Frindle - Book Units Teacher · Page 2 Chapter 2 Chapter 2 – Character Traits – Mrs. Granger...

~ Page 1 © Gay Miller ~

Frindle

Book Unit

Created by Gay Miller


Thank you for downloading this

sample of Frindle Book Unit.

Other products in this series may

be found at

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

This packet contains graphic

organizers for an interactive

notebook and game activities

covering vocabulary,

Constructed response writing,

and skill practice. I hope your

students enjoy a book study

using the engaging method of

using interactive notebooks.

Frindle Genre ~ Comedy and Humor

Interest Level ~ Grades 4 – 6

Grade level Equivalent: 4.8

Lexile Measure®: 830L



Table of Contents Materials Needed for Creating the Foldable Graphic Organizers 5

Lesson Plans at a Glance 6

How to Use this Resource 7

Vocabulary Teaching Method 8

Vocabulary List 10

Vocabulary Bookmarks 17

Vocabulary Word Cards 19

Vocabulary Storage Pocket 24

Vocabulary Practice Booklet 25

Vocabulary Test 47

Teacher Information/Alignment to the Common Core State Standards 51

Comprehension and Writing Student Pages 57

Comprehension Chapter 1 58

Chapter 1 – Cause and Effect 59


Chapter 2 – Character Traits – Mrs. Granger 61


Chapter 3 – Point of View 63


Chapters 3-4 – Problem and Solution Chain 66


Chapter 5 – Course of Action 68


Chapter 6 – Summarizing 70



Chapters 1-7 – Figurative Language 73


Chapter 8 – Characters 75


Chapter 9 - Symbolism 77





Setting 81

Chapter 11 – Character Reactions 82


Chapter 12 - Summarizing 84

Chapter 12 – Trademarks 85


Figurative Language 87


Chapter 14 – Responding to Text 89


Plot Development 91

Chapter 15 – Responding to Text 92

Theme 93

Answer Key for Comprehension and Writing Student Pages 94

Skill Practice/Common Core State Standards 132

Prefix and Suffix Cards 136

Prefix and Suffix Practice 148

Root Words Organizer 157

Prefix, Suffix, & Root Word I Have, Who Has 161

Figurative Language Response Cards 167

Figurative Language Three Door Flip Organizer 173

Square Four [Game with Similes, Metaphors, & Personification] 183

Game Activities to use With Task Cards 192

Context Clues Organizer 207

Context Clues Task Cards 211

Context Clue Game Board 216

Capitalization Organizer 221

Capitalization Task Cards 234

Progressive Verb Tense Organizers 245

Progressive Verb Tense Task Cards 255

Spelling Rules Organizer 265

Spelling Rules Card Activity 269

Synonym and Antonym Graphic Organizers 277

Shades of Meaning Activity 285

Shades of Meaning Task Cards 287

Scope and Sequences for this Series 297

Credits 304


Lesson Plans at a Glance

Read Vocabulary Vocabulary

Practice

Book

Comprehension Quizzes

Constructed Response

Question

Skill Practice

Chapter 1 thermostat custodian

Page 1 Chapter 1 Chapter 1 – Cause and Effect Prefix/Suffix Cards

Chapter 2 monopoly essential

Page 2 Chapter 2 Chapter 2 – Character Traits –

Mrs. Granger Prefix/Suffix Practice

Chapter 3 letup launch

Page 3 Chapter 3 Chapter 3 – Point of View Root Word Organizer

Chapter 4 spilled over etymological

Page 4 Chapter 4 Chapters 3-4 – Problem and

Solution Chain

Prefix/Suffix/Root Word I Have Who Has

Chapter 5 maximum primly

Page 5 Chapter 5 Chapter 5 – Course of Action

Figurative Language Response Cards & Organizer

Chapter 6 concrete absorbed

Page 6 Chapter 6 Chapter 6 – Summarizing

Chapter 6 – Summarizing

Square Four Game with Similes, Metaphors, & Personification

Chapter 7 emphasized disrupt

Page 7 Chapter 7 Chapters 1-7 – Figurative

Language

Context Clues Organizer

Chapter 8 auditorium furious

Page 8-9 Chapter 8 Chapter 8 – Characters Context Clues Task Cards

Chapter 9 rebellion vandalism

Page 10 Chapter 9 Chapter 9 - Symbolism Capitalization Organizer

Chapter 10 purse fad

Page 11 Chapter 10 Chapter 10 – Summarizing Capitalization Task Cards

Chapter 11 authority masterminded

Page 12 Chapter 11

Setting

Chapter 11 – Character

Reactions

Progressive Verb Tense ~ 2 Organizers

Chapter 12 preliminary controversial

Pages 13 Chapter 12 Chapter 12 – Summarizing

Chapter 12 – Trademarks

Progressive Verb Tense Task Cards

Chapter 13 forbidden limousine

Page 14 Chapter 13 Figurative Language Spelling Rules Organizer

Chapter 14 rascal commotion

Page 15 Chapter 14 Chapter 14 – Responding to

Text

Spelling Rules Card Activity

Chapter 15 villain rooting

Page 16 Chapter 15

Plot Development

Chapter 15 – Responding to

Text

Synonym and Antonym Organizers

Vocabulary Test Theme

Shades of Meaning Activities


Chapter 1 Nick

thermostat (noun) – a device that controls temperature automatically. Thermostats

may be found in houses, cars, ovens, and refrigerators

The day after that Nick turned the classroom thermostat up to about ninety degrees

with a little screwdriver he had brought from home.

❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤

Chapter 1 Nick

custodian (noun) – a person who cleans, makes repairs, and does odd jobs in a

building; janitor, caretaker, superintendent

But the sand got tracked out into the hallway, where Manny the custodian did not

think it was creative at all.

❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤

Chapter 2 Mrs. Granger

monopoly (noun) – complete control over a service or product within a given area;

power

There were about one hundred fifty kids in fifth grade. And there were seven fifth-

grade teachers: two math, two science, two social studies, but only one language

arts teacher. In language arts, Mrs. Granger had a monopoly—and a reputation.

❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤

Chapter 2 Mrs. Granger

essential (adjective) - necessary, needed, basic, fundamental, necessary, vital, crucial, key

Good spelling and good grammar and good word skills are essential for every

student. Clear thinking requires a command of the English language, and fifth

grade is the ideal time for every girl and boy to acquire an expanded

vocabulary.


Two focus vocabulary words are chosen for each chapter (a total of 30 words).

A 16-page booklet with daily practices is included. Each page contains a full page answer key.


Chapter 15 [villain & rooting]

Read these definitions for the word root.

a. the part of a plant that usually grows underground

b. the part that attaches a hair, nail, or tooth to the body

but cannot be seen

c. the place from which something comes

d. to dig or turn over soil

e. to cheer for a team or person in a contest

f. a number that when multiplied by itself yields a given

number

Determine which definition is used in each of the sentences

below. Write a, b, c, d, e, or f in the blank to show your

answer.

1. _______ Two is the square root of four.

2. ___ ___ This plant will grow roots if planted in water.

3. ___ ___ The crowd rooted for the Vikings to win.

4. _______ This shampoo is supposed to make my roots

healthier.

5. _______ The root of his problem is that he thinks he is

better than everyone else.

6. Circle five words in the box that are synonyms or closely

related to the word thermostat.

notebook monitor

control book

workstation regulator

sensor temperature gauge

encourage ignite

Chapter 1 [thermostat & custodian]

1. Is custodian used correctly in the sentences below?

True or False

___________ The custodian at the museum makes sure that

valuables are safe.

_____ _____ A custodian is an instrument for measuring the

rise and fall of temperature.

_____ _____ The custodian at our school keeps the building looking nice and clean.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~



notebook monitor

control book



encourage ignite

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

3. Write a sentence using the word custodian. ____________________________________________

__________________________________

__________________________________

Page 16 Page 1


Chapter 15 [villain & rooting]

Read the definitions of root.

a. the part of a plant that usually grows underground

b. the part that attaches a hair, nail, or tooth to the body

but cannot be seen

c. the place from which something comes

d. to dig or turn over soil

e. to cheer for a team or person in a contest

f. a number that when multiplied by itself yields a given

number

Determine which definition is used in each of the sentences

below. Write a, b, c, d, e, or f in the blank to show your

answer.

1. ___f____ Two is the square root of four.

2. ___a___ This plant will grow roots if planted in water.

3. ___e___ The crowd rooted for the Vikings to win.

4. ___b___ This shampoo is supposed to make my roots

healthier.

5. ___c ___ The root of his problem is that he thinks he is

better than everyone else.



notebook monitor

control book



encourage ignite

Chapter 1 [thermostat & custodian]

1. Is custodian used correctly in the sentences below?

True or False

_____T______ The custodian at the museum makes sure that

valuables are safe.

_____ F_____ A custodian is an instrument for measuring the

rise and fall of temperature.

_____ T_____ The custodian at our school keeps the building looking nice and clean.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

2. Circle five words in the box that are synonyms or

closely related to the word thermostat.

notebook monitor

control book



encourage ignite

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

3. Write a sentence using the word custodian. ____________________________________________

__________________________________

__________________________________

Page 16 Page 1


Comprehension

This section contains a one page printable comprehension

practice for each reading selection. The chart below is the key

to the types of questions for the comprehension questions. The

section also contains Constructed responses exercises. The

Constructed response pages that are chapter specific list the

chapters they should be used with. If chapter numbers are not

listed the questions are flexible and may be used at different

points in the story.

Types of Questions Key

detail / inference

main idea /

summarizing / theme

character/ setting / plot / events

word meaning / figurative language

text structure

point of view

different forms of the same story

compare and contrast


Option 1

Have students use the graphic organizer for notes. Notice the notes are not in complete

sentences. Glue the organizer to the left side of the notebook page. On the right side of

the notebook, students use the notes to write the details in paragraph form.

Option 2

Students complete the

organizer by writing

complete sentences.


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Chapter 1 – Cause and Effect

Chapter 2 – Character Traits – Mrs. Granger

Chapter 3 – Point of View

Chapters 3-4 – Problem and Solution Chain

Chapter 5 – Course of Action



Chapters 1-7 – Figurative Language

Chapter 8 – Characters

Chapter 9 - Symbolism


Setting

Chapter 11 – Character Reactions

Chapter 12 - Summarizing


Figurative Language

Chapter 14 – Responding to Text

Plot Development


Theme

3rd Grade

http://www.corestandards.org/ELA-Literacy/RL/3/1/



















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Setting




Figurative Language


Plot Development


Theme

4th Grade

http://www.corestandards.org/ELA-Literacy/RL/4/#CCSS.ELA-Literacy.RL.4.1



















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Setting




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Plot Development


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Frindle ~ Chapter 1

1. Why do the students at Lincoln Elementary

most likely like Nick?

a. Nick comes up with things that are fun to do.

b. Nick is good at distracting the teacher.

c. Nick makes awesome bird noises. d. Nick is good at playing sports.

2. How does the reader know Chapter 1 is told

in 3rd person point of view?

______________________________________

______________________________________

3. Which word best describes Nick?

a. self-centered b. genius c. creative

d. optimistic

4. What metaphor did Nick use to describe the peeping sounds?

______________________________________

______________________________________

______________________________________

______________________________________

5. Draw a picture of what the classroom and

students looked like during their “trip to the South Seas.”

6. Why are some words italicized?

“That’s so cute!”

“It’s so colorful!”

Miss Deaver was surprised again at just how

creative her students could be.

For the rest of Nick’s fourth-grade year, at least once a week, Mrs. Avery heard a loud “peeeeep” from somewhere in her classroom—sometimes it

was a high-pitched chirp, and sometimes it was a very high-pitched chirp.

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

____________________________________

______________________________________

7. Why is Janet not mad at Nick even when he

gets her into trouble?

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

8. Read this line from the end of Chapter 1.

“But someone is asking for big trouble,” said

Mrs. Avery, looking more like a hawk every second.

Which types of figurative language does this line

contain? Check all that apply.

_____ simile _____ alliteration

_____ personification _____ idiom

_____ metaphor _____ proverb

______ adage ______ onomatopoeia


Frindle ~ Chapter 1

1. Why do the students at Lincoln Elementary

most likely like Nick?

a. Nick comes up with things that are fun to do.

b. Nick is good at distracting the teacher.

c. Nick makes awesome bird noises. d. Nick is good at playing sports.

2. How does the reader know Chapter 1 is told

in 3rd person point of view?

A narrator is telling the story using 3rd person point of view pronouns such as he, his, she, her.

3. Which word best describes Nick?

a. self-centered b. genius

c. creative d. optimistic

4. What metaphor did Nick use to describe the

peeping sounds?

To Nick, the whole thing [making peeping sounds] was just one long—and successful—

science experiment.

5. Draw a picture of what the classroom and

students looked like during their “trip to the South Seas.”

Room palm trees from construction paper sand on floor

volleyball net made from six T-shirts Students

Girls wore paper flowers in their hair.

Boys wore sunglasses and beach hats. Everyone wore shorts and T-shirts with no

shoes. The girls danced the hula.

6. Why are some words italicized?

“That’s so cute!”

“It’s so colorful!”

Miss Deaver was surprised again at just how creative her students could be.

For the rest of Nick’s fourth-grade year, at least once a week, Mrs. Avery heard a loud “peeeeep”

from somewhere in her classroom—sometimes it was a high-pitched chirp, and sometimes it was a very high-pitched chirp.

The italicized words are used to emphasize adjectives. In the quotations, these are words

the speaker would stress.

7. Why is Janet not mad at Nick even when he

gets her into trouble?

Both Nick and Mrs. Avery apologize.

Nick told Janet about the blackbirds. She thinks it is interesting, so gives “peeping” a try.

8. Read this line from the end of Chapter 1.

“But someone is asking for big trouble,” said Mrs. Avery, looking more like a hawk every

second.

Which types of figurative language does this line

contain? Check all that apply.

____ simile _____ alliteration

_____ personification ____ idiom

_____ metaphor _____ proverb

_____ adage _____ onomatopoeia


Chapter 1 ~ Constructed Response – Cause and Effect

Complete the cause and effect chart to explain the events in Chapter 1. Then use the facts from your chart to write a page explaining the series of events.

Nick turns up the thermostat to 90 degrees in

the classroom .

_____________________________________________

_____________________________________________

Sand is tracked down the hallway.

_____________________________________________

_____________________________________________

Nick learns that the blackbird has a high-pitched call that travels through the air in

such a way that hunter birds cannot tell where they are coming from.

_____________________________________________

_____________________________________________

Mrs. Avery blames Nick’s friend Janet for making the noise.

_____________________________________________

_____________________________________________

CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to

the text as the basis for the answers.

CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and

when drawing inferences from the text.

CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when

drawing inferences from the text.

cause

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Chapter 1 ~ Constructed Response – Cause and Effect

Complete the cause and effect chart to explain the events in Chapter 1. Then use the facts from your chart to write a page explaining the series of events.

Nick turns up the thermostat to 90 degrees

in the classroom.

All the kids changed into shorts and T-shirts

with no shoes.

Sand is tracked down the hallway.

The principal followed the trail of sand, and when she arrived, Miss Deaver was teaching the hula to some kids near the front of the room, and a tall, thin, shirtless boy with chestnut hair was just spiking a Nerf volleyball over a net made from six T-shirts tied together.

The third-grade trip to the South Seas ended. Suddenly.

Nick learns that the blackbird has a high-pitched call that travels through the air in such a way that hunter birds cannot tell

where they are coming from.

The next day during silent reading, Nick glanced at his teacher, and he noticed Mrs. Avery’s nose was curved—kind of like the beak of a hawk. So Nick let out a high, squeaky, blackbird “peep!”

Mrs. Avery blames Nick’s friend Janet for making the

noise.

So Nick told her about the blackbirds, and Janet thought it was pretty interesting. Then she tried making a peep or two, and Janet’s chirps were even higher and squeakier than Nick’s. She promised to keep everything a secret.

CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to

the text as the basis for the answers.

CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and

when drawing inferences from the text.

CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when

drawing inferences from the text.

cause

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In this Book Unit Interactive Notebook Series [Note: This series is set up differently from my

products that simply say Book Units.] each unit will have seven sets of skill practice. Each

practice will include one or more graphic organizers and an activity. The activities will not be

worksheets as most of us have plenty of those, but will instead be a hands-on type of activity.

Here is how it works:

1) Each unit will focus on two prefixes, two suffixes, and one Greek or Latin root

word. Both graphic organizers and a practice activity will be provided. The

affixes selected will repeat once in another book unit. Root words will appear

only once in the series. A total of 9 prefixes, 9 suffixes, and 9 roots will be

covered.

2) Each unit will practice one or more of the following: figurative language,

idioms, proverbs, and/or adages. Each unit will include a set of response

cards, graphic organizers going over definitions, and a practice activity.

Activities will be based on the writing style of the book’s author.

Each unit from this series will contain practice using context clues. An

organizer explaining six types of context clues -- definition, synonym, antonym,

example, cause/effect, comparison, lists/series and description – plus task

cards will be provided.

The task cards contain multiple choice questions based on the book with a

selection of game activities to use with the cards. The cards will change for

each unit; however, the games will remain the same.

4) Each unit will contain an organizer going over capitalization and/or

punctuation rules.

The task cards contain multiple choice questions based on the book with a

selection of game activities to use with the cards. The cards will change for

each unit; however, the games will remain the same.

5) Each unit will contain an organizer going over rules and a practice activity

with a grammar practice.

6) Each unit will contain an organizer going over rules and a practice activity

practicing spelling rules.

7) Each unit will contain an organizer going over rules and a game-like practice

with synonyms, antonyms, confusing set of words, and/or

homophones/homographs.


Common Core State Standards Reading: Language

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Prefixes

Suffixes

Root Word

Figurative Language

Context Clues

Capitalization

Relative Pronouns

Spelling Rules

Synonyms/Antonyms

3rd

Grade

http://www.corestandards.org/ELA-Literacy/L/3/1/

http://www.corestandards.org/ELA-Literacy/L/3/1/a/

http://www.corestandards.org/ELA-Literacy/L/3/1/b/

http://www.corestandards.org/ELA-Literacy/L/3/1/c/

http://www.corestandards.org/ELA-Literacy/L/3/1/d/

http://www.corestandards.org/ELA-Literacy/L/3/1/e/

http://www.corestandards.org/ELA-Literacy/L/3/1/f/

http://www.corestandards.org/ELA-Literacy/L/3/1/g/

http://www.corestandards.org/ELA-Literacy/L/3/1/h/

http://www.corestandards.org/ELA-Literacy/L/3/1/i/
























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cy.L

.4.3

.b

CCSS.E

LA-L

itera

cy.L

.4.3

.c

CCSS.E

LA-L

itera

cy.L

.4.4

CCSS.E

LA-L

itera

cy.L

.4.4

.a

CCSS.E

LA-L

itera

cy.L

.4.4

.b

CCSS.E

LA-L

itera

cy.L

.4.4

.c

CCSS.E

LA-L

itera

cy.L

.4.5

CCSS.E

LA-L

itera

cy.L

.4.5

.a

CCSS.E

LA-L

itera

cy.L

.4.5

.b

CCSS.E

LA-L

itera

cy.L

.4.5

.c

CCSS.E

LA-L

itera

cy.L

.4.6

Prefixes

Suffixes

Root Word

Figurative Language

Context Clues

Capitalization

Relative Pronouns

Spelling Rules

Synonyms/Antonyms

4th

Grade





























CCSS.E

LA-L

itera

cy.L

.5.1

CCSS.E

LA-L

itera

cy.L

.5.1

.a

CCSS.E

LA-L

itera

cy.L

.5.1

.b

CCSS.E

LA-L

itera

cy.L

.5.1

.c

CCSS.E

LA-L

itera

cy.L

.5.1

.d

CCSS.E

LA-L

itera

cy.L

.5.1

.e

CCSS.E

LA-L

itera

cy.L

.5.2

CCSS.E

LA-L

itera

cy.L

.5.2

.a

CCSS.E

LA-L

itera

cy.L

.5.2

.b

CCSS.E

LA-L

itera

cy.L

.5.2

.c

CCSS.E

LA-L

itera

cy.L

.5.2

.d

CCSS.E

LA-L

itera

cy.L

.5.2

.e

CCSS.E

LA-L

itera

cy.L

.5.3

CCSS.E

LA-L

itera

cy.L

.5.3

.a

CCSS.E

LA-L

itera

cy.L

.5.3

.b

CCSS.E

LA-L

itera

cy.L

.5.4

CCSS.E

LA-L

itera

cy.L

.5.4

.a

CCSS.E

LA-L

itera

cy.L

.5.4

.b

CCSS.E

LA-L

itera

cy.L

.5.4

.c

CCSS.E

LA-L

itera

cy.L

.5.5

CCSS.E

LA-L

itera

cy.L

.5.5

.a

CCSS.E

LA-L

itera

cy.L

.5.5

.b

CCSS.E

LA-L

itera

cy.L

.5.5

.c

CCSS.E

LA-L

itera

cy.L

.5.6

Prefixes

Suffixes

Root Word

Figurative Language

Context Clues

Capitalization

Relative Pronouns

Spelling Rules

Synonyms/Antonyms

5th

Grade


























Prefix and Suffix Practice Using the Puzzles:

Students match up two puzzle pieces to form words. Students then read the sentences.

They select the best word that will fit into the blank space of the sentence from the

words that were made by joining together the puzzle pieces.

A “Student Response Sheet” has also been provided for students to write

answers if you would like to use the repeated use version in a learning center,

for morning review, or for differentiated instruction.

This set practices with

the prefixes over- and

ex- and the suffixes –ly

and al/ial. Different

books in this series will

focus on different

prefixes and suffixes.

Pictured is an example

from Charlotte’s Web.

Page | 24 Unit Created by Gay Miller


Root words may be

different from those

pictured here.


Prefix/Suffix I Have, Who

Has Game

Print the deck of cards onto cardstock. Laminate for

repeated use before cutting out the cards.

Directions for Playing “I Have . . . Who Has . . .

1. Distribute one card to each student. If you have

extra cards in the deck, continue to pass them out

until the entire deck is distributed.

2. The person with the card that says, “I have the first

card,” begins. This student reads the question on

his/her card. The student with the answer then

reads his/her card.

3. Play continues until the game has looped through

to the card that says, “The End.”

Optional

You may wish to begin the game with everyone

standing. Students sit after reading their cards.

You may also wish to set a stopwatch to encourage

students to beat class records. This helps students

stay focused on the activity.


Read selections from the book orally and have students use the response cards to

show which type of figurative language is being used. A list of figurative language

found in Frindle may be found on pages 105-106 of this unit.

You may also wish to incorporate some discussion with this activity because some

of the lines may be difficult to interpret.



Square Four 2 to 4 Players

Object of the Game

The object of the game is to be the first player to make a square using four of

his/her playing cards.

Red wins.



Three versions of the organizer rule cards are offered: one with blanks for students to write the rule and example sentences; one with the rule provided but with blank

spaces for students to write in key words; and one with the answers provided. The third copy of the organizer may be used as an answer key, for differentiated

instruction, for students who were absent during instruction, or if you wish for the students to have cards already completed.


Three versions of this organizer are provided depending on the needs of your students.

The third copy of the organizer may be used as an answer key, for

differentiated instruction, for students who were absent during instruction, or

if you wish for the students to have the sentences already completed.

This organizer will

fit into a notebook.


Spelling Rules Organizer This graphic organizer and activity cover the following Common Core Standard:

CCSS.ELA-Literacy.L.4.2.d

Spell grade-appropriate words correctly, consulting references as needed.

Three versions of this organizer are provided depending on the needs of your students.

Students will write definitions and examples.

Students write key words in the definitions and examples. The third copy of the organizer may be used as an answer key, for

differentiated instruction, for students who were absent during

instruction, or if you wish for the students to have the sentences

already completed.

This organizer will

fit into a

notebook.



Spelling Verbs Card Activity Recording Answers

Following the task cards, you will find a “Student Recording Sheet” for students to record answers.

Ways to Use the Cards

The following cards contain irregular verbs. To complete a turn, students must

correctly spell the –ing form of the verb. [You may use the cards to form other verb tenses as well.]

I like to place one card at a time under the document camera for viewing on the SmartBoard. If you do not have a document camera, you can achieve this same

result opening this file on your computer and enlarging the screen size so that one card fills the screen at a time. Students take turns correcting the sentences. This can be made into a game activity by simply dividing the class into teams and

awarding points for correct answers.

I like to use a soft ball. Students pitch the ball from one to another. The person holding the ball must answer the question (correct the sentence) before tossing the ball to a student who has not had a turn. The ball rotates until all cards have been

used or all students have had a turn.

The cards may be used with the game activities.


Synonyms & Antonyms

Graphic Organizers


4th Grade Level ~ Interactive Notebook & Activity Series


Prefixes, Suffixes, & Roots

Charlotte’s Web ex-

over-

-ly

-ial -al tract Dominos

Fantastic Mr.

Fox

dis-

under-

-ful

-ness

Card/Spinner

Game

Frindle non-

pre-

-ment

-en rupt I Have Who Has

Because of

Winn-Dixie

ex-

de-

-tion/-sion

-er/-ier fin Sorting Activity

Mr. Popper’s

Penguins

de-

dis-

-ial -al

-en

aud

son

phon

Spinner/Board

Game

The Mouse and

the Motorcycle

anti-

pre-

mis-

-ment

-less tele Card Game

The Tale of

Despereaux

under-

over-

-tion/-sion

ful

less

form BINGO

Chocolate

Fever/The

Chocolate

Touch

mixed review mixed review graph Jeopardy

Sarah, Plain and

Tall

de-

ex-

over-

-ly

-ful

-ment

spec Spoons with

Root Words

The Cricket in

Times Square mis-

dis-

-ness

-er/-or meter


Figurative Language CCSS.ELA-Literacy.L.4.5.a

Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

CCSS.ELA-Literacy.L.4.5.b

Recognize and explain the meaning of common idioms, adages, and proverbs.

Skill Activity

Charlotte’s Web Similes Memory (Matching)

Common Similes

Frindle Similes, Metaphors, &

Personification Square Four (Game)

Because of Winn-

Dixie Idioms

Memory (Matching)

Idioms with

Definitions

Mr. Popper’s

Penguins Idioms, Proverbs, and Adages

Printable

Sayings Mini Booklet

The Mouse and the

Motorcycle

Sound Devices

(Alliteration, Onomatopoeia, &

Repetition)

Sound Devices in

Songs

The Tale of

Despereaux Proverbs and Idioms BINGO

Drawing Activity

Chocolate Fever/The

Chocolate Touch

Similes, Onomatopoeia, Idioms,

Personification, & Alliteration

Figurative Language

in Candy Names &

Slogans

Poem Activities

Sarah, Plain and Tall Mixed Review

Craftivity ~ Flowers

with Figurative

Language from

Sarah, Plain and Tall

The Cricket in Times

Square

Similes and Metaphors (Response

Cards)

Idioms (Craftivity)

Craftivity




4th

Grad

e P

un

ctu

ati

on

Sta

nd

ard

s

Capitalization

and Punctuation

Sequence Rules

Ch

arlo

tte’s

Web

Fan

tasti

c M

r.

Fo

x

Frin

dle

Becau

se o

f W

inn

Dix

ie

Mr.

Po

pp

er’s

Pen

gu

ins

Th

e M

ou

se a

nd

th

e M

oto

rcycle

Th

e T

ale

of

Desp

ereau

x

Ch

oco

late

Fever/

Th

e C

ho

co

late

To

uch

Sarah

, P

lain

an

d T

all

Th

e C

ric

ket

in T

imes S

qu

are

CCSS.E

LA-

Litera

cy.L

.4.2

.a

Names, Initials, Title with

Names, Pronoun I

Titles used as Names

(Mom/Dad)

Days, Months, Holidays, &

Special Events

Special School Courses

Buildings, Businesses,

Organizations, and Brand

Names

Geographic Locations

Special Groups Religions Documents, Supreme

Being, Places of Worship

CCSS.E

LA-

Litera

cy.L

.4.2

.b Quotations

Quotations

Direct and Indirect Quotations

CCSS

.

ELA-

Liter

acy.L

.4.2

.

c

Comma before a Coordinating

Conjunction in a Compound

Sentence

CC

SS.

ELA -

Lite

rac

y.L

.

3.2

.

d Apostrophes with Possessives
























4th

G

rad

e P

un

ctu

ati

on

Sta

nd

ard

s

Grammar Rules

Ch

arlo

tte’s

Web

Fan

tasti

c M

r.

Fo

x

Frin

dle

Becau

se o

f W

inn

Dix

ie

Mr.

Po

pp

er’s

Pen

gu

ins

Th

e M

ou

se a

nd

th

e M

oto

rcycle

Th

e T

ale

of

Desp

ereau

x

Ch

oco

late

Fever/

Th

e C

ho

co

late

To

uch

S

arah

, P

lain

an

d T

all

Th

e C

ric

ket

in T

imes S

qu

are

CCSS.E

LA-

Litera

cy

.L.4

.1.a

Use relative pronouns (who, whose, whom, which, that)

CCSS.E

LA-

Litera

cy

.L.4

.1.a

Use relative adverbs (where, when, why).

CCSS.E

LA-

Litera

cy

.L.4

.1.b

Form and use the progressive (e.g., I was

walking; I am walking; I will be walking) verb tenses.

CCSS.E

LA-

Litera

cy

.L.4

.1.c

Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

CCSS.E

LA-

Litera

cy

.L.4

.1.d

Order adjectives within sentences

according to conventional patterns (e.g., a small red bag rather than a red small

bag).

CCSS.E

LA-

Litera

cy

.L.4

.1.e

Form and use prepositional phrases.

CCSS.E

LA-

Litera

cy.L

.4.

1.f

Produce complete sentences, recognizing

and correcting inappropriate fragments

and run-ons.* [Types of

Sentences/Identifying Complete Subject

and Complete Predicate]

CCSS.

ELA-

Litera

c

y.L

.3.1

.g

Comparative and Superlative Adjectives




































4th

G

rad

e P

un

ctu

ati

on

Sta

nd

ard

s

Spelling and

Consulting

References CCSS.ELA-Literacy.L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. CCSS.ELA-Literacy.L.4.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Ch

arlo

tte’s

Web

Fan

tasti

c M

r.

Fo

x

Frin

dle

Becau

se o

f W

inn

Dix

ie

Mr.

Po

pp

er’s

Pen

gu

ins

Th

e M

ou

se a

nd

th

e M

oto

rcycle

Th

e T

ale

of

Desp

ereau

x

Ch

oco

late

Fever/

Th

e C

ho

co

late

To

uch

Sarah

, P

lain

an

d T

all

Th

e C

ric

ket

in T

imes S

qu

are

CCSS.E

LA-L

itera

cy.L

.4.2

.d

Forming Plurals regular plurals -s, -es -ies -ves irregular plurals

Forming Possessives

Forming Regular Past Tense

Irregular Verbs

Comparatives and Superlative Adjectives

Spelling Rules

CCSS.E

LA-

Litera

cy.L

.4.4

.

c

Dictionary

Dictionary

CCSS.E

LA

- Litera

cy.L

.

4.2

.d

Forming Plurals regular plurals -s, -es -ies -ves irregular plurals













Word

Relationships

& Confusing Words CCSS.ELA-Literacy.L.4.1.g Correctly use frequently confused words (e.g., to, too, two; there, their).* CCSS.ELA-Literacy.L.4.3.a Choose words and phrases to convey ideas precisely.* CCSS.ELA-Literacy.L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

Ch

arlo

tte’s

Web

Fan

tasti

c M

r.

Fo

x

Frin

dle

Becau

se o

f W

inn

Dix

ie

Mr.

Po

pp

er’s

Pen

gu

ins

Th

e M

ou

se a

nd

th

e M

oto

rcycle

Th

e T

ale

of

Desp

ereau

x

Ch

oco

late

Fever/

Th

e C

ho

co

late

To

uch

Sarah

, P

lain

an

d T

all

Th

e C

ric

ket

in T

imes S

qu

are

CCSS.

ELA-

Litera

cy.L

.4

.5.c

Synonyms & Antonyms

CCSS.E

LA-L

itera

cy.L

.4.3

.a

Related Words (Shades of Meaning)

Positive and Negative Connotation

Homographs & Homophones

Confusing Words

Homophones & Confusing Words


Confusing Words

CCSS.

ELA-

Litera

c

y.L

.4.5

.c

Analogies with Synonyms and

Antonyms

CCSS.

ELA-

Litera

c

y.L

.4.3

.a


CCSS.

ELA-

Litera

c

y.L

.4.5

.c

Synonyms & Antonyms






























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