst,” she said, “I thought you might like to help me set up our science experiment.” Bill was stunned. What luck! Ms. Kim had not seen his little piece of paper. Now, all he had to do was get it into the wastebasket. As he nodded, he opened his hand. The paper f luttered down. A sudden breeze from an open window made it f loat down to Ms. Kim’s feet. “Bill, you dropped this,” said Ms. Kim. She picked it up. Then, she looked at it more closely. “What exactly is this?” she asked, looking worried. 1. List two words that rhyme with loose. �� 2. Find two words in the f ifth paragraph that could be synonyms. �� 3. Mark each of these parts of the story with an E for an important event or a D for a story detail. _______ A. Bill watches TV instead of studying. _______ B. Ms. Kim calls Bill to her desk. _______ C. Bill ties one of his shoes. _______ D. Bill’s heart pounds. _______ E. Ms. Kim picks up the paper. 4. Did Bill think it was a good idea to cheat on his test at the beginning of the story? Did he change his mind by the end?�� 5. What does “pay for it” mean? �� 34 4.RL.4, 4.RL.5, 4.RL.10, 4.RF.3, 4.RF.4, 4.L.4, 4.L.5, 4.L.6 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #14 Prewrite/Brainstorm Day 1 Remember writing about your favorite vacation spot? Today, you are going to write another supporting paragraph about why you like the spot. Start by looking at your list of three reasons why you like that place. Pick one of the reasons you did not write about yet and make a list of examples that support your idea. �� Draft Day 2 Look at your list about your favorite vacation spot. Taking the ideas you wrote, create three or four sentences about them. �� Revise Day 3 Look at your supporting paragraph about your favorite vacation spot. Do all of the sentences talk about the same idea? What information could you add? What sentences would you change? Write out your changes. �� Proofread © Carson-Dellosa • CD-104599 Day 4 Proofread your supporting paragraph about your favorite vacation spot. Are all of the words spelled correctly? Did you capitalize words that need to be capitalized? Did you use the correct verbs and nouns? ❒ Capitalization Mistakes ❒ Odd Grammar ❒ Punctuation Mistakes ❒ Spelling Mistakes 35 Name_____________________________________________ Week #14 Assessment Publish Write your f inal copy on a computer or on the lines below. MAKE SURE it turns out • NEAT—Make sure there are no wrinkles, creases, or holes. • CLEAN—Erase any smudges or dirty spots. • EASY TO READ—U se your best handwriting and good spacing between words. �� 36 4.W.3, 4.W.4, 4.W.5, 4.W.6, 4.W.8, 4.W.10, 4.L.2, 4.L.4, 4.L.6 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #15 A tarantula is a big, hairy spider. You might have seen one in a pet shop that carries spiders and other unusual pets. In the United States, tarantulas live in the west, where it is hot and dry. During the day, tarantulas sleep in holes and other dark places. They come out at night to hunt for food. 1. What word has a t that is pronounced like ch? �� 2. Give antonyms for big and hairy. �� 3. If you visit a pet shop that carries unusual pets, what pet might you see? A. cat B. canary C. tarantula 4. What might happen if you stuck your hand in a dark hole in Arizona? �� Day 1 Tarantulas catch their food mostly by jumping on it and biting it. Smaller tarantulas eat insects. Larger ones eat mice and lizards. A tarantula’s poison can kill the animals it hunts, but its poison cannot kill a human. 1. Circle the word that has an ending sound like the second t in tarantula. 2. What is another word for “the animals it hunts”? A. prey B. toast C. pray 3. What information in this paragraph might make you feel better about meeting up with a tarantula? �� 4. What kills the animals a tarantula hunts? �� Day 2 If you are bitten, you will soon know that a tarantula bite hurts only about as much as a bee sting. Its bite helps this spider protect itself. Tarantulas are shy spiders. They bite humans only if they feel threatened and cannot get away. 1. The i in bite is pronounced as a hard i. How is the i in bitten pronounced? �� 2. What is another word the author could have used instead of shy? �� 3. What will someone who has been bitten by a tarantula do? A. jump in the air, dance, and scream B. feel a bite like a bee sting 4. What will poking or touching a tarantula make it do? A. run away B. bite you C. run after you until it catches you Day 3 © Carson-Dellosa • CD-104599 Day 4 A tarantula has another way to protect itself. It can rub its hind legs together, which causes its stiff leg hairs to f ly up in the air. Each tiny hair can make a hurtful skin or eye wound. 1. Circle all of the words that have a long i. 2. Which meaning of wound is correct here: wrapped around or injury? 3. What details does the writer use to describe tarantula hairs? �� 4. If you got down on your knees to look closely at a tarantula that was rubbing its hind legs together, what might happen? �� 37 Name_____________________________________________ Week #15 Assessment Venus Flytrap Kayla got a Venus f lytrap for her birthday. She put it with her other plants on her windowsill. She watered all of her plants each day. After a week, all of her plants looked f ine except her gift. She decided that she needed more information on this plant, so she went to the library and found a book about the Venus f lytrap. She was surprised to f ind out that this plant was carnivorous, or meat-eating. No wonder it was not doing well! The book said that the Venus f lytrap is a popular houseplant. Each set of leaves stays open until an insect or a piece of meat lands on the inside of the leaf. The two leaves close quickly, trapping the bait inside. After a leaf digests the meat, it dies. A new leaf grows to take the place of the dead leaf. Now, Kayla knows how to take care of her Venus f lytrap. 1. Complete this sentence with a homophone of week: After a week, the Venus f lytrap was �� . 2. What does the word carnivorous mean? �� 3. What do the clues from the compound word in the name Venus f lytrap tell you about what it might eat? �� 4. Why did Kayla need to go to the library? �� 5. What do you think Kayla will do next? �� 38 4.RI.1, 4.RI.4, 4.RI.10, 4.RF.3, 4.RF.4, 4.L.4, 4.L.5 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #16 Prewrite/Brainstorm Day 1 In weeks 12 and 14 you wrote about your favorite vacation spot. Now, write a concluding paragraph. Go back over your introductory paragraph and your three supporting paragraphs and make a list of your main points. You should have three main points, one for each supporting paragraph. �� Draft Day 2 You want your concluding paragraph to sum up what you have written about why you like your favorite vacation spot. Write a paragraph using the three main points that summarizes your main points. �� Revise Day 3 Look at your concluding paragraph about your favorite vacation spot. Do the sentences talk about why you like your vacation spot? What information could you add? What sentences would you change? Write out your changes. �� Proofread © Carson-Dellosa • CD-104599 Day 4 Proofread your paragraph about your favorite vacation spot. Are all of the words spelled correctly? Did you capitalize words that need to be capitalized? Did you use the correct verbs and nouns? ❒ Capitalization Mistakes ❒ Odd Grammar ❒ Punctuation Mistakes ❒ Spelling Mistakes 39 Name_____________________________________________ Week #16 Assessment Publish Write your f inal copy on a computer or on the lines below. MAKE SURE it turns out • NEAT—Make sure there are no wrinkles, creases, or holes. • CLEAN—Erase any smudges or dirty spots. • EASY TO READ—U se your best handwriting and good spacing between words. �� 40 4.W.3, 4.W.4, 4.W.5, 4.W.6, 4.W.10, 4.L.2, 4.L.4, 4.L.6 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #17 Myra watched a bug scamper across the sidewalk. Its little legs moved so quickly. “That’s a cool spider!” said a voice. 1. What does the title tell us about the topic of this passage? �� 2. What is the setting of the story? �� 3. How does Myra feel about the bug in the sidewalk? �� 4. Whose voice do you guess Myra hears: the spider’s or a friend’s? �� Day 1 Myra turned around and saw her friend Dave. “How do you know it is a spider?” Myra asked. “It has eight legs,” said Dave. “If you look closely, you will see that it does not have antennae either.” “When did you get to know so much about spiders?” asked Myra. 1. Whose voice did Myra hear? �� 2. List two characteristics of spiders. �� 3. Is it easy to determine whether there are antennae on a bug? Why or why not? �� 4. Would you like to look that closely at a bug? Why or why not? �� Day 2 “I just read a book about them,” Dave answered. “Like insects, spiders are invertebrates. They have a hard outer shell called an exoskeleton. The exoskeleton protects the soft inside parts of their bodies. They also have special eyes that help them hunt. The part I found the most interesting is that the spider, the horseshoe crab, and the scorpion all belong to the same group.” 1. How are insects and spiders similar? �� 2. What did Dave say was the most interesting thing about spiders? �� 3. How does Dave feel about spiders? �� 4. Compare how Dave, Myra, and you feel about spiders. �� Day 3 Special Spiders © Carson-Dellosa • CD-104599 Day 4 “You have learned so much that I’m surprised you didn’t know the name of that spider,” said Myra. “Give me some time,” smiled Dave. “I’m reading a book about identifying spiders right now.” 1. Does Dave know everything there is to know about spiders? �� 2. What clue helped you answer question 1? �� 3. How did Dave get his information on spiders? �� 4. What are some other sources he could go to? �� 41 Name_____________________________________________ Week #17 Assessment Impressive Insects Periodical cicadas take 13 to 17 years to change from eggs to nymphs to adults, and then they live only four to six weeks as adults. All that work for so little time seems like such a shame. Green grapplers eat only live insects. They grab insects with the claws on their six front legs and then eat them. Often, their prey is heavier than they are. Could you eat a hamburger that is heavier than you are? You cannot tell if a saddleback caterpillar is coming or going. One end is like the other end. It is symmetrical. It has matched pairs of poisonous horns. One pair is on one end; another pair is on the other end. If you see one coming, or going, do not touch it. It can sting. 1. What does the title tell you about the subject of this article? �� 2. Which sentence in the f irst paragraph is the author’s opinion? �� 3. If you ate a hamburger that weighed half a pound, how many burgers would you have to eat to eat more than you weigh? �� 4. What is unique about the saddleback caterpillar? �� 5. Did the article live up to the title? Which insect do you think is the most impressive? �� 42 4.RL.2, 4.RL.3, 4.RL.6, 4.RL.10, 4.RI.1, 4.RI.2, 4.RI.8, 4.RF.4, 4.L.6 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #18 Prewrite/Brainstorm Day 1 How much TV do you watch? What shows do you like? Do you watch TV with your family? Do you think TV is good for family life? Why or why not? Think about these questions and write your ideas. �� Draft Day 2 A narrative paragraph tells a story. Write a narrative paragraph about you and TV based on the list you wrote. �� Revise Day 3 Read your paragraph about TV. Does it tell a story? Does it show your ideas about TV? Are your main points clear? Rewrite the paragraph using specif ic nouns, verbs, and adjectives to help make your paragraph clear. �� Proofread © Carson-Dellosa • CD-104599 Day 4 Proofread your paragraph about TV. Are all of the words spelled correctly? Did you capitalize words that need to be capitalized? Did you use the correct verbs and nouns? ❒ Capitalization Mistakes ❒ Odd Grammar ❒ Punctuation Mistakes ❒ Spelling Mistakes 43 Name_____________________________________________ Week #18 Assessment Publish Write your f inal copy on a computer or on the lines below. MAKE SURE it turns out • NEAT—Make sure there are no wrinkles, creases, or holes. • CLEAN—Erase any smudges or dirty spots. • EASY TO READ—U se your best handwriting and good spacing between words. �� 44 4.W.3, 4.W.4, 4.W.5, 4.W.6, 4.W.8, 4.W.10, 4.L.2, 4.L.4, 4.L.6 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #19 © Carson-Dellosa • CD-104599 Day 4 In the spring, a horse or donkey may have a foal. It may be a male (a colt) or a female (a f illy). The ewes may give birth to lambs at this time too. It is fun to watch the baby animals try to stand while their new legs are still shaky, or wobbly. Near the barn, the goose is careful when tending her goslings, while the family’s dog feeds her whelps. 1. Circle the word that starts with the same ending sound in threw. 2. What is another word for whelps? �� 3. As you read this paragraph, where do you imagine it takes place? �� 4. What time of year do these animals have their babies? �� Day 3 Each spring, we plant seeds and wait eagerly for them to sprout. This year, Mom planted bulbs. We made sure the soil was warm and there was no chance of frost. We visited the nursery where they raise and sell plants and bought some fertilizer to improve the soil. Now, we are sure the plants will bloom into beautiful f lowers. 1. Circle all of the words that start with the consonant blend spr. 2. What is another word you could use instead of sprout? �� 3. Do they plant seeds and bulbs right away in the spring? Underline the detail that gives you the answer. �� 4. List the three steps the author took to make sure the bulbs bloom. �� Day 2 Everyone seems to like Dan because he is always amiable. 1. Circle the word that has its f inal e pronounced. 2. What does amiable mean? �� 3. What clues in the sentence gave you the answer to question 2? �� 4. Does the sentence tell us that everyone likes Dan? �� Day 1 April took her dog Tasha for a walk on the beach. What a beautiful day! Many people were out walking their dogs. Suddenly, a black cat stepped out from behind a rock. Tasha chased the cat. 1. Find a word with a silent o. �� 2. Give two other words you could use instead of beautiful. �� 3. What detail tells us that the cat surprised Tasha? �� 4. In this paragraph, is the author trying to give us information or tell an entertaining story? �� 45 Name_____________________________________________ Week #19 Assessment Strawberries Save the Day Some legends explain the creation of the world or how things came to be. There is a Cherokee legend about the creation of strawberries. Here is a version of the story. The f irst man and woman on the earth quarreled. The woman was so angry afterward that she left her husband. He missed her terribly. He decided to go to look for her. No matter how fast he traveled, he could not catch her. The sun watched from above. The sun felt sorry for the man and decided to help him. The sun created raspberries and caused them to grow in the woman’s path. The berries did not tempt the woman. She continued on her journey. Then the sun created blueberries to grow in her path. Again, the woman was not tempted. Next, the sun created blackberries. That did not work either. Finally, the sun created strawberries. The woman stopped right away. She bent down to pick a berry. When she tasted it, she smiled. She liked them so much she was still eating when her husband caught up to her. He apologized, and she forgave him. The moral of this story: Always be kind to each other. 1. Find a word with a silent p. �� 2. What other word could you use instead of quarreled? �� 3. Put the events of the story in the correct sequence using the numbers 1, 2, and 3. _______ A. The woman liked the strawberries so much that she stopped to eat them, and the man caught up to her. _______ B. After the couple quarreled, the woman ran away and her husband followed her. _______ C. No matter how fast he traveled, the man could not catch up with the woman. 4. What is a legend? �� 5. Make up an alternative moral for this story. �� 46 4.RL.1, 4.RL.4, 4.RL.7, 4.RL.9, 4.RI.1, 4.RI.4. 4.RF.3, 4.RF.4, 4.L.4, 4.L.5, 4.L.6 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #20 Use proofreading marks to show which letters should be uppercase or lowercase. 1. Rosa parks was a brave African american woman who helped make america a better place. Circle the best phrase to replace the underlined phrase. 2. Everybody knows I didn’t mean nothing by it. A. did mean nothing B. didn’t mean none C. didn’t mean anything Circle the correct choice for the missing punctuation. 3. Ms. Rodriguez showed us a picture of Henry Hudson. A. ? B. , C. none Circle the correct spelling of the missing word. 4. This __________________ is for gym. A. uniforme B. unifurm C. uniform Day 1 Use proofreading marks to show which letters should be uppercase or lowercase. 1. Until 1955, african american people in montgomery, Alabama, had to give up their bus seats to white People. Circle the best phrase to replace the underlined phrase. 2. You haven’t seen nothing yet. A. have seen nothing B. haven’t seen none C. haven’t seen anything Circle the correct choice for the missing punctuation. 3. What area did Henry Hudson explore A. . B. ? C. none Circle the correct spelling of the missing word. 4. That dress costs three _________ dollars! A. hundred B. hunedred C. hunderd Day 2 Use proofreading marks to show which letters should be uppercase or lowercase. 1. Rosa parks believed that this city law was wrong, and one day, She said she would not give up her Seat. Circle the best phrase to replace the underlined phrase. 2. This isn’t any good neither. A. isn’t none good neither B. isn’t any good either C. isn’t nothing good neither Circle the correct choice for the missing punctuation. 3. We re going to draw a map of explorers’ routes. A. . B. ‘ C. none Circle the correct spelling of the missing word. 4. Did you f inish the _________ yet? A. blous B. blousse C. blouse Day 3 © Carson-Dellosa • CD-104599 Day 4 Use proofreading marks to show which letters should be uppercase or lowercase. 1. Rosa parks was arrested for not giving up her Seat. Circle the best phrase to replace the underlined phrase. 2. He wouldn’t do no work. A. wouldn’t do any work B. would not do no work C. would do any work Circle the correct choice for the missing punctuation. 3. I want to see Baltimore Maryland, on the Chesapeake Bay. A. , B. ! C. none Circle the correct spelling of the missing word. 4. My new shirt has _________ on it. A. daisies B. daisys C. daises 47 Name_____________________________________________ Week #20 Assessment Use proofreading marks to show which letters should be uppercase or lowercase. 1. Many americans were very angry that Rosa was arrested. She had stood up—or rather, she had sat down—for what was fair and Right. 2. Finally, the United states Supreme court said that the city’s bus law was wrong. 3. Because of Rosa parks’s bravery, a wrong was turned into a Right. Circle the best phrase to replace the underlined phrase. 4. I couldn’t f ind it nowhere. A. could f ind it nowhere B. couldn’t f ind it nohow C. couldn’t f ind it anywhere Write a new sentence to correct the double negative in the sentence. 5. I didn’t have no money. �� Add the correct punctuation. 6. Along with his son Hudson was set adrift in a boat 7. We ll never know what happened to them. 8. You can drive to Hudson Bay, through Ontario Canada. Circle the correct spelling of the missing word. 9. He _________ stained his jacket. A. acidentaly B. accidentally C. acdentaly Use proofreading marks to correct the spelling in this sentence. 10. Everyone loves to waer blue jeens. 48 4.RF.3, 4.L.2, 4.L.3, 4.L.4 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #21 © Carson-Dellosa • CD-104599 Day 4 In the 1990s, new security features were added to several bills to prevent counterfeiting. Some of these features include color-shifting ink, microprinting, and a security thread. The f irst bill to be changed was the $100 bill in 1991. 1. Micro- is a pref ix that means really tiny. What is microprinting? �� 2. What does prevent mean? �� 3. How many security features do we learn about in this paragraph? List them. �� 4. Is counterfeiting a serious problem? How do you know? �� Day 3 In 1865, the Secret Service was established to control counterfeit, or fake, money. At that time, about one-third of the money in circulation was counterfeit. 1. What sound does the ei in counterfeit make: long i (like) or short i (in)? �� 2. What does counterfeit mean? �� 3. Is counterfeit a good thing? Why or why not? �� 4. If you had three bills in your pocket and one-third of the paper money was fake, how many of the bills in your pocket are likely to be fake? �� Day 2 In the United States, paper money was f irst issued in 1775. That year, the Continental Congress authorized the issue, or giving out, of paper money to f inance the Revolutionary War. This “continental currency” soon came to be worth very little and fell out of use. 1. Circle the word with the most syllables. How many syllables does it have? �� 2. In this paragraph, does issue mean to give out or offspring? �� 3. Why was the money called “continental currency”? �� 4. Has the United States always used paper money? �� Day 1 Numismatics, or coin collecting, is a very old hobby. It began long ago in other countries. It was not popular right away in America. Most Americans were too busy building a country out of a wilderness to think about collecting coins. It was not until about 1840 that Americans began to become serious coin collectors. 1. Circle all of the words that start with a hard c. 2. What is numismatics? �� 3. What is the main idea of this paragraph? �� 4. Why did this hobby start so late in America? �� 49 Name_____________________________________________ Week #21 Assessment Paper Money The Chinese were the f irst to use paper money. They began using paper money in the seventh century. They also invented a way to print the money. It was about a thousand years later when Europeans began making paper money. The United States has had different types of paper money through the years. Today, all of the paper money in the United States is printed at the Bureau of Engraving and Printing in Washington, DC. Paper money is not actually made of paper. Paper would wear out too quickly. Paper money is made from cloth. You can see the threads if you hold a bill to the light. It is a blend of 25 percent cotton and 75 percent linen. This blend makes a strong bill, which lasts much longer than paper. Paper is made from wood pulp. It is much weaker than fabric. Special inks have to be carefully mixed to create the exact combination of colors for the paper money. There is a secret formula for this ink. There are also special security threads in the bills. They prevent people from counterfeiting money. These threads were once made of metal, but now they are plastic or polyester. Before bills are sent out for use, they are pressed and starched. The starch makes them feel crispy. Does the ea sound in thread sound more like the ea sound in bread or the ea sound in bead? �� 2. What is a synonym for blend as it is used in the article? A. separation B. combine C. mixture 1. 3. What is a surprising fact about paper money? �� 4. Why is paper money made of cloth? �� 5. If the United States f irst issued paper money in 1775, about how much longer have the Chinese been using paper money? �� 50 4.RI.2, 4.RI.4, 4.RI.10, 4.RF.3, 4.RF.4, 4.L.4, 4.L.5, 4.L.6 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #22 Prewrite/Brainstorm Day 1 In a persuasive paragraph, the writer tries to persuade the reader to do something or to think a certain way. Start to create a persuasive paragraph. Today, list the reasons why you think your family should let you get a dog. �� Draft Day 2 Using your list of reasons why you think your family should let you get a dog, write a persuasive paragraph. Remember to use a topic sentence and a concluding sentence. �� Revise Day 3 Look at the paragraph you wrote about getting a dog. Is it persuasive? Does it have a topic sentence? Does it have points that f it your topic sentence? Did you write a concluding sentence? Rewrite your paragraph, and make your words more specif ic. �� Proofread © Carson-Dellosa • CD-104599 Day 4 Proofread your persuasive paragraph. Are all of the words spelled correctly? Did you capitalize words that need to be capitalized? Did you use the correct verbs and nouns? ❒ Capitalization Mistakes ❒ Odd Grammar ❒ Punctuation Mistakes ❒ Spelling Mistakes 51 Name_____________________________________________ Week #22 Assessment Publish Write your f inal copy on a computer or on the lines below. MAKE SURE it turns out • NEAT—Make sure there are no wrinkles, creases, or holes. • CLEAN—Erase any smudges or dirty spots. • EASY TO READ—U se your best handwriting and good spacing between words. �� 52 4.W.1, 4.W.3, 4.W.4, 4.W.5, 4.W.6, 4.W.10, 4.L.2, 4.L.4, 4.L.6 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #23 Speed skater Bonnie Blair is the only American woman to have won f ive Olympic gold medals. 1. What does the title tell us about the subject of this passage? �� 2. What is her specialty? �� 3. What is unique about her? �� 4. What country did Bonnie represent at the Olympics? �� Day 1 Born on March 18, 1964, Bonnie was the youngest in a speed-skating family. Her f ive older brothers and sisters were champion skaters who encouraged her. They put a pair of skates over Bonnie’s shoes when she was two years old because there were not any skates small enough for her tiny feet. 1. What information do we learn about Bonnie’s family? �� 2. What was the effect of Bonnie being born into a speed-skating family? �� 3. Does her family sound mean or kind? �� 4. What clues helped you answer question 3? �� Day 2 Bonnie Blair © Carson-Dellosa • CD-104599 Day 4 Bonnie’s Olympic successes made her famous all over the world. Bonnie retired from speed skating in 1995 to focus on other competitions. 1. What was the effect of Bonnie’s Olympic successes? �� 2. Why did she retire from speed skating? �� 3. Why would someone retire when she is at the top of her game? �� 4. What information was not in this passage that you would like to know about Bonnie Blair? �� Day 3 As Bonnie grew, she trained hard six days a week, always pushing to improve her time. Bonnie kept this up until she was the world’s best female speed skater. She won her f irst Olympic gold medal in the 500-meter race in 1988. In 1992, she won both the 500-meter and the 1,000-meter Olympic races in Albertville, France. She repeated her victories in February 1994 in Lillehammer, Norway. 1. What was the effect of Bonnie’s practice and hard work? �� 2. How many different Olympics did she compete in? �� 3. What specif ic events did she compete in? �� 4. How old was Bonnie when she won her last medal? �� 53 Name_____________________________________________ Week #23 Assessment Animals at the Olympics The Olympics are games that show the strength and speed of human athletes. The fastest, strongest person wins. But, have you ever wondered what might happen if animals were allowed at the Olympics? Do you still think humans would win? The fastest human was clocked at a speed of nearly 27 miles per hour (mph). Many animals can beat that time. A house cat can run 30 mph. The antelope is even faster. It runs at speeds over 60 mph. But, the Olympic winner would be the cheetah. This cat runs over 70 mph. There are two main jumping events in the Olympics. One is height, and the other is distance. The record for the longest human jump is 29 feet. The highest jump without a pole is about 8 feet. The puma would beat humans in both events. It can jump 12 feet high and cover a distance of 39 feet in one jump. However, the animal winning the long jump would be the kangaroo. It can jump an amazing 42 feet. 1. Just looking at the title, do you think it sets up the passage about the use of animals at the Olympics or about animals competing at the Olympics?�� 2. Can people win against animals in Olympic events? Explain your answer. �� 3. Which animals would win the gold, silver, and bronze medals in the running race? �� 4. What is the difference in feet between a kangaroo’s jump and the longest human jump? �� 5. How does the author feel about the kangaroo’s ability to jump? �� 54 4.RI.1, 4.RI.2, 4.RI.3, 4.RI.5, 4.RI.10, 4.RF.4, 4.L.4, 4.L.6 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #24 Prewrite/Brainstorm Day 1 Narrative writing tells a story. To plan a story, you use a story map. You need characters, a setting, and a problem. Next, you need events and a solution. Here are your characters, setting, and problem: You and your best friend are at the beach on Saturday, and you f ind a bottle with a treasure map inside. You do not know if it is real or not. List three events and a solution based on this information. Event 1 Event 2 Event 3 Solution Draft Day 2 Write an introductory paragraph about you, your friend, and the treasure map you found on the beach. �� Revise Day 3 Read your introductory paragraph. Does it have a topic sentence? Does it have points that f it your topic sentence? Rewrite your paragraph, and make your words more specif ic. �� Proofread © Carson-Dellosa • CD-104599 Day 4 Proofread your introductory paragraph. Are all of the words spelled correctly? Did you capitalize words that need to be capitalized? Did you use the correct verbs and nouns? ❒ Capitalization Mistakes ❒ Odd Grammar ❒ Punctuation Mistakes ❒ Spelling Mistakes 55 Name_____________________________________________ Week #24 Assessment Publish Write your f inal copy on a computer or on the lines below. MAKE SURE it turns out • NEAT—Make sure there are no wrinkles, creases, or holes. • CLEAN—Erase any smudges or dirty spots. • EASY TO READ—U se your best handwriting and good spacing between words. �� 56 4.W.3, 4.W.4, 4.W.5. 4.W.6, 4.W.10, 4.L.2, 4.L.4, 4.L.6 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #25 © Carson-Dellosa • CD-104599 Day 4 “The house looks great!” said Mrs. Bradford. “By the way, we would like to know if you can come back again tomorrow.” “Uh . . . I don’t think so, Mrs. Bradford. I’m pretty busy until next year—I mean next week.” While I lay in bed that night, I kept thinking that maybe someone had reversed a couple of letters in Bart’s name. 1. If you undo the contraction I’m, what does it say? �� 2. What does reversed mean? �� 3. What word does the author think Bart’s name should be? �� 4. What job do you think the writer has? �� Day 3 I said, “It’s time for bed.” That announcement triggered a running marathon all through the house until I cornered Bart in the living room closet. I carried him up to his bedroom and, amazingly, he fell asleep almost immediately. 1. Circle the words with two or more letters that begin with a soft a sound. 2. Does the word marathon tell us that the writer chased Bart for a long time or a short time? �� 3. What was the effect on Bart of the writer’s announcement that it was bedtime? �� 4. Is the writer surprised that Bart fell asleep so quickly? �� Day 2 Right now, Ralph was on his belly. He inched forward under the lilac bushes. His long hair dragged in the dirt. His bright black eyes were glued on a plate at the edge of the table. On it was a ham sandwich. His moist, black nose twitched with the smell. 1. Circle the word that starts and ends with the same sound. 2. What does moist mean? �� 3. Is Ralph moving quickly or slowly? �� 4. Predict what will happen next. �� Day 1 Ralph was a dirty mutt. His once-white hair was gray and brown with grime. He wore a black collar around his neck that had once been blue. On the dirty collar hung an identif ication tag, if anyone could get close enough to read it. 1. Circle the word that has a middle sound like but. 2. Underline a word the writer uses instead of dirt. 3. What is Ralph? �� 4. What details in the paragraph helped you decide this? �� 57 Name_____________________________________________ Week #25 Assessment The Big Hill When we f irst climbed into the car and strapped on our seat belts, I wasn’t very nervous. I was sitting right next to my big brother, and he had done this many times before. As we started to climb the hill, however, I could feel my heart jump into my throat. “Brian?” I asked nervously. “Is this supposed to be so noisy?” “Sure, Matthew,” Brian answered. “It always does that.” A minute later, we were going so fast down the hill I didn’t have time to think. With a twist, a loop, and a bunch of fast turns, everyone on board screamed in delight. No wonder this was one of the most popular rides in the park. By the time the car pulled into the station, and we got off the ride, I was ready to do it again! 1. Find the two contractions in this passage and undo them. �� 2. What is an antonym for nervous? �� 3. What effect did the ride have on Matthew as it started? What effect did it have at the end? �� 4. Look at the picture. Describe what else you would see in this setting. �� 5. Tell about a time you rode on a roller coaster. �� 58 4.RL.1, 4.RL.4, 4.RL.7, 4.RL.10, 4.RI.6, 4.RF.3, 4.RF.4, 4.L.4, 4.L.5 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #26 Prewrite/Brainstorm Day 1 Continue your narrative writing from Week 24. You and your best friend are at the beach on Saturday, and you f ind a bottle with a treasure map inside. Look at the second event you created, and write a list of words that describe and explain the event. ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ Draft Day 2 Write a descriptive paragraph about the second event that happened after you found the treasure map. �� Revise Day 3 Read your paragraph. Does it have a topic sentence? Does it have points that f it your topic sentence? Rewrite your paragraph, and make your words more specif ic. �� Proofread © Carson-Dellosa • CD-104599 Day 4 Proofread your paragraph describing the second event. Are all of the words spelled correctly? Did you capitalize words that need to be capitalized? Did you use the correct verbs and nouns? ❒ Capitalization Mistakes ❒ Odd Grammar ❒ Punctuation Mistakes ❒ Spelling Mistakes 59 Name_____________________________________________ Week #26 Assessment Publish Write your f inal copy on a computer or on the lines below. MAKE SURE it turns out • NEAT—Make sure there are no wrinkles, creases, or holes. • CLEAN—Erase any smudges or dirty spots. • EASY TO READ—U se your best handwriting and good spacing between words. �� 60 4.W.3, 4.W.4, 4.W.5, 4.W.6, 4.W.10, 4.L.2, 4.L.4, 4.L.6 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #27 Dear Shelby, Well, here I am at my aunt’s house. How am I ever going to do everything she wants done? I only got to sit for f ive minutes before she had me painting the stairs. She wants to wash the walls in the kitchen. She wants me to wax the f loor in the hallway. 1. What does the title tell us about what will be in this story? �� 2. What does it sound like this friend’s problem is? �� 3. How many separate tasks does this friend mention? �� 4. What are the tasks? �� Day 1 And, did I tell you about the barn? She wants me to clean out all of the old hay in the barn! It’s got to be hundred-year-old hay! Every night, I fall into bed, and then it feels like I get two minutes of sleep before it is morning again. I sure hope I survive and see you at school in September! Raul 1. What time of year is it? �� 2. What is the effect of the hard work on Raul? �� 3. Do you think Raul actually doubts that he will survive the summer? �� 4. Think of a solution for Raul’s problem. �� Day 2 Two Friends, Two Problems © Carson-Dellosa • CD-104599 Day 4 Plus, Grandma won’t let me help her with anything. If I offer to wash the dishes, she says, “No, dear, you are on vacation.” If I offer to weed the garden, she says, “Oh, no, dear, I always do that.” She even makes my bed! I hope I don’t die of boredom before school starts! Shelby 1. What new information do we f ind out about Shelby’s problem? �� 2. Why do you think Raul didn’t write that he missed Shelby? �� 3. Compare Shelby’s problem with Raul’s. �� 4. Which friend’s problem would you rather have? Why? �� Day 3 Dear Raul, Hey, I miss you! It is so quiet here at my grandmother’s house. She doesn’t own a TV! She must be the last person on the planet without one. All morning long, we sit and read. Next, we eat lunch and then go for a little walk. After that, we read some more. The only time I get to see anyone is when we shop for groceries. 1. What is this friend’s problem? �� 2. What is the f irst thing the author says in this letter? �� 3. Can you imagine spending the summer without TV? �� 4. Do you think the author looks forward to going out for groceries? �� 61 Name_____________________________________________ Week #27 Assessment Those Crazy Laws! Ross watched the steam rise from the bowl of soup. He lifted the spoon to his mouth. SLURP! “Ross, stop slurping your soup, or I’m calling the police,” his sister Felicia said. Ross looked at Felicia and laughed. “Go right ahead,” he said. “They will think you are crazy.” “Sure, the police will think I’m crazy, but they have to arrest you,” responded Felicia. “You are breaking a New Jersey law because you are not allowed to slurp soup in a public place.” “That’s the craziest law I’ve ever heard of !” he exclaimed. “There are lots of crazy laws,” said Felicia. “New Jersey has another law that says people in Newark are not allowed to buy ice cream after 6:00 pm unless they have a note from a doctor. The one I like best is a law in Winnetka, Illinois, that says people cannot remove their shoes in a theater if their feet smell.” “How could cities have laws like that?” asked Ross. “Many of these laws were passed more than one hundred years ago. Life was totally different then,” said Felicia. “Well, I don’t want to get arrested,” said Ross. “So, I guess I’ll eat my soup a little more quietly.” 1. Look at the title. Does it give you the idea that this passage will be funny or serious? Rewrite the title to give the opposite idea. �� 2. How did Felicia feel about her brother sipping soup? How do you know? �� 3. Which of the three crazy laws in the passage do you think is the craziest? Why? �� 4. Why do some laws sound silly? �� 5. Do you think police off icers would make people obey a law today about buying ice cream? Explain. �� 62 4.RL.1, 4.RL.2, 4.RL.6, 4.RL.10, 4.RF.4 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #28 Prewrite/Brainstorm Day 1 Write your conclusion to the narrative about f inding the treasure map from Weeks 24 and 26. Make a list of ideas you want to include in your resolution to the problem. �� Draft Day 2 Look over your list. What are the important items you want to say in your conclusion? Write a paragraph based on those items. �� Revise Day 3 Read over your conclusion. Does it have a topic sentence? Does it have a concluding sentence? Did you leave anything out? Did you put in too much description? Rewrite your paragraph to make it more specif ic. �� Proofread © Carson-Dellosa • CD-104599 Day 4 Proofread your conclusion that resolves your problem. Are all of the words spelled correctly? Did you capitalize words that need to be capitalized? Did you use the correct verbs and nouns? ❒ Capitalization Mistakes ❒ Odd Grammar ❒ Punctuation Mistakes ❒ Spelling Mistakes 63 Name_____________________________________________ Week #28 Assessment Publish Write your f inal copy on a computer or on the lines below. MAKE SURE it turns out • NEAT—Make sure there are no wrinkles, creases, or holes. • CLEAN—Erase any smudges or dirty spots. • EASY TO READ—U se your best handwriting and good spacing between words. �� 64 4.W.3, 4.W.4, 4.W.5, 4.W.6, 4.W.10, 4.L.2, 4.L.4, 4.L.6 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #29 Does anyone like mosquitoes? Although the mosquito’s high-pitched hum may be attractive to male mosquitoes, it signals danger to humans. When a mosquito “bites,” it hurts, then it itches, and then we need to scratch. 1. Which words have a ch sound? �� 2. Circle an example of alliteration. 3. An s is added to the word mosquito in two different ways in this paragraph. What does each mean? �� 4. What sequence of events happens when a mosquito bites us? �� Day 1 We talk about mosquito “bites,” but mosquitoes don’t actually bite. They prick their victims and sip their blood. Only the female mosquito “bites” us, because she needs blood for the development of the eggs inside her body. 1. What is don’t a contraction of? �� 2. What word could we use instead of actually? �� 3. Is the writer trying to convince us to start calling mosquito bites mosquito pricks instead? �� 4. Why is it inaccurate to say that a mosquito bites? �� Day 2 Would you eat bugs? Many people know that bugs taste good and are good for you. In other parts of the world, eating insects is not unusual. Some insects have high nutritional value. Dried insects are 60 to 70 percent protein. Some insects are rich in lycine, an amino acid that helps muscles develop. 1. What words have a soft c sound in the middle? �� 2. What other words could you use instead of “good” and “good for you” in the second sentence? �� 3. What percentage of dried insects contain protein? �� 4. Did the writer of this paragraph write it to convince you to eat a bug today or to inform you about bugs being healthy to eat? �� Day 3 © Carson-Dellosa • CD-104599 Day 4 People eat insects not only because they are healthful, but also because some insects taste great. Ant eggs cooked in butter are common in Mexico. Bolivians munch on roasted ants as though they were peanuts. Crickets, caterpillars, termites, bees, and wasps also show up on menus around the world. 1. Find a word that begins and ends with the same sound. �� 2. Circle a word that the writer used instead of eat. 3. When a writer uses as though, is she comparing two things that are alike or contrasting two things that are different? �� 4. Name two reasons why people eat insects. �� 65 Name_____________________________________________ Week #29 Assessment Some Insects Are Social Insects Many animals live together in groups. They live together for different reasons. Some live together to f ind food, to raise their young, or to protect themselves from enemies. Animals that live together are like families or communities. Most insects live alone. They f ind their own food, f ight enemies by themselves, and raise babies alone. Insects that live together are called social insects. They live in organized societies called colonies. Members of the colony have special jobs within the colony. Because they live and work together, termites are social insects. Their nests are mounds of dirt. Inside the mounds are tunnels and rooms. Termites live in warm places. They feed off of wood. The largest termites are the queens, which lay eggs every day. Some queens live for 50 years. Worker termites are small. They gather food and build nests. Soldier termites, which have large, strong heads, guard the nest. People do not like termites because termites eat the wood in houses. When people f ind out their homes have termites, they generally call exterminators. If social insects lived alone, they would die. A social insect can survive only as part of its society. 1. Three words have a c in the middle, and each has a different sound. Which word has a middle c with a sh sound? Which word has a middle c with a hard c sound? Which word has a middle c with a soft c sound? �� 2. What other word could you use instead of exterminate? A. increase B. remove C. tolerate 3. Which termite has the most jobs? What are they?�� 4. Why did the author write this passage? A. to convince us that social insects are better than insects that live alone B. to gross us out with the image of wood-eating insects C. to inform us about the lives and habits of social insects 5. How are ants similar to the social insects mentioned in the article? �� 66 4.RI.1, 4.RI.5, 4.RI.8, 4.RI.10, 4.RF.3, 4.RF.4, 4.L.4, 4.L.5, 4.L.6 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #30 © Carson-Dellosa • CD-104599 Day 4 Write three short lines under the f irst letter of each word that should be capitalized. 1. brown bears are found in asia, europe, and north america. Underline the correct form of the present-tense verb. 2. My two golden retrievers usually (scurry, scurries) next to me as I jog. Add the correct punctuation to the quotation. 3. All sorrows can be borne if you put them into a story or tell a story about them Isak Dinesen, the Danish author wrote Combine the words with the suff ixes to make abstract nouns. 4. happy + -ness = _______________________ inform + -ation = _______________________ Day 3 Write three short lines under the f irst letter of each word that should be capitalized. 1. the stuffed teddy bear was named after president theodore roosevelt. Underline the correct form of the present-tense verb. 2. He (go, goes) around the park four times. Add the correct punctuation to the quotation. 3. I am always doing that which I can not do in order that I may learn to do it Pablo Picasso stated Combine the words with the suff ixes to make abstract nouns. 4. free + -dom = _______________________ explore + -ation = _______________________ Day 2 Write three short lines under the f irst letter of each word that should be capitalized. 1. pandas from china are not really bears. Underline the correct form of the present-tense verb. 2. My brother (run, runs) three miles before school. Add the correct punctuation to the quotation. 3. Nature wears one universal grin stated Henry Fielding Combine the words with the suff ixes to make abstract nouns. 4. connect + -tion = _______________________ friendly + -ness = _______________________ Day 1 Write three short lines under the f irst letter of each word that should be capitalized. 1. the north American grizzly bear is rare in the United states. Underline the correct form of the present-tense verb. 2. Every day I ( jog, jogs) in the park. Add the correct punctuation to the quotation. 3. Benjamin Franklin said Early to bed and early to rise makes a man healthy wealthy and wise Combine the words with the suff ixes to make abstract nouns. 4. citizen + -ship = _______________________ imagine + -ation = _______________________ 67 Name_____________________________________________ Week #30 Assessment Write two sentences about bears. Be sure to use correct capitalization. 1. �� 2. �� Underline the correct form of each present-tense verb to complete sentence. 3. Sometimes my dogs (take, takes) off after a squirrel. 4. Two police off icers always (pass, passes) us in the park. 5. They (smile, smiles) and (wave, waves) at us. Add the correct punctuation to the quotation. 6. All for one and one for all wrote Alexandre Dumas, the French dramatist. It was the Musketeers’ motto in The Three Musketeers. Combine each word with the suff ix to make an abstract noun. 7. ill + -ness = ____________________________________ 8. king + -dom = ____________________________________ 9. punish + -ment = ____________________________________ 10. pollute + -tion = ____________________________________ 68 4.RF.3, 4.W.2, 4.W.7, 4.W.10, 4.L.1, 4.L.2, 4.L.4 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #31 Insects in Winter © Carson-Dellosa • CD-104599 Day 4 Winter is very hard for insects, but each spring the survivors come out, and the buzzing and f luttering begins again. 1. Does every type of insect survive the winter? �� 2. Do you think ants in Florida have to dig deep into the ground to survive winter? Why or why not? �� 3. What part of the United States does this article describe? �� 4. Which insects mentioned in this article do not buzz or f lutter?�� Day 3 Female grasshoppers do not even stay around for winter. In the autumn, they lay their eggs and die. The eggs hatch in the spring. 1. Which insect does not live through the winter? �� 2. What is her survival tactic?�� 3. Does this paragraph tell you why the eggs of the grasshopper are able to survive the winter but the adults are not? �� 4. How long do female grasshoppers live? �� Day 2 Many insects f ind warm places to spend the winter. Ants try to dig deep into the ground. Some beetles stack up in piles under rocks or dead leaves. Honeybees gather in a ball in the middle of their hive. The bees stay in this tight ball trying to stay warm. 1. Which sentence answers the question from Day 1? �� 2. Which animals are listed as examples? �� 3. What shapes do the insects form while trying to stay warm? �� 4. Which insect goes underground? �� Day 1 In the summertime, insects can be seen buzzing and f luttering around us. But, as winter’s cold weather begins, the insects seem to disappear. Do you know where they go? 1. What does the title tell us about the topic of this passage? �� 2. How do the opening sentences narrow down the topic you guessed from the title? �� 3. Where do you think insects go during winter? �� 4. What two seasons are not compared in the f irst paragraph? �� 69 Name_____________________________________________ Week #31 Assessment How a Mosquito Bites The mosquito has a long, tube-like proboscis. This is the mosquito’s mouth. The proboscis pricks a victim and then acts like a straw. A female mosquito may drink the blood of people, frogs, birds, or other animals. A male will sip from plants. Liquids are the mosquito’s only diet. When the mosquito “bites,” it pricks through the victim’s skin with six needle-like stylets, which form the center of the proboscis. The stylets poke into the skin and then bend to enter a blood vessel. While the mosquito is sucking the blood, it leaves saliva under the person’s skin. Most of us are allergic to this saliva. That is what makes us itch. Mosquitoes also spread harmful diseases. Certain mosquitoes carry the germs that cause diseases such as malaria and yellow fever. Mosquitos leave germs when they “bite.” Many of the mosquitoes that spread diseases live in hot, moist lands near the equator. But, the mosquitoes are found in all parts of the world—even in the Arctic. 1. What question will this passage answer? �� 2. Will a male mosquito drink your blood? �� 3. What parts of a mosquito are involved in drinking blood? �� 4. List two unpleasant effects of a mosquito bite. �� 5. Is reading this passage making you feel itchy anywhere? If so, guess why. �� 70 4.RI.1, 4.RI.2, 4.RI.3, 4.RI.10, 4.RF.4 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #32 Prewrite/Brainstorm Poetry tells about feelings, ideas, or events. Write a poem about your favorite time of year. Start your poem by f irst writing your favorite time of year in the box below. Next, make a list of all of the ideas related to that time of year. Day 1 ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ Draft Day 2 Look at your list of ideas about your favorite time of year. Pick out three ideas that are the most important. Write a rough draft of your poem based on these ideas. Can you make the lines rhyme? �� Revise Day 3 Read your poem about your favorite time of year. Can you make your nouns and verbs more specif ic? Can you make the last words of each couplet, which is a pair of lines, rhyme with each other? Rewrite the poem and make it more specif ic. �� Proofread © Carson-Dellosa • CD-104599 Day 4 Proofread your poem. Are all of the words spelled correctly? Did you capitalize words that need to be capitalized? Did you use the correct verbs and nouns? ❒ Capitalization Mistakes ❒ Odd Grammar ❒ Punctuation Mistakes ❒ Spelling Mistakes 71 Name_____________________________________________ Week #32 Assessment Publish Write your f inal copy on a computer or on the lines below. MAKE SURE it turns out • NEAT—Make sure there are no wrinkles, creases, or holes. • CLEAN—Erase any smudges or dirty spots. • EASY TO READ—U se your best handwriting and good spacing between words. �� 72 4.W.3, 4.W.4, 4.W.5, 4.W.6, 4.W.10, 4.L.2, 4.L.4, 4.L.6 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #33 © Carson-Dellosa • CD-104599 Day 4 The spaceship had been traveling through space for 200 years. The people on board were just coming out of stasis. They had not been awake since 2020. The computer was set to wake them when the planet X59 was a week’s travel away. 1. Circle the compound word. 2. What does it mean to be in stasis? �� 3. What clues from the paragraph helped you answer question 2? �� 4. How far away is planet X59? �� Day 3 Salvador Dali painted in an unusual style. The items you see in Dali’s works are things you might see every day, but Dali changed them. He made them look unusual. For example, one of his paintings shows clocks that are melting. 1. Un- is a pref ix that means “not.” What does unusual mean? �� 2. What other words could you use instead of unusual? �� 3. What detail tells you about Dali’s painting style? �� 4. Why did the writer write the paragraph? A. to entertain B. to inform C. to give an opinion Day 2 When my reptile hatches, I’ll be so proud! Its baby cry will be so loud. We’ll go walking, it will look distinct, Towering above me—it’s NOT extinct! 1. Is the a sound in hatches the same as the a sound in watches? �� 2. What happens when an animal hatches? �� 3. Will the baby reptile be larger or smaller than the author? �� 4. Describe the differences between this selection and the one for Day 1. �� Day 1 A chameleon is a reptile. Like all reptiles, it has scaly skin. A chameleon has two interesting body parts. It has a long, sticky tongue. When the chameleon sees an insect, its tongue can f ly out and back in less than a second. A chameleon can also change the color of its skin. The color of the skin helps it hide from enemies. 1. What sound does chameleon start with: ch like chart or hard c like cart? �� 2. What is a chameleon? �� 3. What are its two interesting body parts? �� 4. Is it helpful or just cool that a chameleon can change its skin color? �� Why or why not? �� 73 Name_____________________________________________ Week #33 Assessment Blue or Red? Lord Kent and his family sat on benches in the main room of the castle. The evening supper was cleared away, and the family was enjoying the songs and stories of Odo. Odo was a minstrel who traveled from castle to castle to entertain the people along the way. He would sing songs, play instruments, tell stories, and do simple tricks. In return, the people fed Odo and let him sleep in the castles. Odo picked up a sack and dumped out some red and blue balls. Lord Kent’s youngest son, William, ran after the balls and gathered them in his hands. The little boy carefully handed them back to the minstrel. “Thank you kindly for your help, Master William,” said Odo. “Will you stay and help me with this next trick too?” The young boy smiled and nodded his head up and down. “How many balls do you see?” asked Odo. “There are six balls in all,” answered William. “And how many blue balls do you see?” asked Odo. “There are four blue balls,” said the boy. “I am going to put all of the balls back into the sack,” announced Odo. “Then, I will ask you to select one ball. I will make a prediction about the color of the ball you will choose each time. I think the f irst ball will be blue.” William reached into the sack, and, sure enough, he pulled out a blue ball! 1. Find a word from the f irst two paragraphs that has a silent consonant in the middle of the word. �� 2. What is a minstrel? �� 3. Why did the author write this passage? A. to inform us about the diff iculties of being a minstrel B. to entertain us with a fun story C to tell us how to predict the color of the ball coming out of the sack 4. What was the probability that William would choose a blue ball from the sack the f irst time? Write your answer as a fraction. �� 5. Why was Odo’s prediction a good one? �� 74 4.RL.1, 4.RL.4, 4.RL.10, 4.RI.1, 4.RI.4, 4.RI.9, 4.RI.10, 4.RF.3, 4.RF.4, 4.L.4, 4.L.5 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #34 Prewrite/Brainstorm Day 1 A paragraph that tells how things are the same or different is called a compare-and-contrast paragraph. Use the Venn diagram to show how two things are the same or different. Write some ideas about how snakes and dogs are the same or different in the ovals. Make sure to get accurate information from various sources. Draft Day 2 Use the information you wrote in the Venn diagram to write a compare-and-contrast paragraph about snakes and dogs. �� Revise Day 3 Look at the paragraph you wrote comparing and contrasting snakes and dogs. Did you begin with a topic sentence? Did you use specif ic words to describe the things that are the same and different about snakes and dogs? Did you use a conclusion sentence? Rewrite your paragraph. �� Proofread © Carson-Dellosa • CD-104599 Day 4 Proofread your compare-and-contrast paragraph. Are all of the words spelled correctly? Did you capitalize words that need to be capitalized? Did you use the correct verbs and nouns? ❒ Capitalization Mistakes ❒ Odd Grammar ❒ Punctuation Mistakes ❒ Spelling Mistakes 75 Name_____________________________________________ Week #34 Assessment Publish Write your f inal copy on a computer or on the lines below. MAKE SURE it turns out • NEAT—Make sure there are no wrinkles, creases, or holes. • CLEAN—Erase any smudges or dirty spots. • EASY TO READ—U se your best handwriting and good spacing between words. �� 76 4.RL.2, 4.W.2, 4.W.4, 4.W.5, 4.W.6, 4.W.7, 4.W.9, 4.W.10, 4.L.2, 4.L.4, 4.L.6 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #35 Mold © Carson-Dellosa • CD-104599 Day 4 Mold is usually thought of as a problem. But, some molds are valuable to scientists. The most famous mold is called penicillium notatum. This mold is used to make a valuable medicine called penicillin. 1. What new information did you f ind out about mold? �� 2. What specif ic mold is mentioned? �� 3. Can you imagine being grateful for mold? �� 4. Have you ever had a bacterial infection, like an ear infection? ________________ If so, there is a good chance you took medicine that was derived from penicillin—you took mold! Day 3 Foods, such as cheese, fruit, and bread, can develop mold if they are left out in a warm, damp room. Mold may even grow on leather shoes, belts, or furniture. 1. Did this paragraph tell you what mold will grow on? �� 2. If so, what? �� 3. How many categories are the examples grouped in? �� 4. What are the categories? �� Day 2 Mold is a kind of plant called a fungus. The most common molds are green or black. Mold likes to grow in moist, warm places. But, where does it come from? Mold comes from spores, which exist in the air. If these spores f ind a moist, warm place, they will produce mold. Mold grows in webs of fuzzy branches. It continues to grow as long as the conditions are right. 1. What is mold? �� 2. Where does mold come from? �� 3. Where does mold like to grow? �� 4. What image does the author use to describe how mold grows? �� Day 1 Perhaps you have seen a green, fuzzy spot on bread or cheese. If so, it was probably mold. 1. What does the title tell you about the subject of this passage? �� 2. Have you ever seen green, fuzzy spots on bread or cheese? �� 3. What would you do if you saw a green, fuzzy spot on a piece of cheese you were about to eat? �� 4. Is this an informative passage or an entertaining story? �� 77 Name_____________________________________________ Week #35 Assessment The Flower Clock Have you ever seen a clock made of f lowers? A Swedish man, Carl Linnaeus, made one. He was a botanist. Botanists study plants. Linnaeus lived in the eighteenth century. He grew a f lower clock. He planted a circle of f lowers. The circle represented a clock. Flowers grew at each hour. Linnaeus called the f lower clock his “Watch of Flora.” Flora means plants. His watch had 46 f lowers. Each f lower opened and closed at different hours. Flowers respond to light and dark. He designed the f lower clock to work in Sweden. It works at latitude 60º north. It would not work in the United States. Here is a list of f lowers and the times they open or close in the United States. You might want to grow your own f lower clock. 2:00 5:00 9:00 10:00 12:00 4:00 5:00 7:00 9:00 10:00 am am am am noon pm pm pm pm pm Moonf lowers close. Morning glories open. Tulips open and water lilies close. California poppies open. Chicory closes. Four o’clocks open. Evening primroses open. Iceland poppies close. Moonf lowers open. Queen-of-the-Night opens. 1. Do f lowers need to tell time? What else might the title mean? �� 2. Try to name the f lowers in the illustration, as listed in the text. �� 3. What is a f lower clock, and how can you tell time with it? �� 4. List all of the f lowers that have a name that makes sense for the time they open. �� 5. What percentage of f lowers listed are on the clock because of what time they open? �� 78 4.RI.1, 4.RI.2, 4.RI.7, 4.RI.8, 4.RI.10, 4.RF.4, 4.L.4, 4.L.6 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #36 Prewrite/Brainstorm When writing, do not tell the reader what to see. Show the reader. Use specif ic words to create a picture for the reader. Read the sentence. It does not show the reader the day; it just tells about the day. On the lines, list reasons why it was a nice day. Day 1 It was a nice day. Draft Day 2 Look over your list of reasons why it was a nice day. Write a paragraph describing the nice day. Be sure to include a topic sentence and a concluding sentence. �� Revise Day 3 Does your paragraph about a nice day have a topic sentence? Does it have a concluding sentence? Did you leave anything out? Did you put in too much description? Rewrite your paragraph to make it more specif ic. �� Proofread © Carson-Dellosa • CD-104599 Day 4 Proofread your paragraph. Are all of the words spelled correctly? Did you capitalize words that need to be capitalized? Did you use the correct verbs and nouns? ❒ Capitalization Mistakes ❒ Odd Grammar ❒ Punctuation Mistakes ❒ Spelling Mistakes 79 Name_____________________________________________ Week #36 Assessment Publish Write your f inal copy on a computer or on the lines below. MAKE SURE it turns out • NEAT—Make sure there are no wrinkles, creases, or holes. • CLEAN—Erase any smudges or dirty spots. • EASY TO READ—U se your best handwriting and good spacing between words. �� 80 4.W.3, 4.W.5, 4.W.6, 4.W.8, 4.W.10, 4.L.2, 4.L.4, 4.L.6 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #37 I thought the bottom of the ocean was exactly like the part near the shore, the part I wade into. I thought it was smooth and f lat with lots of sand. Many years later, I was surprised to f ind out that wasn’t true at all. There are hills and mountains down there. There are plains and valleys and trenches. 1. What are the two words in the contraction wasn’t? �� 2. What does exactly mean? �� 3. How are the bottom of the ocean and the earth’s surface similar? �� 4. How are they different? �� Day 1 A mermaid is a creature whose head and upper body are a beautiful woman. The lower body is a f ish. Mermaids tend to fall in love with humans. They may try to lure sailors into the ocean with them. 1. Does the ea in creatures sound like the ea in create or features? �� 2. Does lure mean attract or warn? �� 3. Circle the words that tell us whether mermaids always do the things in this paragraph. 4. Does a mermaid sound like a real or an imaginary creature? �� Day 2 © Carson-Dellosa • CD-104599 Day 4 Wood carvers designed, carved, and painted f igureheads for ships. Figureheads made each ship unique. They are f ixed to the prow of a ship. The prow is the front. Figureheads often depicted mermaids. 1. What word in the paragraph is a compound of two other words? �� 2. What is a f igurehead? �� 3. What is the main subject of this paragraph, mermaids or f igureheads? �� 4. How do f igureheads make each ship unique?�� Day 3 Some people say mermaids can predict the future. Others say mermaids have supernatural powers. Legends tell of mermaids’ castles under the sea. The word mermaid comes from the Latin word mare. Mare means “sea” or “lake.” 1. Super- is a pref ix that means “over” or “above.” What does supernatural mean? �� 2. What does the paragraph say mare means? �� 3. If mare becomes mer over time, what does mermaid mean as a compound word? �� 4. Do all people believe in mermaids? �� 81 Name_____________________________________________ Week #37 Assessment The Music of the Humpbacks Humpback whales sing. Sailors have heard their music for thousands of years. In the 1950s, the US Navy f irst recorded their sounds. Each sound the whale makes is called a unit. A whale may sing the unit once or may repeat it several times in a row. Often, a series of three or four different units is sung in a specif ic order called a phrase. Humpbacks repeat phrases several times to make a theme. The sounds are organized in ways that make them songs. An average whale song lasts about 12 minutes, and it may have three to f ive themes. Humpbacks sing their songs over and over again for hours, but only males sing. Singing is part of their courting ritual, and they sing only in breeding season. Songs of the North Atlantic humpback are different from those of the North Pacif ic humpbacks. When they sing, whales hang their heads down in about 60 feet (18 m) of water. They move their f lippers slowly to stay in the same position. Researchers use underwater equipment to record the songs, but the songs can be heard without using the equipment. Songs can travel 4 to 5 miles (6 to 8 km) underwater. Female whales can hear the songs from far away. 1. Fill in the blank with a word that is a homophone of whale. The whale sings, it does not just _____________________________. 2. What word in the f irst paragraph means to do something over and over again? �� 3. Does the compound word in the name of the humpback whale give you a clue about what it looks like? What does it look like? �� 4. Name the three parts of a whale song, in order from smallest to largest. �� 5. Can the whale sing and swim at the same time? Which clue from the passage helped you answer that question? �� 82 4.RL.1, 4.RL.4, 4.RI.1, 4.RI.2, 4.RI.4, 4.RI.10, 4.RF.3, 4.RF.4, 4.L.4, 4.L.5 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #38 Prewrite/Brainstorm Day 1 Read the topic sentences below. Circle one that you would like to write about. Next, think about specif ic details that will support your topic sentence. Make a list of your ideas. Details Main Idea • Forgetting my homework is not a good thing! __________________________________ • My bike helmet will never be left home again! __________________________________ • Pizza is the most delicious food ever! __________________________________ • Saturday is the best day of the week! Draft Day 2 Using the list you created for your topic sentence, write one paragraph about your topic. You can change the topic sentence slightly, if you want. For example, instead of writing, “Pizza is the most delicious food ever!” you could write, “Tacos are the most delicious food ever!” �� Revise Day 3 Does your paragraph support your topic sentence? Does it have a concluding sentence? Did you leave anything out? Did you put in too much description? Rewrite your paragraph to make it more specif ic. �� Proofread © Carson-Dellosa • CD-104599 Day 4 Proofread your paragraph. Are all of the words spelled correctly? Did you capitalize words that need to be capitalized? Did you use the correct verbs and nouns? ❒ Capitalization Mistakes ❒ Odd Grammar ❒ Punctuation Mistakes ❒ Spelling Mistakes 83 Name_____________________________________________ Week #38 Assessment Publish Write your f inal copy on a computer or on the lines below. MAKE SURE it turns out • NEAT—Make sure there are no wrinkles, creases, or holes. • CLEAN—Erase any smudges or dirty spots. • EASY TO READ—U se your best handwriting and good spacing between words. �� 84 4.W.1, 4.W.3, 4.W.5, 4.W.6, 4.W.8, 4.W.10, 4.L.2, 4.L.4, 4.L.6 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #39 The Incredible George Washington Carver © Carson-Dellosa • CD-104599 Day 4 George Washington Carver was a scientist. He discovered more than 300 uses for the peanut plant. Among his discoveries were shampoo, car grease, soap, rubber, wood f iller, paint, and shoe polish. His research helped farmers. 1. What was the effect of George’s research? �� 2. What character traits did George have? �� 3. What was the effect of George’s plant collecting when he was a boy? �� 4. Do you agree that George Washington Carver is incredible? Why or why not? �� Day 3 George wanted to go to a college. The college refused to admit him because he was African American. George Washington Carver f inally went to college and was an excellent student. He took botany and chemistry classes. After he graduated, he taught classes at a college in Iowa. He was also director of a greenhouse. 1. Did George give up easily?�� 2. What clues helped you answer question 1? �� 3. What kind of classes are botany and chemistry: literature or science? �� 4. What details tell you George was a hard worker? �� Day 2 George Washington Carver was often sick as a child. He could not help around the plantation. He liked to spend time in the woods. There, he found and studied f lowers and plants. George taught himself to read. He left the plantation to live on his own when he was 10 years old. 1. What was the effect of George’s childhood illnesses? �� 2. What did George do instead of work in the plantation? �� 3. What is a surprising fact in the end of the paragraph? �� 4. Can you imagine leaving home and living on your own in the next year or so? Explain. �� Day 1 George Washington Carver was born in 1861. His parents were slaves. They lived on a plantation in Missouri. 1. What does the title tell us about the subject of this article? �� 2. What opinion word is in the title? �� 3. Was George born into a privileged situation? How do you know? �� 4. Who was he named after? �� 85 Name_____________________________________________ Week #39 Assessment Duke Ellington When people hear Duke Ellington’s name, they often think of jazz. When he was a child, he took piano lessons. But, he was not excited about playing the piano. Instead, he wanted to be on the baseball f ield. As Ellington grew older, he heard more and more piano players. He heard many styles of music. By the time he was in high school, he had developed a true love for the piano and had written his f irst piece of music. He began to play the piano at parties. He also played at clubs and dances. Ellington eventually had his own musical group. Ellington decided to move to New York. He played in the famous Cotton Club. Soon, his music was broadcast over the radio. He was on the road to stardom. He quickly became one of the biggest names in jazz. 1. Do you think the name in the title is of a man whose f irst name is Duke? Or, do you think it is about a man who is an English nobleman? �� 2. What is the conf lict in the f irst paragraph? �� 3. How was the conf lict resolved? �� 4. Did Ellington listen only to jazz? �� 5. Which of the following is not a lesson you can take away from this story? A. Do not quit an activity right away. B. You can make a living doing what you love. C. The piano is better than baseball. 86 4.RI.1, 4.RI.2, 4.RI.5, 4.RF.4, 4.L.4, 4.L.6 CD-104599 • © Carson-Dellosa Name_____________________________________________ Week #40 O loafs O loafes O loaves O potatoies O potatos O potatoes O . he O ; he O , He O butterf lies O butterf lyes O butterf lys O ; it O , It O . it O branchs O branches O branchies O ; they O , They O . they © Carson-Dellosa • CD-104599 O stereoes O stereoies Day 4 Write three short lines under the f irst letter of each word that should be capitalized. 1. another display was “The ghetto,” where Daniel’s family was forced to live. Write the correct pronoun to complete the sentence. 2. Fernando’s grandfather taught _______ (he, him) how to snorkel. Fill in the circle by the words and punctuation that correctly complete the sentence. 3. Those _______ have broken _______ in their cars _______ need new ones. O men O stereos O , They O mans O mens Day 3 Write three short lines under the f irst letter of each word that should be capitalized. 1. one display showed how the nazi Party made unfair rules for jewish people. Write the correct pronoun to complete the sentence. 2._______ (He, Him) has been snorkeling for many years. Fill in the circle by the words and punctuation that correctly complete the sentence. 3. Ten _______ sat on the _______ of the tree _______ were looking at me! O monkieys O monkeys O monkeyes Day 2 Write three short lines under the f irst letter of each word that should be capitalized. 1. the exhibit was about a Jewish boy in germany who survived the holocaust. Write the correct pronoun to complete the sentence. 2. My friend, Fernando, will teach _______ (I, me) how to snorkel this weekend. Fill in the circle by the words and punctuation that correctly complete the sentence. 3. There were _______ and hundreds of _______ at the park _______ was beautiful. O gooses O geese O geeses Day 1 Write three short lines under the f irst letter of each word that should be capitalized. 1. Today, my class saw an exhibit in denver called “remember the Children: Daniel’s Story.” Write the correct pronoun to complete the sentence. 2._______ (I, me) have always wanted to go snorkeling. Fill in the circle by the words and punctuation that correctly complete the sentence. 3. Daniel had two _______ of bread and a sack of _______ for lunch _______ loves food. O . they O ; they 87 Name_____________________________________________ Week #40 Assessment Write three short lines under the f irst letter of each word that should be capitalized. 1. The last part of the exhibit was titled “the concentration Camp.” Many Jewish people died there, but not Daniel. 2. at the end of the exhibit, the museum had volunteers who talked with us about what we saw. 3. Even though it was not a fun trip, i am glad we went. we learned a lot about the holocaust. Write the correct pronoun to complete the sentence. 4._______ (We, Us) are going to his favorite spot, where the coral is beautiful. 5._______ (He, Him) told _______ (I, me) to rent a mask, f ins, and snorkel at Snorkel Bob’s. 6. Snorkel Bob asked Fernando and _______ (I, me) if _______ (us, we) had been snorkeling before. Fill in the circle next to the words and punctuation that correctly complete the sentences. 7. The _______ were terrif ied _______ saw 10 _______ scurry across the f loor. O ladies O , They O mices O ladyes O ; they O mouses O ladys O . they O mice 8. The _______ in the closet were f illed with _______ and toys _______ were stuffed. O shelfs O clothies O , They O shelfes O clothes O . they O shelves O clothyes O ; they 88 4.RF.3, 4.L.1, 4.L.2, 4.L.3 CD-104599 • © Carson-Dellosa Answer Key Page 9 Day 1: 1. knees, kneepads; 2. fell, bumped, scraped; 3. he fell; 4. his hands were badly scraped; Day 2: 1. daydreaming; 2. 30 minutes; 3. (circled) “Pass me the butter.”; 4. She is Dan’s teacher.; Day 3: 1. (circled) hungry; 2. really tired; 3. No, it means she is nervous about landing; 4. She felt very comfortable f lying, but landing was still hard for her; Day 4: 1. (circled) light, right; 2. a large group of musicians who play violins, f lutes, harps, and other instruments; 3. (underlined) ping; 4. yes Page 10 1. playful, -ful means “full of”; 2. buy, pay for; 3. They became best friends; 4. Yes. The story says they were born in the same month, lived in the same pet store, and became best friends; 5. Answers will vary. Page 11 Day 1: 1. (f irst letter of the following words underlined) rose, parade, new, year’s, eve; 2. am; 3. ?; 4. teeth, women, mice; Day 2: (f irst letter of the following words underlined) national, book, week; 2. are; 3. .; 4. geese, people, deer; Day 3: (f irst letter of the following words underlined) thanksgiving, day; 2. is; 3. .; 4. children, sheep, men; Day 4: (f irst letter of the following words underlined) arbor, day; 2. are; 3. ?; 4. oxen, moose, f ish Page 12 1. (f irst letter of the following words underlined) independence, day; period at end of sentence; 2. (f irst letter of the following words underlined) independence, day; question mark at end of sentence; 3. (f irst letter of the following words underlined) irish, st., patrick’s, day; period at end of sentence; 4. (f irst letter of the following words underlined) valentine’s, day; question mark at end of sentence; 5. calves; 6. feet; 7. children; 8. Answers will vary; 9. Answers will vary; 10. Answers will vary. Page 13 Day 1: 1. scientists, know; 2. Volcanology is the study of volcanoes; 3. There are 15,000 active volcanoes. This paragraph is about the study of volcanoes; 4. A volcanologist studies volcanoes.; Day 2: 1. birth; 2. less, fewer; 3. Venus; 4. no; Day 3: 1. developed, magnitude (three times), area; 2. the size or seriousness of an earthquake; 3. People can feel the earthquake, but it does little damage; 4. The earthquake is more serious, © Carson-Dellosa • CD-104599 It does more damage; Day 4: 1. scientists, know; 2. information; 3. no; 4. Scientists did not know about the fault in Northridge until the earthquake happened. Page 14 1. then, answers will vary; 2. C; 3. No one could escape; 4. A; 5. Because everything was the way it was the day Vesuvius erupted, it tells us a lot about life in ancient Roman times. Page 15 Day 1: The list should contain words related to the topic; Day 2: The f irst paragraph should contain words taken from the list; Day 3: The paragraph should show improvement in organization and detail of information when compared with the f irst draft; Day 4: The f inal draft should show proofreading marks where needed. Page 16 The content of writing samples will vary. Check to be sure that students have correctly completed all of the earlier steps in the writing process and have followed the instructions for publishing their work. Page 17 Day 1: 1. a train that travels underground; 2. contradict; 3. the people who helped slaves escape; 4. the slaves and the people who helped them; Day 2: 1. the Underground Railroad and a train; 2. The Underground Railroad and a train move people along routes; 3. The underground tunnels were dirt with no tracks; 4. Answers will vary; Day 3: 1. the conductors; 2. to help slaves f ind their way and f ind food and water; 3. Harriet Tubman, Levi Coff in; 4. Harriet Tubman used to be a slave; Day 4: 1. that slaves wanted to escape and needed help; 2. The Underground Railroad helped thousands of slaves reach freedom; 3. 35 years; 4. Answers will vary. Page 18 1. A; 2. No, quilts told the story of their families; 3. Answers will vary, but the obvious answer is Betsy Ross; 4. Answers will vary. Page 19 Day 1: The brainstorming activity should contain words related to the topic; Day 2: The f irst draft of a paragraph should contain words taken from the brainstorming activity; Day 3: The next draft of the paragraph should show improvement in organization 89 Answer Key and detail of information when compared with the f irst draft; Day 4: The f inal draft should show proofreading marks where needed. Page 20 The content of writing samples will vary. Check to be sure that students have correctly completed all of the earlier steps in the writing process and have followed the instructions for publishing their work. Page 21 Day 1: 1. (circled) eating, green, green, eat, peas, hear, key; 2. said, called, yelled, pronounced; 3. He will be surprised and disappointed and will want to change his mind; 4. He wanted to get out of eating peas and broccoli; Day 2: 1. she had; 2. 60 minutes; 3. A; 4. Tara was hungry, and the cookies were on the counter.; Day 3: 1. (circled) Arifa, window, window, Arifa, window; 2. waving, wiggling, moving back and forth; happy; 3. A; 4. She put her hand on the window, and the puppy was happy to see her; Day 4: 1. let us, it is; 2. speed, run, go fast, zoom; 3. B; 4. something outside the paragraph: Hamsters don’t like to stay in their cages. Page 22 1. toe; 2. B; 3. 1—the storm knocked down a tree, and the tree fell on the power line (no power), 2—batteries died and Wayne stubbed his toe; Wayne then knocked over the marble jar, 3—Muttsie skidded on the marbles and spilled her food and water, 4—Kitty was hit by water; she jumped on the counter and f lipped the cookie sheet; 4. Answers will vary; 5. Be prepared—make sure your f lashlight batteries do not wear out. Page 23 Day 1: The brainstorming activity should contain words related to the topic; Day 2: The f irst draft of a paragraph should contain words taken from the brainstorming activity; Day 3: The next draft of the paragraph should show improvement in organization and detail of information when compared with the f irst draft; Day 4: The f inal draft should show proofreading marks where needed. Page 24 The content of writing samples will vary. Check to be sure that students have correctly completed all of the earlier steps in the writing process and have followed the instructions for publishing their work. 90 Page 25 Day 1: 1. It takes place at night, in Texas; 2. a letter; 3. yes; about something the writer saw that night; 4. excited; Day 2: 1. a restaurant near the Congress Avenue Bridge; 2. a cloud of bats coming from under the bridge; 3. amazed; 4. yes, sundown; Day 3: 1. They are Mexican free-tailed bats, and they eat more than 10,000 pounds of bugs in a night; 2. The author weighs 60 pounds; 3. yes; 4. 10,000 pounds of insects equals about 170 of the author; Day 4: 1. a girl; 2. The bats could eat the mosquitos that were biting her at home; 3. Answers will vary; 4. The author is being funny. Page 26 1. a poem, answers will vary; 2. no; 3. a thunderstorm; warm weather; 4. B; 5. B Page 27 Day 1: 1. (f irst letter of the following words underlined) america; 2. There; 3. (commas placed after) Ignace, Michigan; 4. gathered, looked, painted; Day 2: 1. (f irst letter of the following words underlined) new, york, pennsylvania; 2. Their; 3. (commas placed after) Iroquois, Ojibwa, Lakota; 4. stopped, wagged, hummed; Day 3: 1. (f irst letter of the following words underlined) north, dakota, south, dakota (lowercase strike through the f irst letter) Prairie; 2. They’re; 3. (commas placed after) Idaho; 4. liked, smiled, shared; Day 4: 1. (f irst letter of the following words underlined) cheyenne, (lowercase strike through the f irst letter) Tribe; 2. There; 3. (commas placed after) Aberdeen; 4. tried, hurried, studied Page 28 (f irst letter of the following words underlined) rider, red; ) (lowercase strike through the f irst letter) People; (commas placed after) Ojibwa, Lakota, Joseph, famous; learn > learned; there culture > their culture; their were > there were Page 29 Day 1: 1. wouldn’t; 2. tough, will not give up; 3. to tell us about Crazy Horse; 4. keep the Native American way of life from disappearing; Day 2: 1. (circled) try, (underlined) wisely; 2. to cooperate with nature; 3. They respect nature and use resources wisely; 4. land, plants, animals, minerals; Day 3: 1. river; 2. Answers will vary; 3. no; 4. They needed the animals to live; Day 4: 1. (circled) Mankiller; 2. better; 3. being of a good mind; 4. Answers will vary, but the obvious answer is Martin Luther King, Jr. CD-104599 • © Carson-Dellosa Answer Key Page 30 1. They are all compound words—one word made of two words put together; 2. a thick mixture of something dried and water or another liquid; 3. seeds and roots; 4. B; 5. They both contain salicylic acid, which helps get rid of headaches. Page 31 Day 1: The brainstorming activity should contain words related to the topic; Day 2: The f irst draft of a paragraph should contain words taken from the brainstorming activity; Day 3: The next draft of the paragraph should show improvement in organization and detail of information when compared with the f irst draft; Day 4: The f inal draft should show proofreading marks where needed. Page 32 The content of writing samples will vary. Check to be sure that students have correctly completed all of the earlier steps in the writing process and have followed the instructions for publishing their work. Page 33 Day 1: 1. to do too much; 2. (circled) “Do schoolwork but take it easy”; 3. two; 4. no; Day 2: 1. (circled) theropods, resources, dinosaur, decided, another; 2. places to f ind information; 3. No, because it is hard to f ind information about them; 4. They will look for information anywhere; Day 3: 1. (circled) homework; 2. f ib, lie; 3. No; Answers will vary; 4. Rebecca must accept the consequences of her actions.; Day 4: 1. skate; 2. logical, hard-edged; 3. Answers will vary; 4. She is in love. Page 34 1. moose, caboose, goose, juice; 2. f luttered, f loat; 3. A. E, B. E, C. D, D. D, E. E; 4. No, but it was the only thing he could think to do; Yes, he changed his mind; 5. Bill must accept the consequences of his choices. Page 35 Day 1: The brainstorming activity should contain words related to the topic; Day 2: The f irst draft of a paragraph should contain words taken from the brainstorming activity; Day 3: The next draft of the paragraph should show improvement in organization and detail of information when compared with the f irst draft; Day 4: The f inal draft should show proofreading marks where needed. © Carson-Dellosa • CD-104599 Page 36 The content of writing samples will vary. Check to be sure that students have correctly completed all of the earlier steps in the writing process and have followed the instructions for publishing their work. Page 37 Day 1: 1. tarantula; 2. small, tiny, little; bald, just skin, smooth; 3. C; 4. You might bother a sleeping tarantula, or a tarantula might bite you.; Day 2: 1. (circled) catch; 2. A; 3. Its poison cannot kill humans; 4. the poison in its bite; Day 3: 1. soft i; 2. timid, afraid; 3. B; 4. A; Day 4: 1. (circled) hind, tiny; 2. (circled) injury; 3. stiff, tiny; 4. The hairs would hurt your skin or eyes. Page 38 1. weak; 2. meat-eating; 3. It traps f lies and eats them; 4. She needed to f ind out how to take care of her Venus f lytrap; 5. Kayla will get some meat for the Venus f lytrap to eat. Page 39 Day 1: The brainstorming activity should contain words related to the topic; Day 2: The f irst draft of a paragraph should contain words taken from the brainstorming activity; Day 3: The next draft of the paragraph should show improvement in organization and detail of information when compared with the f irst draft; Day 4: The f inal draft should show proofreading marks where needed. Page 40 The content of writing samples will vary. Check to be sure that students have correctly completed all of the earlier steps in the writing process and have followed the instructions for publishing their work. Page 41 Day 1: 1. It will be about spiders; 2. the sidewalk outdoors; 3. curious, interested; 4. a friend’s; Day 2: 1. her friend Dave’s; 2. eight legs, no antennae; 3. No, you have to look closely; 4. Answers will vary; Day 3: 1. Both are invertebrates, special eyes; 2. They are in the same group with horseshoe crabs and scorpions; 3. He likes them and is interested in them; 4. Answers will vary; Day 4: 1. no; 2. He is reading a book about identifying them; 3. books; 4. Internet, videos, zoo 91 Answer Key Page 42 1. It will be about insects that are impressive; 2. the last one: “All that work for so little time seems like such a shame.”; 3. Answers will vary; 4. It is symmetrical; 5. Answers will vary. Page 43 Day 1: The brainstorming activity should contain words related to the topic; Day 2: The f irst draft of a paragraph should contain words taken from the brainstorming activity; Day 3: The next draft of the paragraph should show improvement in organization and detail of information when compared with the f irst draft; Day 4: The f inal draft should show proofreading marks where needed. Page 44 The content of writing samples will vary. Check to be sure that students have correctly completed all of the earlier steps in the writing process and have followed the instructions for publishing their work. Page 45 Day 1: 1. people; 2. nice, sunny, warm, bright, pretty; 3. It stepped out suddenly; 4. tell an entertaining story; Day 2: 1. (circled) he; 2. friendly, likeable, easy to get along with; 3. Everyone seems to like Dan; 4. no, it says everyone seems to like him; Day 3: 1. (circled) spring, sprout; 2. grow; 3. No—warm soil, danger of frost; (underlined) “We made sure the soul was warm and there was no chance of frost.”; 4. 1—Wait until the ground is warm, 2—Plant bulbs or visit nursery, 3—Put fertilizer on the ground; Day 4: 1. (circled) ewes; 2. puppies; 3. Answers will vary; 4. spring Page 46 1. raspberries; 2. fought, argued; 3. A. 3, B. 1, C. 2; 4. a story about the creation of the world or how things come to be; 5. Answers will vary. Page 47 Day 1: 1. (f irst letter of the following words underlined) parks, american; 2. C; 3. C; 4. C; Day 2: 1. (f irst letter of the following words underlined) african, american, montgomery, (lowercase strike through the f irst letter) People; 2. C; 3. B; 4. A; Day 3: 1. (f irst letter of the following words underlined) parks, (lowercase strike through the f irst letter) She, Seat; 2. B; 3. B; 4. C; 92 Day 4: 1. (f irst letter of the following words underlined) parks, (lowercase strike through the f irst letter) Seat; 2. A; 3. A; 4. A Page 48 1. (f irst letter of the following words underlined) americans; (lowercase strike through f irst letter) Right; 2. (f irst letter of the following words underlined) states, court; 3. (f irst letter of the following words underlined) Parks’s; (f irst letter of the following words underlined) Right; 4. C; 5. I didn’t have any money; 6. comma after son, period after boat; 7. apostrophe in we ll; 8. comma after Ontario; 9. B; 10. wears, jeans Page 49 Day 1: 1. (circled) coin, collecting, countries, country, collecting, coins, coin, collectors; 2. the hobby of coin collecting; 3. when Americans started collecting coins (about 1840); 4. They were busy surviving and building a country; Day 2: 1. (circled) Revolutionary, six syllables; 2. give out; 3. The Continental Congress issued it; 4. no; Day 3: 1. short i; 2. fake, imitation; 3. no, answers will vary; 4. one; Day 4: 1. tiny printing; 2. stop; 3. three, colorshifting ink, microprinting, security thread; 4. yes Page 50 1. bread; 2. C; 3. It is not made of paper; 4. Cloth is stronger than paper; paper money would wear out too quickly; 5. about 1 ,1 00 years Page 51 Day 1: The brainstorming activity should contain words related to the topic; Day 2: The f irst draft of a paragraph should contain words taken from the brainstorming activity; Day 3: The next draft of the paragraph should show improvement in organization and detail of information when compared with the f irst draft; Day 4: The f inal draft should show proofreading marks where needed. Page 52 The content of writing samples will vary. Check to be sure that students have correctly completed all of the earlier steps in the writing process and have followed the instructions for publishing their work. CD-104599 • © Carson-Dellosa Answer Key Page 53 Day 1: 1. It is a woman, Bonnie Blair; 2. speed skating; 3. She is the only American woman to win f ive Olympic gold medals; 4. the United States; Day 2: 1. She has f ive older brothers and sisters who were champion speed skaters; 2. She learned to skate early; 3. kind; 4. They encouraged her; Day 3: 1. She became the best woman speed skater in the world; 2. three; 3. 500 meters and 1,000 meters; 4. 29; Day 4: 1. She became famous; 2. to focus on other competitions; 3. Answers will vary; 4. Answers will vary. Page 54 1. Answers will vary; 2. Answers will vary; 3. cheetah— gold, antelope—silver, house cat—bronze; 4. 13 feet; 5. The author is impressed. Page 55 Day 1: The brainstorming activity should contain words related to the topic; Day 2: The f irst draft of a paragraph should contain words taken from the brainstorming activity; Day 3: The next draft of the paragraph should show improvement in organization and detail of information when compared with the f irst draft; Day 4: The f inal draft should show proofreading marks where needed. Page 56 The content of writing samples will vary. Check to be sure that students have correctly completed all of the earlier steps in the writing process and have followed the instructions for publishing their work. Page 57 Day 1: 1. (circled) mutt; 2. (underlined) grime; 3. a dog; 4. He is a mutt, and a mutt is a dog. He wears a collar; Day 2: 1. (circled) dragged; 2. wet, damp; 3. slowly; 4. Ralph will try to steal the sandwich; Day 3: 1. (circled) amazingly, asleep, almost; 2. a long time; 3. He ran away and hid; 4. yes; Day 4: 1. I am; 2. switched, turned around; 3. brat; 4. Bart’s babysitter Page 58 1. wasn’t—was not, didn’t—did not; 2. calm, cool, collected; 3. At f irst, he was nervous. By the end, he loved it and wanted to do it again; 4. roller coasters and rides, carousel, snack bars, and other items found at an amusement park; 5. Answers will vary. © Carson-Dellosa • CD-104599 Page 59 Day 1: The brainstorming activity should contain words related to the topic; Day 2: The f irst draft of a paragraph should contain words taken from the brainstorming activity; Day 3: The next draft of the paragraph should show improvement in organization and detail of information when compared with the f irst draft; Day 4: The f inal draft should show proofreading marks where needed. Page 60 The content of writing samples will vary. Check to be sure that students have correctly completed all of the earlier steps in the writing process and have followed the instructions for publishing their work. Page 61 Day 1: 1. It will be about two friends who have two problems; 2. working too hard; 3. three; 4. paint stairs, wash walls, wax f loors; Day 2: 1. summer; 2. He is always tired; 3. no; 4. Answers will vary; Day 3: 1. being bored; 2. I miss you; 3. Answers will vary; 4. yes; Day 4: 1. Her grandma will not let her help; 2. He does not have time to miss Shelby; 3. Raul has too much to do, Shelby, too little; 4. Answers will vary. Page 62 1. funny, answers will vary; 2. She is annoyed, because she threatens to call the police; 3. Answers will vary; 4. Answers will vary; 5. Answers will vary. Page 63 Day 1: The brainstorming activity should contain words related to the topic; Day 2: The f irst draft of a paragraph should contain words taken from the brainstorming activity; Day 3: The next draft of the paragraph should show improvement in organization and detail of information when compared with the f irst draft; Day 4: The f inal draft should show proofreading marks where needed. Page 64 The content of writing samples will vary. Check to be sure that students have correctly completed all of the earlier steps in the writing process and have followed the instructions for publishing their work. 93 Answer Key Page 65 Day 1: 1. high-pitched, itches, scratch; 2. (circled) male mosquitoes; 3. mosquito’s—belonging to the mosquito, mosquitoes—more than one mosquito; 4. The bite hurts, then it itches, then we scratch it; Day 2: 1. do not; 2. really; 3. no; 4. It pricks us and sips our blood; Day 3: 1. percent, lycine, acid; 2. yummy, delicious, tasty; nutritious, healthful; 3. 60 to 70 percent protein; 4. to inform you; Day 4: 1. taste; 2. (circled) munch; 3. comparing two things that are alike; 4. They are healthful and tasty. Page 66 1. social or special, insects, society; 2. B; 3. The worker termites, they gather food and build nests; 4. C; 5. Ants and termites live in nests with rooms. Page 67 Day 1: 1. (f irst letter of the following words underlined) north, states; 2. jog; 3. Benjamin Franklin said, “Early to bed and early to rise makes a man healthy, wealthy, and wise.” 4. citizenship, imagination; Day 2: 1. (f irst letter of the following words underlined) pandas, china; 2. runs; 3. “Nature wears one universal grin,” stated Henry Fielding. 4. connection, friendliness; Day 3: 1. (f irst letter of the following words underlined) the, president, theodore, roosevelt; 2. goes; 3. “I am always doing that which I can not do in order that I may learn to do it,” Pablo Picasso stated. 4. freedom, exploration; Day 4: 1. (f irst letter of the following words underlined) brown, asia, europe, north, america; 2. scurry; 3. “All sorrows can be borne if you put them into a story or tell a story about them,” Isak Dinesen, the Danish author wrote. 4. happiness, information Page 68 Day 1: 1. Answers will vary; 2. Answers will vary; 3. take; 4. pass; 5. smile, wave; 6. “All for one and one for all,” wrote Alexandre Dumas, the French dramatist. It was the Musketeers’ motto in The Three Musketeers; 7. illness; 8. kingdom; 9. punishment; 10. pollution Page 69 Day 1: 1. It is about insects in winter; 2. It is about where insects go in winter; 3. Answers will vary; 4. spring and autumn; Day 2: 1. Many insects f ind a warm place to spend the winter; 2. ants, beetles, bees; 3. stack, pile, ball; 4. ants; Day 3: 1. female grasshoppers; 2. She lays eggs that will hatch in spring; 3. no; 4. spring, summer, autumn: 94 eight to nine months; Day 4: 1. no; 2. No, because it stays warm in the winter; 3. northern parts of the United States; 4. ants, beetles Page 70 1. how a mosquito bites us; 2. no; 3. proboscis and stylets; 4; It itches, and you might get a disease; 5. Answers will vary. If the answer is yes , it is because the article makes a reader think about how a mosquito bite feels. Page 71 Day 1: The brainstorming activity should contain words related to the topic; Day 2: The f irst draft of a paragraph should contain words taken from the brainstorming activity; Day 3: The next draft of the paragraph should show improvement in organization and detail of information when compared with the f irst draft; Day 4: The f inal draft should show proofreading marks where needed. Page 72 The content of writing samples will vary. Check to be sure that students have correctly completed all of the earlier steps in the writing process and have followed the instructions for publishing their work. Page 73 Day 1: 1. cart; 2. a reptile; 3. its tongue and skin; 4. helpful; The chameleon can hide from its enemies; Day 2: 1. no; 2. It is born, it comes out of its shell; 3. smaller; 4. Answers will vary; Day 3: 1. not usual; 2. strange, weird, bizarre; 3. He has a painting that shows clocks melting; 4. B; Day 4: 1. (circled) spaceship; 2. to be asleep; 3. They had not been awake since 2020; 4. one week’s travel Page 74 1. castle; 2. a traveling entertainer; 3. B; 4. 4/6, 2/3; 5. There is a good chance William would pick a blue ball because most of the balls are blue. Page 75 Day 1: The brainstorming activity should contain words related to the topic; Day 2: The f irst draft of a paragraph should contain words taken from the brainstorming activity; Day 3: The next draft of the paragraph should show improvement in organization and detail of information when compared with the f irst draft; Day 4: The f inal draft should show proofreading marks where needed. CD-104599 • © Carson-Dellosa Answer Key Page 76 The content of writing samples will vary. Check to be sure that students have correctly completed all of the earlier steps in the writing process and have followed the instructions for publishing their work. Page 77 Day 1: 1. It is about mold; 2. Answers will vary; 3. Throw it away; 4. an informative passage; Day 2: 1. It is a plant called a fungus; 2. spores that are in the air; 3. in warm, moist places; 4. fuzzy branches; Day 3: 1. yes; 2. cheese, fruit, bread, leather shoes, belts, furniture; 3. two; 4. food and leather items; Day 4: 1. It can be a good thing; 2. penicillium notatum; 3. Answers will vary; 4. Answers will vary. Page 78 1. Answers will vary; 2. Answers will vary but may include tulips, four o’clocks, evening primrose, or Queen-of-theNight; 3. a clock that is made of f lowers that open or close at certain times; 4. morning glories, four o’clocks, evening primroses, moonf lowers, Queen-of-the-Night; 5. 60 percent. Page 79 Day 1: The brainstorming activity should contain words related to the topic; Day 2: The f irst draft of a paragraph should contain words taken from the brainstorming activity; Day 3: The next draft of the paragraph should show improvement in organization and detail of information when compared with the f irst draft; Day 4: The f inal draft should show proofreading marks where needed. Page 80 The content of writing samples will vary. Check to be sure that students have correctly completed all of the earlier steps in the writing process and have followed the instructions for publishing their work. Page 81 Day 1: 1. was not; 2. the same as; 3. Both have hills, mountains, plains and valleys; 4. The ocean is full of water, the earth has air; Day 2: 1. features; 2. attract; 3. (circled) tend to, may try; 4. imaginary; Day 3: 1. over or above what is natural; 2. sea or lake; 3. lake girl or sea woman; 4. no; Day 4: 1. f igurehead; 2. a wood carving attached to the front (prow) of a ship; 3. f igureheads; 4. Each f igurehead is different. © Carson-Dellosa • CD-104599 Page 82 1. wail; 2. repeat; 3. Yes, it has a hump on its back; 4. unit, phrase, theme; 5. No. They must move their f lippers slowly to stay in the same position when singing. Page 83 Day 1: The brainstorming activity should contain words related to the topic; Day 2: The f irst draft of a paragraph should contain words taken from the brainstorming activity; Day 3: The next draft of the paragraph should show improvement in organization and detail of information when compared with the f irst draft; Day 4: The f inal draft should show proofreading marks where needed. Page 84 The content of writing samples will vary. Check to be sure that students have correctly completed all of the earlier steps in the writing process and have followed the instructions for publishing their work. Page 85 Day 1: 1. It is a man, George Washington Carver, and the author thinks he is incredible; 2. incredible; 3. no; 4. the f irst president of the United States, George Washington; Day 2: 1. He could not work on the plantation; 2. collected f lowers, taught himself to read; 3. He left his family at the age of ten; 4. Answers will vary; Day 3: 1. no; 2. He kept trying until he could go to college; 3. science; 4. He was a good student and worked hard; Day 4: 1. He found new uses for peanuts and helped farmers; 2. Answers will vary; 3. It made him want to be a scientist who studied plants; 4. Answers will vary. Page 86 1. Answers will vary; 2. Duke had to take piano lessons, but he would rather be playing baseball; 3. Duke grew to love the piano; 4. no; 5. C Page 87 Day 1: 1. (f irst letter of the following words underlined) denver, remember; 2. I; 3. (f illed circles) loaves, potatoes; ; he; Day 2: 1. (f irst letter of the following words underlined) the germany, holocaust; 2. me; 3. (f illed circles) geese, butterf lies; ; it; Day 3: 1. (f irst letter of the following words underlined) one, nazi, jewish; 2. He; 3. monkeys, branches; ; they; Day 4: 1. (f irst letter of 95 Answer Key the following words underlined) another, ghetto; 2. him; 3. men, stereos; ; they Page 88 1. (f irst letter of the following words underlined) the, concentration; 2. (f irst letter of the following words underlined) at; 3. (f irst letter of the following words underlined) i, we, holocaust; 4. We; 5. He, me; 6. me, we; 7. ladies; ; they, mice; 8. shelves, clothes; ; they 96 CD-104599 • © Carson-Dellosa Carson - Dellosa Publishing Reinforce the Common Core State Standards all year long in only 10 minutes a day! Common Core Language Arts 4 Today: Daily Skill Practice provides the perfect standards-based activities for each day of the week. Review essential skills during a four-day period and assess on the fifth day for easy progress monitoring. Check out these other great Carson-Dellosa products to support Common Core instruction in your classroom. CenterSOLUTIONS for the Common Core Task Cards CD-140336 ® CenterSOLUTIONS® for the Common Core Thinking Mats CD-140342 Common Core Math 4 Today: Daily Skill Practice CD-104593 Carson-Dellosa Publishing, LLC PO Box 35665 Greensboro, NC 27425 USA Daily Standards Pocket Chart CD-158174 The Complete Common Core State Standards Kit CD-158172 Visit learningspotlibrary.com for FREE activities! carsondellosa.com Printed in the USA

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