Fourth Grade - ELA
1: Interdependence
Unit 1: Little House in the Big Woods
Lesson 1
Introducing the Story
The memory-writing activity asks students to write an account of an early memory using a pre-writing organizer that prompts them to describe the memory, who was involved, what feelings they had, why it stands out, and what others could learn—tasks that require selecting words and phrases to convey ideas. The Setting: Wisconsin activity asks students to read about the state's plants and animals and record examples on a chart, which requires choosing appropriate vocabulary for those items. The listed skill "Use oral and written language to present information in a sequenced, logical manner" indicates students will practice expressing ideas in writing and speech.
Lesson 2
Little House in the Big Woods
Students cut out and sort vocabulary word cards, look up definitions in a dictionary, record meanings on vocabulary cards, and underline suffixes and root words. Students read words in context and complete a cloze story by filling blanks with appropriate vocabulary words. Skills listed tell students to increase reading and writing vocabulary and to use oral and written language to answer open-ended questions, and activities ask students to record descriptions (e.g., how resources aided survival) in writing.
Lesson 3
Winter Days and Winter Nights
Students are asked (Question #4) to identify "what words or phrases did the author use to make the story more exciting," prompting them to note specific verbs like "screamed" and "leaped" and descriptive phrases such as "enormous slashing claws." The skills list includes responding to fiction using interpretive and evaluative processes, which requires students to examine author word choice. Classroom discussion directions ask students to name words or phrases the author used, giving explicit opportunities to analyze precise language.
Lesson 4
The Long Rifle
Students are asked to retell Pa's story out loud and to make up and practice their own stories, which gives them opportunities to select language for oral storytelling. The activities explicitly tell students to discuss ways storytellers make stories more interesting, including using vivid details and "exciting language" and giving characters different voices. The Skills list includes adapting speech to audience, purpose, and occasion and sharing an oral project, which require students to choose words and phrases for speaking.
Lesson 5
Christmas
Students are asked to write sentences and paragraphs about the chapter (Activity 2 and Activity 3), including two examples of each sentence type and three short paragraphs planned with topic sentences and supporting details. The lesson models descriptive language in the question/answer about the snow (words like "glittering," "sparkled," "huge drifts") and directs students to use transitional words and phrases ("for example," "another," "also") to help ideas flow. The Student Activity Pages require students to produce multiple written examples related to the chapter, providing opportunities to select words when composing sentences.
Lesson 6
Sundays and Two Big Bears
Students are asked to write five-senses poems that require them to select descriptive words and phrases to convey what their least-favorite day 'looks like,' 'sounds like,' 'tastes like,' 'smells like,' and 'feels like.' Students also write an acrostic poem for BEARS and record factual notes in labeled sections of a bear paw print (habitats, foods, types), which require choosing words and short phrases to describe ideas. An example five-senses poem and an example acrostic are provided that model specific sensory and descriptive phrases.
Lesson 7
The Sugar Snow
Students locate vocabulary words in the text, write the book sentence, record dictionary definitions, and create their own sentences for each word in the Vocabulary Mini-Book activity. The lesson directs students to use a dictionary to find correct pronunciations and meanings, and to demonstrate this skill. In the Maple Sugar Recipe activity, students are asked to create a recipe card with step-by-step directions, which requires composing clear procedural language.
Lesson 8
Dance at Grandpa's
Students are asked to write a song with two verses and a chorus, choose a mood for the song, and pick instruments that fit that mood (Activity 4, Option 1). Students listen to multiple songs and record how each song made them feel, then describe the mood of pieces they or others play (Activity 2). In Question #1 and other discussion prompts, students describe Grandma's house and translate descriptive language into a diagram, practicing use of descriptive phrases to convey details.
Lesson 9
Going to Town
Students make lists of five adjectives to describe Laura and Mary and are prompted to give examples of adjectives before beginning, practicing selection of descriptive words. Students describe differences between characters, act out scenarios for each sister, and draw pictures while labeling traits, which requires choosing words to convey character qualities. Students are asked to write about a visit to a historic place and to describe why it is important, offering practice in selecting words and phrases to explain an experience.
Lesson 10
Summertime and Harvest
Activity 2 instructs students to "record the words and phrases the author uses" and to "write interesting and descriptive words and phrases" for each season. The Student Activity Page directs students to "Describe the four seasons ... using vivid and descriptive words" and provides lines for writing descriptions. Activity 3 Option 2 asks students to write paragraphs describing the interdependence between bees and flowers and to read their paragraphs aloud; Option 1 asks students to title and label parts of an illustration.
Lesson 11
Finishing the Book
Students are asked to revise their writing by clarifying ideas, adding descriptive words and phrases, sequencing events and ideas, and strengthening word choice (Skills section). Students use a rubric that evaluates "Creativity" through "use of interesting words and imagery" and are prompted to think about improving the letter's creativity during editing (Activity 2 and Activity 3). Students draft a letter and perform multiple rereadings focused on content and then on grammar/spelling, which includes attention to word choice for clarity and imagery.
Final Project
Pioneer Family Night
Students are asked to explain how pioneers were dependent on natural resources when they lead the family in making the orange clove craft and to explain the significance of the craft on the activity page. Students must choose and explain two to three favorite book sections and practice reading them aloud, with space provided to write why those sections are favorites. Students are prompted to explain the importance of music, dance, and storytelling to pioneers and to write notes on the checklist and activity pages.
Unit 2: The Sign of the Beaver
Lesson 1
Background Information
Students are asked to "list ten facts about the state of Maine and word them as if they are clues," which requires them to select words and phrases to convey information in a clue format. Activity 2 asks students to "write a paragraph" taking a perspective (settler or Native American), requiring them to choose language to express reasoning. Option 2 asks students to "write a free verse poem" describing how they would use resources, which involves selecting descriptive words and phrases to convey ideas and imagery.
Lesson 2
Alone
Students complete vocabulary webs that require them to look up words, identify part of speech, synonyms/antonyms, and write a sentence using each word, which practices selecting words to convey meaning. Students use a dictionary or glossary to confirm meanings and choose the context-appropriate definition for words like notch, neglected, and bellowing. Students record words or phrases on character timelines to describe feelings, attitudes, and actions and discuss the historical connotation of the word "savage," prompting consideration of word choice and impact.
Lesson 3
A Stranger
Students record words or phrases on a Character Timelines page to describe Matt's feelings, attitudes, and actions. Students write five sentences about characters, events, and setting (Option 1 or 2) and must include and underline a preposition, circle the subject, and circle the predicate. Students describe natural remedies for listed conditions, explaining which environmental ingredients could be used.
Lesson 5
A Story
The lesson's Skills section explicitly lists "Summarize main ideas from written or spoken texts using succinct language," which asks students to produce concise wording. Multiple journal prompts ask students to "describe" resources, explain perspectives, and answer comprehension questions in writing, requiring students to select words and phrases to convey their ideas. The "A Desert Island" activity asks students to "record" and "describe" how they would use natural resources, which asks for precise descriptive language.
Lesson 6
The Beaver
Students answer comprehension questions in a journal and orally (e.g., describing Attean's fishing method, the 'sign of the beaver,' and how relationships change), which requires them to compose written phrases to convey ideas. Students complete a Beaver Research worksheet where they record habitat, adaptations, food, predators, and answer explanatory prompts such as "Why do beavers use trees to make dams?" Students create a Venn diagram comparing two stories and write at least two similarities and two differences, requiring them to choose words to summarize and contrast ideas.
Lesson 7
Real Life Learning
Students write definitions for targeted vocabulary words and create a visual symbol for each word on the "Vocabulary Memory Game" page. Students must use each vocabulary word in a sentence when they get a match during the memory game. Students record descriptions on Character Timelines and write rules in the "Rules of the Forest" book, which require them to produce written phrases and sentences about characters and survival strategies.
Lesson 8
The Bear
Students are asked to practice telling a personal event as a campfire story and are specifically encouraged to use "exciting words and body language to make the story more interesting," which addresses spoken word choice. The Skills section asks students to identify the purpose, audience, and appropriate form for an oral or written task, which supports choosing words for audience and purpose. Students also share written and oral products, giving opportunities to demonstrate word choice in performance.
Final Project
The Sign of the Beaver Movie
The skills list explicitly tells students to practice "adding descriptive words and phrases" and "strengthening word choice," which directs students to revise language during drafting. The Movie Synopsis activity asks students to use "exciting, descriptive language" and gives a rubric item asking "Did you use exciting, dramatic language?" Students are instructed to write a rough draft, make corrections while referring to the rubric, and conference about suggested changes, providing opportunities to revise word choice.
Unit 3: Native American Animal Stories
Lesson 2
People and Animal Stories
Students answer guided comprehension and opinion questions in journals (e.g., explaining why the woman disliked frogs, why the boy did not listen to his family), which requires them to select words and phrases to explain ideas. Students write short responses describing animals, their importance, and lessons learned (Activity 7) and create an original "Animal Tale" with facts and five human characteristics (Activity 8), requiring descriptive word choice. Students complete story maps and comparative Venn diagrams that ask them to summarize settings, problems, events, and similarities/differences in writing.
Lesson 3
The Natural World
Students are asked to retell the butterfly story using props and to "use body language and interesting words" and to vary tone, which requires them to choose words and phrasing for oral storytelling. Students are asked to write a short puppet-show script with lines for characters, which requires selecting words for spoken dialogue. Students compare mythical and scientific explanations of adaptations and are asked to explain which they prefer and why, requiring them to express ideas and reasons in words.
Lesson 4
Survival Stories
Students are asked to write sentences in their journals explaining why the Indians hunted and where most people get their food, which requires composing phrases to convey ideas (Activity 2). Students can write poems from the perspective of an animal or list/draw ways Native Americans depended on animals (Option 1 and Option 2), and complete ecosystem pages that ask for written sentences describing each animal's role. The skills list explicitly includes "Use written language to report information on a topic," indicating students will compose written responses about content.
Lesson 5
Legends from Other Cultures
Students practice with synonyms in the listed Skills and in the Grammar Practice activity, where they match words from the stories with synonyms and (Option 2) must find their own synonym pairs. Students write summaries and answer journal questions about the tales (e.g., describing Uaica, explaining Kalulu's lesson), and complete tasks that require them to describe lessons, fill in a culture chart, and record proper nouns and sentence types. The Animal Tales and Pan Gu activities ask students to describe lessons and illustrate transformations, which require selecting words and phrases to convey ideas in writing.
Final Project
My Own Myth
The lesson rubric's Content category explicitly asks whether the student used "interesting words," and the Skills list includes "Compose sentences with interesting, elaborate subjects," which prompts attention to word choice in writing. The editing sequence has students reread for content (one pass) and for grammar/spelling (another pass), using the rubric to guide revisions, which requires students to evaluate their word choices. The project requires students to brainstorm, draft, and revise a myth, giving them multiple opportunities to select language for their written explanations.
2: Force and Power
Unit 1: Ben and Me
Lesson 1
Ben Franklin and the Colonies
Students are prompted to write a poem about Philadelphia (Activity 6), which requires selecting words and phrases to contrast "yesterday" and "today." Students complete a kite-shaped diagram with descriptive prompts about Ben Franklin (physical appearance, personality, scientific contributions), requiring them to produce descriptive language. Students are asked to list "instead of" ideas in a journal about life without modern conveniences, which asks them to name alternatives and describe differences.
Lesson 2
Setting the Record Straight
Students locate unfamiliar words, copy the sentence from the book, write definitions, and compose a new sentence using each word in the "Finding Vocabulary Words" activity. In Option 2, students are asked to create a new sentence that would fit the book's context, which requires them to select words that convey the intended meaning about Amos, Ben, or related topics. In the "Something New" activity, students describe the function of inventions they create, practicing word choice to explain ideas.
Lesson 3
Swimming
Students copy the sentences that describe the hat and circle the adjectives that describe it, directly working with descriptive word choice. Students write a descriptive paragraph as an advertisement and/or write a commercial script and discuss the types of words and phrases used in ads, practicing language selection for purpose and audience. Students also review magazine advertisements to analyze the language advertisers use, reinforcing precise word and phrase choices for effect.
Lesson 4
Electricity
Activity 3 asks students to write a first-person paragraph about a vision and to include at least ten adjectives, four adverbs, and four conjunctions, which requires students to produce descriptive words and phrases. Activity 2 asks students to design a badge that 'emphasizes the importance of reading and the power of words' and to teach a younger child, which requires selecting language to communicate an idea. The lesson also asks students to verbally summarize chapters and to record factual versus fictional events, which requires choosing words to restate and clarify events.
Lesson 6
War
The lesson lists the skill "Develop vocabulary through reading" and instructs students to use dictionaries, glossaries, and context to build word meanings and confirm pronunciation, which directs students to attend to word choice. In Activity 2, students must place given vocabulary words into blank spaces in a paragraph (Vocabulary: A Revolutionary Story) and then read the paragraph aloud, requiring them to select the word that fits the context. The directions also prompt students to check pronunciation and meaning in the dictionary, reinforcing attention to precise word meaning.
Lesson 8
Amos's Account
The activities instruct students to revise drafts "in order to achieve a sense of audience, refine word choices, and create vivid images," which directs students to work on word selection. The Writing Rubric asks students to include vocabulary from the story and to use descriptive language, and the lesson asks students to discuss and include transitional words (first, then, next, finally) when sequencing events. Students also conduct an editing conference and are asked to make writing "clearer, more interesting, and more accurate," supporting revision of phrasing.
Lesson 9
The Rescue
Students are asked to list "two or three words" in each category on the "Ben and Amos Bags" page, requiring them to select words and short phrases to characterize each figure. Students are instructed to decorate bags with "illustrations, words, and phrases" and then place items in the bags and explain the significance, prompting them to choose language that represents character traits. Students are also asked to write a new verse for "Yankee Doodle" from Amos's account, which requires selecting words and phrases to convey a specific perspective and idea.
Lesson 10
Back Home
The skills list explicitly includes increasing vocabulary by studying author's craft, which supports attention to word choice. In "Ben's Maxims" students locate each maxim in context and provide their own interpretations, and they are asked to write their own maxim by which children can live. Students also interview adults to gather alternate interpretations of concise sayings, reinforcing analysis of how short phrases convey meaning.
Final Project
An Interview or Party for Ben
Students are asked to write ten interview questions and answer them in character as Ben Franklin, explicitly covering topics such as inventions, influence, electricity, and his hometown. Students must write two of Ben's maxims and explain why each is important. Students also compose a birthday card thanking Ben, explain their choice of a gift, write directions for a party game, and create a song honoring Ben — all activities that require producing written and oral language for specific purposes and audiences.
Unit 2: The Lion, the Witch and the Wardrobe
Lesson 1
The Professor's House
Students practice vocabulary by writing target words on note cards, looking up definitions in an online learner's dictionary, recording definitions on the back of the cards, and selecting the definition that best fits the context of a fantasy story. Skills listed include increasing reading and writing vocabulary through word study and book discussion and using word reference materials to verify spelling and extend meanings. Students also compose a draft (either a "Meet the Author" page or a short newspaper article) that focuses on a topic.
Lesson 2
Edmund Discovers Narnia
The Turkish Delight activity (Option 2) asks the student to write a paragraph describing how the witch would try to convince her and explicitly tells the student to think about what words and descriptions the witch would use to persuade. Option 1 asks the student to write a paragraph describing how wonderful the favorite food tastes, which requires choosing descriptive words and phrases. The map activity asks the student to draw and label lands and geographic features, which involves selecting labels and short phrases to convey place names and features.
Lesson 4
The Lion
Students are asked to record words and phrases that describe a lion from a selected myth or legend (Activity 2), which requires them to identify descriptive language. They use those words and phrases to complete a Venn diagram comparing that lion to Aslan, prompting selection of language to show similarities and differences. In Activity 3 students must write a paragraph or song describing an animal character, answering specific questions about characteristics and role, which requires choosing words and phrases to convey meaning in writing.
Lesson 5
A Disappointment
Students are asked to write several phrases or sentences describing the White Witch's appearance and actions on the "Villains" activity page. Students list three words or phrases that describe other villains, illustrate them, and write a sentence describing a sinister way each villain uses power. Students create a picture dictionary (write the word, write the definition, glue a picture) and use a vocabulary cube where they must use the rolled word in a sentence verbally and then record it on paper.
Lesson 6
A Gift from Father Christmas
The skills list explicitly tells students to "revise drafts to achieve a sense of audience, precise word choices, and vivid images." Activity 3 directs students to reread paragraphs and "focus on verbs that show action and descriptive adjectives," and Activity 1 requires inclusion of at least three vocabulary words. The rubric directly asks students to self-evaluate use of action verbs, interesting/descriptive adjectives, and vocabulary usage.
Lesson 7
Spring
Students are asked to "write to discover, develop, and refine ideas" and to "write to record ideas and reflections," which sets up extended writing tasks. Students choose between writing a letter to a real-life hero that explains why the person is a hero and gives examples, or designing and presenting an award that requires explaining why the person deserves it. Students also write a paragraph in their journal describing a time they were tempted to do something wrong and explain their decision, and they are asked to describe how the environment in Narnia is changing and how Edmund is changing.
Lesson 8
Deep Magic
In Activity 2, "The Four Siblings," students are prompted to list five words or phrases that describe each character and to state which character they are most similar to. In Activity 3, "Imagery," students record words and phrases from the text that appeal to the senses (sight, touch, hearing) and are given examples of sensory phrases to note. Activity 1 and the "A Powerful Leader" page also require students to record examples and facts and to decide how to describe a leader, prompting students to choose descriptive language.
Lesson 9
Back to Life
Students read Chapters 15 and 16 and are asked to select three or four questions to answer in a journal, requiring them to write responses. Students are asked to describe three ways Aslan resembles a Christ-like figure using a provided trait list, which asks them to choose words and phrases to explain similarities. Students record an example of good vs. evil on a page and participate in discussion responses, which require them to produce written and spoken language.
Lesson 10
Back Through the Wardrobe
Students write a movie review that asks them to highlight what they enjoyed and what could be better, which requires choosing descriptive words and phrases. Students describe and illustrate a new route to Narnia and act out a scene, requiring them to produce spoken and written descriptions. Students list casting choices and add brief explanations, which asks them to select words to justify their choices.
Final Project
Narnia Think-Tac-Toe
Students are asked to write multiple pieces (a short story, a national anthem, journal entries, a paragraph analyzing tension, and six text messages) that require composing language to express ideas. Students must also summarize the book and write about three books/movies that affected them, tasks that involve selecting words and phrases to convey meaning. The activities ask students to produce written and oral products and to share them, implying they will craft language for different audiences and purposes.
Unit 3: The BFG
Lesson 1
In the Middle of the Night
Students match vocabulary words to precise definitions in the "Vocabulary Giant" activity, cutting and placing words on body parts labeled with definitions. Students are directed to reread sentences in the novel and use context clues to determine word meanings. Students write a descriptive paragraph comparing their street day vs. night using shades and colors and brainstorm word lists to compose a song or poem about the "witching hour," prompting selection of nighttime- and mystery-related words and phrases.
Lesson 2
Snatched
Students are asked to write a description of a good home for giants (Option 1 and on the back of Option 2), which requires composing descriptive language. Option 2 directs students to copy the author's descriptive passage about the giant's environment and then illustrate it, exposing them to the author's word choices. Activity 2 has students write labeled information about London (Location, Language, People, Homes, Buildings, Similarities, Differences), which requires selecting words and phrases to convey information.
Lesson 4
Ears and Snozzcumbers
Students are asked to identify and record "Quotable Quotes" from Sophie and the BFG, which makes them notice specific phrasing. Students are asked to write about a vivid dream and to discuss emotions and color symbolism, then choose a color scheme, which connects language to emotional nuance. Students are asked to write a paragraph or song describing how they would use an incredible power of hearing, which requires them to produce descriptive language and select words to convey their ideas.
Lesson 6
Catching People and Dreams
Students practice substituting correct words and correcting grammar on the "Interpreting the BFG" activity page, where they rewrite sentences the giant has spoken using appropriate words and phrasing. Students are asked to title and describe dreams on the "Sweet Dream or Nightmare" page, choosing words (shape, color, response) to represent ideas vividly. In "A New Giant" and the journaling/discussion prompts, students must name a new giant and describe how it captures humans and answer comprehension questions in writing, requiring selection of words and phrases to convey their ideas.
Lesson 8
A Dreamy Plan
Students match vocabulary words to precise definitions in the "Giant Vocabulary Matching" activity and use dictionaries/glossaries/technology to determine word meanings and pronunciations. Students complete a cloze paragraph (Option 1) in which they select the correct vocabulary words to fit contextual cues. Students produce original writing (Option 2) that requires them to include specified vocabulary words in a paragraph describing an encounter with a giant.
Lesson 10
A Breakfast Fit for a Queen
Activity 3 asks students to brainstorm a list of adjectives that describe the queen, select five adjectives most apparent in the chapters, and provide text evidence to support each adjective. The student activity page for "Characterizing the Queen" explicitly directs students to record adjectives and corresponding support from the text. The Skills section includes "Demonstrate learning through productions and displays such as oral and written reports," which implies students will produce spoken or written work that could involve word choice.
Lesson 12
Snozzcumbers
Students write five interview questions for Roald Dahl (Activity 2), which requires composing specific words and phrases to ask about the book and the author. Students record quotable lines from characters (Activity 1) and note events, quotes, and actions that support themes (Activity 3), which involves identifying precise phrasing from the text. Students also create a new cover including author/illustrator/title and explain casting choices in a directing activity (Activity 4), which require students to produce short written explanations.
Final Project
Recipe for a Dream or Newspaper Report
Students are directed to use at least three vocabulary words from a provided list when writing the dream description, and the rubric evaluates "Use of vocabulary words" and "Description detail." The Skills list explicitly tells students to "focus reflection on target elements by using descriptive words and phrases and sequencing events and ideas." The newspaper option instructs students to use formal English, avoid slang and contractions, and use correct spelling, punctuation, and grammar, which guides precise word choice in that task.
3: Similarities and Differences
Unit 1: Stories from Africa and Asia
Lesson 1
Meerkats in Botswana
Students are asked to draw a meerkat and write a descriptive paragraph that includes five facts, requiring them to select words to describe the animal and its habitat. Students may instead write a short story that integrates at least five factual details, practicing the integration of factual language into narrative writing. Students record notes in a graphic organizer about Botswana's land, language, animals, and people, which asks them to summarize information using words and phrases.
Lesson 2
Meeting Precious
Students complete explicit vocabulary activities (Activity 1) that require them to match words from a provided word box to definitions and fill a crossword, and some options ask them to create their own crossword and write definitions using a dictionary. The lesson lists "Extend vocabulary through word study" as a skill and provides targeted vocabulary words (e.g., nimble, vantage, gingerly, imploringly) for students to define and spell. In Activity 2 and the chart task, students must record facts and select terms for categories (Kind of Animal, Diet, Predators, Defense, Habitat, Special Characteristics), which requires choosing appropriate vocabulary for factual descriptions.
Lesson 3
The Surprise
Students are asked to edit three paragraphs on the "Editing" page, where they correct word errors (e.g., "knewed" to "known"), capitalization, punctuation, and possessive forms, which requires attention to word choice and form. Students write a paragraph in Activity 3 describing why they would study a chosen African animal, which requires composing phrases to convey reasons and details. Students record similarities and differences in Activity 1 and summarize/predict in Wrapping Up, tasks that require selecting words and phrases to express comparisons and events. Activity 4 has students identify authorial intrusion and discuss why an author might choose that device, engaging them in thinking about an author's word- and phrase-level choices for effect.
Lesson 4
A Missing Cow
Students are asked to write a script for a scene, producing dialogue and stage directions for the moment when Kosi escapes, which requires selecting words and phrases to convey action and character speech. Students also complete short written responses to comprehension questions in a journal and generate man-vs-nature conflicts for pictured settings, which require them to put ideas into words on the activity pages.
Lesson 5
A Good Idea
Students identify and use adjectives and adverbs in Activity 3 by listing verbs for movements, generating adverbs (slowly, carefully, quickly, quietly), and composing sentences that pair chosen verbs and adverbs. In Activity 4 students must write sentences on a poster or a short story that include at least three adjectives and two adverbs and follow guidance on ordering multiple adjectives. Activity 2 asks students to write a descriptive paragraph about a personal experience, prompting them to choose words and phrases to describe events so others can learn from the account.
Lesson 6
African Bush Diorama
The Book Report Rubric explicitly asks students to "use interesting adjectives and adverbs," prompting descriptive word choice in their writing. The activities require students to compose a draft, organize ideas with the "Organizing My Report" pages, and participate in a conference to review and improve content, grammar, and organization. Skill statements include using planning strategies to organize ideas and composing a draft that conveys major ideas and maintains focus.
Lesson 7
Japan
Students are asked to write an acrostic poem about Japan, which requires selecting words that begin with specific letters to convey ideas about the country. Students may create a travel poster for Japan, which involves composing brief descriptive and persuasive text to highlight major sights and cultural elements. The skills list includes "Use written language to report information on a topic," indicating students will produce written reports or descriptions about Japan.
Lesson 9
The Secret is Out
The lesson includes a skill objective to "Develop vocabulary through reading," which relates to word choice. In Activity 3 (Family Gifts) students write the name of a family member and "record the gift" they believe each person should receive, requiring them to describe others. In Option 2 (My Gift) students are asked to write a paragraph about a special ability and think about the best way to share it, which involves composing descriptive language.
Lesson 10
Kenji
Students are asked to write a get-well card of at least eight sentences and to draft and edit their writing, which provides practice in composing written messages. The lesson reviews letter-writing form (greeting, date, first person, closing, signature) and asks students to identify purpose, audience, and appropriate form for a written task. The lesson also prompts discussion of personal versus formal letters and asks students to include Japanese cultural elements in their card, which requires some consideration of word choice for audience and context.
Lesson 11
O Bon
Students are asked to write journal entries from two perspectives (an American child and a Japanese child) and to write short remembrance songs that express meanings of traditions, which requires selection of words and phrases to convey ideas. The Skills section includes "Respond to stories and poems in ways that reflect understanding (in discussion, in writing...)," and students are prompted to answer comprehension questions in their journals, prompting written expression. The activities require students to describe cultural elements and personal feelings about foods and holidays, which involves choosing language to communicate those ideas.
Lesson 12
Racing the Wind
Students read and discuss haiku poems and are told that a haiku should "create an image in the reader's mind," encouraging them to select language that evokes imagery. Students are asked to write two haikus (one fitting Sadako's story and one personal), using the 5-7-5 syllable structure, and to read them aloud paying attention to syllables. The Student Activity Page provides haiku examples that model concise phrasing and includes space for students to compose and illustrate their own poems. Activity 3 asks students to "write a short wish" for a peace monument, which requires choosing brief, meaningful wording.
Lesson 13
Precious and Sadako
Activity 1 directs students to cite a description from the book, record a quotation, note a phrase another character uses to describe Precious or Sadako, and list two personality traits, which requires students to identify words and phrases that convey character. Activity 3 (Option 2) asks students to write an eight-sentence, first-person letter explaining an important event and how the character felt, requiring students to choose language to describe feelings and circumstances. Activity 4 asks students to compose five questions and an answer key for each novel, which requires students to produce written questions and responses using words and phrases to express ideas.
Unit 2: Holes
Lesson 1
Texas and Desert Biomes
Students cut out listed vocabulary words, look up synonyms or antonyms using a thesaurus, and write those synonyms/antonyms beneath each word. Students orally use each vocabulary word in a sentence. Students write paragraphs about a chosen desert and record information, which requires selecting vocabulary to describe location, rainfall, plants, animals, and adaptations.
Lesson 2
Camp Green Lake
Students match legal terms to their definitions on the "Legal Terms" page, practicing and using domain-specific vocabulary (jury, lawyer, conviction, sentence, etc.). In the "An Inventor" activity students name an invention, explain how it solves a problem, list materials, and write numbered steps, requiring them to write descriptive phrases and label parts. The Skills section states students will "increase sight word recognition, along with reading and writing vocabulary, through word study and reading," indicating vocabulary development opportunities.
Lesson 3
Digging
Students answer open-ended reading questions (e.g., "How would you describe Mr. Pendanski?" and "Why do you think...?") that require them to choose words and phrases to describe characters and explain reasoning. Students are asked to write in a journal about nicknames, recording their own nickname, describing why they have it, and stating whether they like it, which requires selecting language to convey personal ideas and feelings. Students also complete matching and descriptive activities that ask them to label soil layers and write descriptions, requiring basic word-choice to match definitions to terms.
Lesson 4
Caveman
The lesson asks students to "use oral and written language to answer open-ended questions" and assigns journal writing (Activity 3) where students must write a response about their future and explain their answer. The reading questions require students to write answers and explanations for character traits and actions (e.g., why boys gave Stanley a nickname, why Zero said he wanted to dig). Option 1 asks students to record the author's descriptive language for the yellow-spotted lizard, which requires attention to descriptive words and phrases.
Lesson 5
KB
Students are asked to underline simple subjects and rewrite each sentence with an elaborated subject, which requires them to choose adjectives and descriptive phrases to make meaning more precise. Students are prompted to record 3–4 adjectives called out and to create sentences using those adjectives in the correct order, practicing selection and placement of modifiers. Students write original elaborated-subject sentences (including one about rattlesnakes) that require choosing words and phrases to convey more specific ideas.
Lesson 6
Sunflower Seeds
Students are instructed to write shape poems that "use language that appeals to the reader's senses and emotions" and that "create images and feelings within the reader," which asks them to select descriptive words and phrases. Option 2 requires students to compose an alliterative rattlesnake poem using the letter "s," prompting deliberate word selection for sound and effect. The activities ask students to draft and produce a final copy of their poems and to read them aloud, attending to the alliteration and sensory language.
Lesson 7
Zero
Students are asked to write in their journals: either a paragraph describing life and an occupation in the Old West or a letter home describing the journey, job, and hardships (Activity 2). Students record information about characters on the "Happy Campers" pages and answer four journal questions after reading Chapters 21–24, which require written responses. The Skills list includes "Share written products in a variety of ways," implying students will produce and present written work.
Lesson 8
Sam the Onion Man
Students are asked to write a speech or a poem (Activity 1) that explains why racism is wrong or describes equality, which requires selecting words and phrases to express ideas. Students must also rewrite a paragraph correcting run-ons and fragments (Activity 2), which involves reconstructing sentences and choosing phrasing while fixing sentence structure. Journal responses and discussion questions require students to answer and explain events and motivations in writing.
Lesson 9
Driving a Truck
Students are taught what adverbs do and are asked to identify and underline adverbs in sentences from the text, demonstrating attention to word choice that affects meaning. Students play an Adverb Game in which they must think of an adverb that could modify a drawn word and earn extra points for using that adverb correctly in a sentence, practicing selection of descriptive words. The wrap-up asks students to give examples of adverbs and use them in sentences, reinforcing deliberate choice of modifying words to convey manner, time, place, or degree.
Lesson 10
The Mary Lou
Students identify similes and metaphors in multiple sentences and explain what is being compared and what the comparison means (Activity 1 and the Student Activity Page). Students are asked to write a poem or song containing at least two similes and one metaphor and then identify those devices in writing (Activity 2, Option 2). Students add prefixes or suffixes to root words so that the resulting word makes sense in context, selecting the correct form to convey the intended meaning (Activity 3).
Lesson 12
Treasure and Lizards
Students practice selecting the correct homophone to fit sentence meaning in the "Homophone Bingo" activity by placing a marker on the correctly spelled word for each read-aloud sentence. In Option 2 students must supply the correct word form from context, which requires choosing a precise word to convey the intended meaning. In the Wrapping Up students are asked to give a pair of homophones and to use each word in a sentence, demonstrating correct word choice in their own writing and speaking.
Lesson 13
Innocent
Students are instructed to write a business letter using a provided organizer that lists sender name, address, date, recipient address, greeting, body, closure, and signature. The lesson directs a discussion of the difference between a business letter and a friendly letter and tells students to use the given structure to write their letter. Option 2 asks students to type the letter on a computer, which requires them to compose the greeting and body language for a formal communication.
Final Project
Welcome to Camp
Students are asked to write two descriptive paragraphs that specify the camp's name, geography, sleeping and eating quarters, staff, activities, and how activities build character, which requires selecting words and phrases to describe details. Students must design a uniform and "describe why" they designed it that way, prompting them to choose language that explains function and appropriateness. Students also create a welcome pack with five items and justify choices, write a camp song or chant, and list five differences from Camp Green Lake with explanations, all of which require choosing words and phrases to convey ideas and reasons.
Unit 3: Stories from Europe
Lesson 2
Fiona's Luck
Students are asked to describe Fiona and provide supporting evidence ("How would you describe Fiona? What evidence from the story supports your opinion of Fiona?"). Students write three sentences about the book that must each contain a prepositional phrase and use different prepositions, practicing deliberate phrase choice. Students record story elements (setting, characters, theme, conflict, resolution) and summarize the story verbally, which requires choosing words and phrases to convey those ideas.
Lesson 4
The Snow Queen
In Activity 1 students are told to "convey the information concisely" when creating a booklet about Denmark and are given a direct example comparing two polar bear descriptions to show why precise wording is preferable to vague, fluffy language. The vocabulary activities require students to match words to exact definitions and to choose synonyms and antonyms, giving practice in selecting words with specific meanings. The script assignment asks students to take the most important words from dialogue and shorten or change conversations while keeping meaning, and the Hans Christian Andersen discussion asks students to distinguish formal versus informal English choices.
Lesson 5
Comparing and Contrasting Stories
The Skills section explicitly asks students to "demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms)." In Activity 1 students must write an 8-10 sentence first-person retelling of selected events, which requires producing word choices in narrative writing. The wrap-up and Comparing Story Elements page ask students to explain similarities and differences, prompting them to compose explanatory phrases and sentences.
Final Project
Writing Your Own Story
Students are instructed to "use concrete words and phrases and sensory details to convey experiences and events precisely" in the Skills list and the Story Checklist emphasizes concrete descriptive language. Students list five adjectives for each character on the "Story Characters" pages and record words and phrases describing the setting on the "Setting" page. During drafting students are reminded to "use creative descriptions and interesting verbs" and to apply these descriptive words and phrases in their rough draft and final copy.
4: Exploration and Survival
Unit 1: Abel's Island
Lesson 2
The Storm
Students learn and practice vocabulary by creating a picture dictionary where they write each word and its definition and draw an illustration (Activity 2). Students select appropriate words in the Predictions and Inferences activity by choosing the word that can be inferred from sentences and by writing short prediction answers (Activity 3). Students answer descriptive comprehension questions (e.g., "Describe the weather," "How would you describe Abel's personality?") and record responses in a journal, which requires selecting words to describe characters and events.
Lesson 3
Where Am I?
Students are asked to increase sight, reading, and writing vocabulary through book discussion, which requires them to notice and use words from the text. Students write a "Sailing Song" for Abel where the song's words and tune should reflect Abel's experiences, requiring selection of words to express mood and events. Students label parts of a boat and describe Abel's boats, using specific terms (sail, rudder, mast, deck, oars) when matching diagram labels and explaining design choices.
Lesson 4
Who Is Abel?
Students are asked to record words and phrases to describe Abel's physical appearance and personality and to cite evidence from the text, which requires them to select descriptive language. Activity 2 prompts students to provide textual evidence that Abel is intelligent and imaginative and to note whether they inferred those traits before the author named them, encouraging deliberate choice of words and phrases. The Student Activity Page provides numbered spaces for students to list four words/phrases for appearance and four for personality, directing students to illustrate and describe Abel using textual evidence.
Lesson 5
Perseverance
Students plan and compose a three-paragraph reflective essay using a graphic organizer that prompts topic sentences, supporting details, and conclusions. Students revise their work using a Reflective Writing Rubric that explicitly asks, "Did you use interesting, descriptive words and phrases?" Students receive prompts to develop ideas and to make edits for grammar and organization during the editing and revision activity.
Lesson 6
Surprises
Students are asked to write Abel's daily schedule and their own schedule (Activity 2), which requires them to select words and phrases to describe activities. In Activity 3 students must pull out each item they chose for the deserted island and describe why they selected it and how they will use it, requiring descriptive language. The skills list includes "Use oral and written language to recount or narrate," which indicates students will practice expressing ideas in speech and writing.
Lesson 7
Threats
Students complete vocabulary-card activities that require them to write definitions, root words, part of speech, number of syllables, and a sentence using each word. The lesson includes review of common suffixes and roots to help students recognize word meaning and form. The vocabulary game awards extra points if students can use a target word in a sentence, and the Adaptations activity asks students to describe how each adaptation aids survival, prompting them to produce descriptive language.
Lesson 10
Escape
Students are asked to choose descriptive words for Abel before and after the island and to compose acrostic poems (Activity 3), which requires selecting adjectives and phrases that convey character traits. In the advanced Parts of Speech option (Activity 2, Option 2), students fill in blanks with words that fit context and then identify the part of speech, requiring them to select appropriate words for meaning. The wrapping-up prompts ask students to describe a noun, adjective, verb, and adverb and to explain a personal situation that changed them, which requires students to use words and phrases to express ideas about change.
Final Project
Your Own Deserted Island
Students are asked to write descriptive paragraphs about the island environment and how they survive, which requires word choice to convey details. The Part 3 letter explicitly instructs students to use at least three adjectives, two adverbs, and one vocabulary word. The Final Project Rubric and Part 1 checklist specifically include criteria for vocabulary use and use of adjectives/adverbs, and map labels/keys require students to choose words or symbols to represent places.
Unit 2: Pedro's Journal
Lesson 2
August
Students are asked to write journal responses to questions about Pedro's entries and to answer comprehension questions, which require them to produce written language. Students are given two writing prompts—one to describe a personal visit to the ocean and one to list ten factual items and then "write a descriptive paragraph"—that require choosing descriptive language. Students complete "The Journey" chart by recording Columbus', Pedro's, and the crew's attitudes and important events, which asks them to select words or short phrases to summarize attitudes and events.
Lesson 3
September
Students choose vocabulary words to fill cloze passages and complete a fill-in-the-blanks exercise that requires selecting words that fit context. Students write short journal answers and a paragraph (Option 2) using provided vocabulary words and are instructed to use a dictionary and context to build word meanings. The skills list explicitly includes "Use vocabulary clearly to describe ideas, feelings, and experiences," and students are asked to summarize events and create an original myth about meteors, which require selecting language to convey meaning.
Lesson 4
October
Students are asked to record words or phrases the crew might use to describe the native people and words or phrases the natives might use to describe the white men using a two-bubble graphic organizer (Activity 2 and the Student Activity Page). The skills list explicitly includes "Record words or phrases the crew might use to describe the native people" as a learning target. In Activity 4 students are prompted to write in their journal about what they would have thought upon landing and to include animals, which gives opportunities to select descriptive language when responding.
Lesson 6
November
Students answer open-response questions that ask them to explain motives and feelings (e.g., Why did Columbus want to take the native people back to Spain? Why did Pedro feel shame?). Students fill in a Journey organizer and complete the prompt "I would rather be ___ because ___," which requires them to compose explanations. Students list disadvantages in the "Surviving Life at Sea, Surviving Life on Land" graphic organizer and discuss responses aloud during wrap-up and life-application conversations.
Lesson 9
January
Students are given a Student Activity Page titled "Instead of 'Said'" that provides a list of alternative verbs (e.g., "replied," "shouted," "argued," "cheered") and instructs them to write a conversation of at least five lines using words other than "said." The activity directs students to practice correct punctuation for dialogue and to replace "said" with more specific verbs. The Wrapping Up step asks students to list five words that can be used instead of "said."
Lesson 10
February
Students identify and explain idioms and similes by filling in comparison pairs and explaining idiom meanings on the Figures of Speech activity pages. Students write original similes (with an advanced option prompting added descriptive words such as "hundreds of gymnasts") to create vivid images. Students write and orally deliver a firsthand report as Pedro that must explain survival, discoveries, and experiences, requiring them to choose language to narrate and recount.
Final Project
Story Blocks
Students choose vocabulary words from the story and write sentences using those words on the Vocabulary Cube, which requires selecting words to express specific meanings. Students write two or three words or phrases to describe each character on the Characters Cube and create original similes on the Similes Cube, asking them to craft language to convey traits and imagery. Students write quoted sentences on the Quotes Cube and are specifically instructed to use a different word than "said," prompting selection of more precise dialogue verbs.
Unit 3: Mrs. Frisby and the Rats of NIMH
Lesson 1
Sickness
Students analyze targeted vocabulary by identifying root words, prefixes/suffixes, parts of speech, and syllable counts for words such as abandoned, furrowed, eavesdrop, and desperately. Students choose definitions from a list or look up definitions in a dictionary (Option 2) and find the words in context sentences from the book. The skills list explicitly includes "Increase vocabulary through word study" and "Apply structural analysis to words (i.e., prefixes, suffixes, and syllables)."
Lesson 2
Spring is Coming
Students are asked to answer two or three questions in a journal about chapters, including describing the cat and explaining metaphorical language, which requires them to select words to convey ideas. Students are asked to describe three or four ways an animal's survival is threatened and to explain how Mrs. Frisby's family is threatened, which requires descriptive writing. Students compare rats and mice in a Venn diagram and write about similarities and differences, and they are asked to describe the setting and justify whether they would rather be a mouse or a rat.
Lesson 3
A Visit to an Owl
Students are asked to identify and use the correct spelling of homophones in sentences (Option 1) and to write sentences using each homophone correctly (Option 2). Students complete activity pages where they fill blanks with the correct homophone and then generate two additional pairs of homophones with definitions. Students play a spoken homophone game in which they must think of and use homophones in sentences to preserve intended meaning.
Lesson 6
A Plan for Mrs. Frisby
Students learn the precise definition of a bushel (2152.43 cubic centimeters) and use that domain-specific measurement term in Activity 2 to calculate pounds per bushel. Students answer focused journal questions about characters and events, and they describe events on a Plot Flowchart, requiring them to choose words to summarize plot points. Students devise and describe a plan for moving the house (Activity 3), which requires them to explain steps and reasoning in writing or speech.
Lesson 7
The Capture
The lesson's Skills list explicitly tells students to "Summarize main ideas from written or spoken texts using succinct language," and Activity 2 asks students to write a summary in a journal after listing important events, which requires condensing content and selecting concise wording. The Plot Flowchart activity has students describe important events, prompting them to choose words to state events clearly. The Acronyms activity asks students to invent words for the letters in "NIMH," requiring students to select words to express specific ideas associated with each letter.
Lesson 8
Life at NIMH
Students write vocabulary cards for words like DNA, steroids, injections, mutation, control, inspecting, breakthrough, and laboratory and look up definitions in a dictionary. Students fill in a scientist-to-scientist dialog by selecting the listed vocabulary words to complete context-specific blanks. Students also compose their own dialog using those vocabulary words and answer journal questions and discussion prompts that require them to describe life at NIMH and explain scientists' actions.
Lesson 9
The Escape
Students are asked to write answers to comprehension questions in a journal and to explain plot events (e.g., Questions #1–#8), which requires them to put ideas into words. Students must explain what Nicodemus was like before and after NIMH and argue whether he was better off, tasks that require description and comparison. Students are asked to list needs beyond water, food, and shelter and to write how each need is met, which asks them to select language to express abstract ideas.
Lesson 10
Amazing Rats
Activity 4 instructs students to write a paragraph supporting an opinion and explicitly tells them to use words and phrases such as "for example," "in addition," "most importantly," and "finally" to link reasons. The student activities require students to record how the Rats of NIMH use tools and machines and to write responses on the Plot Flowchart and Tools and Machines worksheet, which involve choosing language to describe events and functions. The Skills list includes "Support interpretations or conclusions with examples drawn from text," which requires students to express and justify ideas in writing.
Lesson 11
The Plan
Students are asked to write a paragraph describing a chosen "perfect place" to live, which requires descriptive word choice to explain why the place is ideal. Students can write a poem or song expressing how wonderful the environment is and their desire to live there, which invites selection of expressive words and phrases. Students must write a speech taking a position on animal research and are explicitly reminded to use transitional phrases such as "for example," "one reason," and "in addition."
Lesson 12
Working in the Night
The lesson lists skills including "Compose elaborate sentences in written texts" and "Compose sentences with interesting, elaborate subjects," which ask students to work on sentence construction. Multiple activities require students to combine sentences using conjunctions and to decide whether a comma is needed, so students practice rewriting and combining phrases. The invention and writing prompts (draw and invent something, combine sentences prompts to rewrite and complete) give students opportunities to produce longer sentences.