Fourth Grade - ELA
1: Interdependence
Unit 1: Little House in the Big Woods
Lesson 1
Introducing the Story
Students are prompted to share what they know about pioneers and to discuss the lives and experiences of characters (e.g., "Ask your child if he knows anything about the pioneers. Let him share what he knows."). Students answer teacher questions about setting, location, and comparisons (e.g., "Ask your child to define the word setting... Ask him if he would want to live in Wisconsin. Ask him how Wisconsin is similar to and different from the state in which he lives."). The Skills section explicitly states students will "discuss and sustain conversation on a topic, share information and ideas, recount or narrate, and share written and oral products."
Lesson 2
Little House in the Big Woods
Students are instructed to answer chapter questions orally and in a journal, with guidance to use two to four questions for writing and the remaining questions as discussion prompts. The lesson directs caregivers to ask the child what she learned and to ask her to share ways Laura's family depended on natural resources, which requires students to respond and contribute ideas aloud. Several activities (e.g., Life in the Big Woods vs. Life Today, Natural Resources and Survival) ask students to discuss differences and uses of resources, prompting spoken responses in a discussion format.
Lesson 4
The Long Rifle
The lesson asks students to answer specific comprehension questions aloud (e.g., why Pa made his own bullets; retell the story out loud; recall a time they did not listen to a parent), which requires students to respond to questions and contribute to discussion. The storytelling activity has students practice and share an oral story with the family and discusses ways storytellers engage audiences, which encourages students to make comments and present ideas that relate to the text and personal experiences. Several prompts ask students to explain or discuss (e.g., what they like to do with their father; why storytelling is important), providing opportunities for students to contribute remarks in a conversational setting.
Lesson 5
Christmas
Students are asked to write down three questions about Christmas before reading and to check whether those questions are answered as they read, and to research unanswered questions. The skills list directs students to "Interact with the text before, during, and after reading by asking questions." Students answer guided comprehension questions (e.g., Q1–Q6) and are prompted to give oral examples and discuss sentence types with an adult. The wrapping up and activities ask students to discuss how gifts reflect the environment and to give examples of sentence types aloud, which requires verbal responses to prompts.
Lesson 6
Sundays and Two Big Bears
Students are prompted to answer specific comprehension questions after reading each chapter (e.g., Why did Laura and Mary dislike Sundays?; What happened to Ma and Laura when they went out to check on the cow?). Students are asked to discuss and compare experiences (e.g., How was her birthday celebration similar to and different from your birthday celebrations?; How was the way Pa did business different from how your mom or dad does business?). Students are asked to share oral products and read poems aloud and to discuss opinions (e.g., Discuss why Sunday, in Laura's opinion, was the worst day; ask which day is the child's worst day and have her write and read a five-senses poem).
Lesson 7
The Sugar Snow
Students are prompted to answer specific comprehension questions (QUESTION #1–#5) about the chapter and to summarize what happened in the chapter. The Skills section explicitly asks students to "discuss and sustain conversation on a topic, share information and ideas, recount or narrate, and share written and oral products." The Life Application prompt asks students to "discuss how maple sugar farming has changed," which asks students to engage in comparison and discussion.
Lesson 8
Dance at Grandpa's
Students answer specific comprehension and discussion questions (Questions #1–#6) about the chapter, describing Grandma's house, explaining roles, recounting the dance, and comparing extended family roles. Students participate in guided discussions prompted by the adult (e.g., describing family celebrations, discussing why music is important, and describing a time Pa played his fiddle). The square-dance and music activities require students to describe moods, select favorite songs, and share responses with family, which produces contributions to discussion.
Lesson 9
Going to Town
Students answer specific comprehension questions (QUESTION #1–#5) about the chapter, showing they respond to teacher/parent prompts. Students discuss spelling rules for adding -ed and -ing and explain why a writer would add those endings, demonstrating they can respond to and explain information. Students describe differences between Laura and Mary, state which character they relate to, give supporting examples, and act out scenarios, showing they contribute comments and explanations during discussion.
Lesson 10
Summertime and Harvest
The lesson repeatedly prompts one-on-one discussion: students are asked to "describe the seasons" and "discuss how the seasons affect the environment," and to "discuss how flowers and bees are interdependent." Students answer specific comprehension questions after reading the chapters and are encouraged to "read her paragraphs aloud," and to compare Pa's story to "The Boy Who Cried Wolf" by answering how the stories are similar and different. These prompts require students to respond to questions and to make comments during discussion with the parent or teacher.
Final Project
Pioneer Family Night
The Skills section states students will "discuss and sustain conversation on a topic" and "share information and ideas," which positions students to engage in spoken exchanges. Activities require students to lead family activities, explain choices (e.g., explain how pioneers used natural resources, explain favorite book sections, explain the importance of music and storytelling), and invite others to tell stories or take turns. The Pioneer Family Night Checklist explicitly instructs students to "discuss the role of music and dance" and to "invite others to share," creating opportunities for spoken interaction and responses.
Unit 2: The Sign of the Beaver
Lesson 1
Background Information
Students are prompted to answer and discuss specific questions such as predicting the story from the cover, identifying the setting (1768 in Maine), and explaining why Native Americans and settlers might have been upset. The lesson asks students to locate Maine on a map, discuss its climate and geography, and respond to prompts like whether they would want to be a settler or Native American and whether they will enjoy the story. Multiple places instruct a parent to "ask your child" or to "discuss," which requires students to respond to and participate in oral exchanges.
Lesson 2
Alone
Students are prompted to answer three or four comprehension questions in a journal and use the remaining questions for discussion, which requires them to respond to specific questions about the text. Students are asked to predict Matt's challenge and to discuss sensitive language (the use of "savage") which invites follow-up conversation and reflection. The wrapping-up prompts ask students to discuss whether they will enjoy the book and to compare Matt's responsibilities to their own, encouraging verbal contributions in a discussion.
Lesson 3
A Stranger
The lesson includes multiple prompts for discussion and journal responses (Questions to Explore and the numbered Reading And Questions) that require students to answer specific questions about the text. Parents are instructed to "discuss" stranger safety, natural remedies, and why an Indian helping a settler might be unusual, which asks students to explain and respond orally. The activities ask students to explain how Saknis helped Matt and to discuss which natural ingredients could be found locally, prompting students to give clarifying explanations and contribute information.
Lesson 5
A Story
Students are given specific comprehension and reflection questions (Questions #1-#7 and journal prompts) to answer in writing and are instructed to "answer the remaining questions in a discussion with you," which requires spoken responses. Activities prompt students to "discuss" cultural differences, "have a conversation" about how personal experiences influence understanding, and to "describe some differences" between groups, which elicits verbal contributions. The lesson asks students to think about different perspectives (Matt and Attean) and reflect aloud, supporting discussion that builds on others' ideas.
Lesson 6
The Beaver
The lesson provides eight specific comprehension questions and states they "can be answered in a journal and orally in a discussion," so students practice responding to teacher-provided questions aloud and in writing. Wrapping-up prompts ask students to "discuss" what Matt learned from Attean and to "discuss how and why the beavers use natural resources," indicating opportunities for oral discussion. Activities such as the Venn diagram comparison and the Beaver Research require students to record information and compare ideas, creating chances to contribute comments in a group or paired setting.
Lesson 7
Real Life Learning
Students are given specific comprehension questions (Questions #1–#5) to answer in a journal or orally, which requires them to respond to teacher-posed questions about the text. Students are prompted to "discuss" topics (e.g., difference between book smarts and common sense; "Rules of the Forest") and to answer the "Questions to Explore," which creates opportunities for spoken interaction. Students playing the vocabulary memory game must use a matched word in a sentence, producing contributions during game-based interaction with a partner or sibling.
Lesson 8
The Bear
The lesson gives students specific journal and discussion questions (e.g., how Attean and Matt killed the bear; why Attean felt bad) that require students to respond to text-based queries. Multiple activities ask students to discuss topics (dance, storytelling, cause and effect, and flood stories) and to share orally, including a family "pow-wow" for practicing storytelling. The Cause and Effect activity and the flood-story comparison ask students to write effects and compare details, tasks that prompt students to answer and contribute content in discussion.
Lesson 9
Attean's Past
Students are prompted to answer specific comprehension questions in their journals and to use remaining questions as discussion questions, so they practice responding to teacher-posed questions about the text. The skills listed include responding in discussion and supporting interpretations with examples from the text, which requires students to make comments that contribute to understanding. The Stereotypes activity asks students to discuss why stereotypes are wrong and to describe a stereotype they have observed, prompting students to contribute ideas and reflections in discussion.
Lesson 10
Manitou
Students read Chapters 19 and 20 and are assigned specific comprehension questions to answer in their journals, with remaining questions designated for group or teacher-led discussion. Students are prompted to discuss imagery and values, record passages and illustrations on the Word Pictures page, and explain three values for Matt and Attean on the Values page. Students are also asked oral prompts such as how Native American culture differs from their own and what would be hard or appealing about living in that culture.
Lesson 11
A Choice
Students are given eight specific journal/discussion questions (Questions #1–#8) to read and answer, which requires them to pose and respond to text-based questions. The Skills section explicitly lists "Practice different kinds of questions and tasks," supporting question practice. Activity 3 asks students to develop five interview questions for each main character and to role-play responses, so students practice both asking questions and responding as the characters. The Wrapping Up prompt asks students to discuss which character they are most similar to, prompting spoken contribution to a discussion.
Unit 3: Native American Animal Stories
Lesson 1
Myths, Legends, and Folktales
The lesson includes multiple teacher prompts that require the child to respond to specific questions, for example: asking the child what people did for entertainment before TV and asking why the child protests when the storyteller stops at a suspenseful point. The child is asked to retell the story and to answer questions about which parts of the myth were interesting or entertaining, and to define myth, legend, and folktale and give examples. The lesson also instructs the child to reread stories and identify cultural elements, then discuss why certain cultural features (like emphasis on nature) appear in the stories.
Lesson 2
People and Animal Stories
The lesson gives students specific questions to answer in writing and to use for discussion (e.g., numbered comprehension questions after each story and the instruction "Use the remaining questions for discussion"). It asks students to compare and discuss stories (e.g., comparing "The Woman Who Married a Frog" to "The Frog Prince," and comparing "Eagle Boy" and "Salmon Boy"), prompting verbal exchange of ideas. Activities prompt students to discuss cultural elements and ask/answer prompts (e.g., "Ask your child why many myths...," "Ask your child what the book... tells us about the relationship between the people and the animals").
Lesson 3
The Natural World
The lesson includes multiple teacher/parent-led question-and-answer sections where students answer specific comprehension questions after each story. It prompts students to discuss differences between the mythical and scientific explanations and to respond to prompts (e.g., "Ask your child which one he likes more and why"). Students are asked to retell the story to someone else using props (Activity 3) and to present a puppet show (Activity 8), which require students to speak to and contribute to an audience.
Lesson 4
Survival Stories
Students are prompted to answer specific comprehension questions in their journal for each story (e.g., identifying the man's problem, why the whale was important, and describing the relationship between the Kiowa and the buffalo). The lesson directs students to use the remaining questions as discussion questions and asks parents to discuss ideas with the child (e.g., asking how hunting today differs, and what can happen when too many animals are hunted). Activities require students to write sentences, draw and describe animals' roles, and discuss cultural elements, which involve responding to posed questions and contributing ideas aloud.
Lesson 5
Legends from Other Cultures
Students are asked to answer two of the provided comprehension questions in their journal and to use the remaining questions for discussion, which requires them to respond to specific questions. Students are prompted to summarize stories, explain lessons (for example, why folktales use animals and what Kalulu learned), and to compare two creation stories using a double-bubble map, activities that invite them to contribute comments in discussion. Students are also asked to describe cultural elements and to explain their reasoning when completing the "Animal Tales" and "Elements of Culture" activities, providing opportunities to make topical comments that relate to others' remarks.
2: Force and Power
Unit 1: Ben and Me
Lesson 2
Setting the Record Straight
Students are assigned three or four comprehension questions to answer in a journal, and the remaining questions are designated as discussion questions for oral talk. The lesson directs the parent to "Ask your child what she learned" after reading, prompting students to share ideas aloud. The Fact and Fiction chart and the vocabulary and invention activities provide prompts that students can use as material for discussion.
Lesson 3
Swimming
Students are assigned three or four chapter questions to answer in journals and the remaining questions are used to facilitate a discussion, so students practice responding to specific text-based questions (QUESTION #1–#7). The wrap-up asks students what they learned and whether Ben would be fun to be around, prompting verbal discussion. Activity 3 asks students to think of inventions and list them and offers options to write an advertisement or a commercial script, which requires students to produce and share ideas aloud or in writing.
Lesson 4
Electricity
Students are assigned specific chapter questions to answer as journal entries and use the remaining questions to participate in a discussion of the chapters. The lesson prompts students to predict scenarios, answer directed comprehension questions (e.g., why Ben was interested in printing), and verbally summarize chapter events. The Power of the Written Word activity includes teacher-led discussion prompts that students respond to (e.g., How do words have power?).
Lesson 5
Electrifying
Students are prompted to answer four or five teacher-provided journal questions and to use the remaining questions to facilitate a discussion on Chapters 7 and 8. The guide directs an adult to ask the child what he knows about electricity and to let him share his knowledge, and includes multiple 'Discuss' prompts (e.g., discuss how Franklin exerted his power over Amos; discuss ways people use electricity). The Activities require students to describe experiment results and write a first-person account after kite-flying, which would be shared and discussed.
Lesson 6
War
Students are asked to read Chapters 9 and 10 and answer two or three specific questions in their journals, and remaining questions are used to facilitate a discussion on the chapters. Students are also asked to read a vocabulary paragraph aloud and to explain why the colonists went to war, which requires them to respond to teacher prompts and contribute to a discussion. The Fact and Opinion activity asks students to record two factual statements and two opinions from Amos, which requires them to respond to prompts and articulate their thinking.
Lesson 7
France
Students are asked to answer three chapter questions in a journal and to use the remaining questions in a discussion, which requires responding to specific prompts. Students are asked to describe Amos's plan and to devise and write a step-by-step rescue plan, explaining when force and power should be used, which requires them to respond to and expand on posed questions. The plan and discussion prompts (e.g., locating countries on a map, summarizing chapters, and discussing sentence beginnings) ask students to contribute ideas in spoken or written form.
Lesson 9
The Rescue
Students are instructed to answer three of the provided comprehension questions in a journal and to use the remaining three questions in a discussion, which requires them to respond orally and in writing to specific prompts. The activity that has students place items in 'Ben Franklin' and 'Amos' bags and then explain the significance of each item prompts students to respond to questions about details and character traits. The wrap-up asks students to give a summary and to answer how Amos and Ben felt after the rescue, which requires students to contribute comments in a discussion format.
Lesson 10
Back Home
The lesson provides specific discussion questions (Question #1–#5) that students are expected to answer, so students practice responding to posed questions about the text. The Skills section explicitly lists "Ask questions to get information," and the Activities require the child to interview different adults for interpretations of maxims, so students practice posing questions to diverse partners. The wrapping-up prompts ask the child to describe main events and reactions, which requires students to contribute comments in discussion.
Final Project
An Interview or Party for Ben
Students write ten interview questions related to Ben Franklin's life and answer them in character, which gives practice in composing and responding to specific questions. The lesson directs a review of types of good interview questions, supporting students in posing focused questions. Students practice answering the questions and then present an acted interview with someone assigned to read the questions, creating a question-and-answer exchange.
Unit 2: The Lion, the Witch and the Wardrobe
Lesson 1
The Professor's House
The lesson directs the adult to ask the child if he has heard of the book and to let him share what he knows, prompting verbal exchange about the cover and prior knowledge. Activity 4 asks the child to answer selected questions in a journal or online and to use the remaining questions in a discussion with the adult. The Wrapping Up step asks the child to summarize events and discuss why the book is fantasy, which requires responding and contributing to a discussion.
Lesson 3
Always Winter and Never Christmas
The lesson includes seven specific discussion questions (e.g., why Edmund lied, whether the siblings should have stayed in Narnia) that students are asked to answer in discussion and in a journal. It instructs to "Identify the questions to use in discussion" and to ask the child follow-up prompts such as "Ask your child what the children discover..." which require students to respond to specific prompts. Activities like Narnia Logic ask students to state whether conclusions are logical and to explain their reasoning, which has students contribute comments about textual evidence.
Lesson 4
The Lion
Students are prompted to answer a set of specific discussion questions (Questions #1–#11) about Chapters 7 and 8, including 'Why?' and reflective prompts (e.g., feelings on hearing 'Aslan') that require explanation. Students are asked to discuss what they know about lions and beavers and to respond in a journal to selected questions, and they complete activities (Good vs. Evil, Venn diagram) that require them to state and explain ideas. The wrapping-up prompt asks students to report what they learned about characters, supporting verbal discussion and response.
Lesson 5
A Disappointment
The introduction asks the child to summarize what the children learned from Mr. and Mrs. Beaver and to recall what happened to Edmund, prompting oral response. The Reading and Questions section lists seven explicit questions and instructs the parent to select some to facilitate a discussion and to assign three or four for the child to answer in his journal. The vocabulary cube activity requires the child to use a rolled word verbally in a sentence, prompting spoken contribution during gameplay.
Lesson 8
Deep Magic
Students are asked to answer three or four specific comprehension questions in their journals (e.g., Why did the witch kill Aslan?; How was Edmund rescued?), which requires them to respond to targeted prompts. Remaining questions are to be used to aid in a discussion about the text, and students are prompted to describe Aslan, explain why characters acted as they did, and decide which historical leader a chosen ruler resembles. Students are also asked to discuss the use of power and to describe what Aslan endured and why he allowed it, which elicits spoken responses in a discussion format.
Final Project
Narnia Think-Tac-Toe
Students are asked to share their three projects with family and other interested people and to summarize the book for their audience (Day 2). The skills list includes "Share written and oral products" and "Use oral and written language to share information and ideas," and the wrapping up step directs a discussion of the child's projects with feedback and suggestions. The student activity page also asks students to create dialog-like items (e.g., "Write six text messages that could be exchanged between the main character and another character"), which practices responding to another's remarks in written form.
Unit 3: The BFG
Lesson 1
In the Middle of the Night
Students are assigned three or four specific comprehension questions to answer in a journal and are instructed to use the remaining questions in a discussion, which requires them to respond to questions and speak about the text. Students are asked to think of three different expansions for the acronym BFG and to answer wrap-up prompts (e.g., whether they will enjoy the book), which asks them to generate ideas and share opinions aloud. The Activities ask students to describe, write, and possibly illustrate observations to share, providing opportunities to contribute comments in discussion.
Lesson 2
Snatched
Students read two chapters and answer six specific comprehension questions (e.g., "What happened to Sophie when the giant came?" and "How did Sophie feel..."). The plan directs adults to ask the child to describe what happened and to predict what will happen next, and to ask if the child knows anything about London and help her locate information. The Skills section lists responding to stories in discussion, and activities require students to discuss the setting and record information under labeled headings (Location, Language, People, etc.).
Lesson 3
The BFG
Students are assigned three or four specific comprehension questions to answer in their journal and the remaining questions are designated for use as discussion questions, so students practice responding to targeted prompts. The wrap-up directs an adult to ask the student questions (e.g., how the BFG is different from other giants; why he did not exert power), prompting verbal responses in a discussion. Instructions to use the remaining questions as discussion questions imply students will contribute comments during a discussion.
Lesson 4
Ears and Snozzcumbers
The lesson provides a set of specific comprehension and discussion prompts (e.g., nine listed questions) and instructs selecting some for journal responses and others as discussion questions, so students answer and discuss text-based questions. Multiple prompts ask the child to discuss and describe (e.g., "Ask your child what Sophie learned…," "Ask your child how he uses this power…," and "Ask your child to describe the BFG"), requiring verbal responses and discussion. Activities direct students to identify quotes, discuss character actions, and write and share a paragraph about using a power, supporting opportunities to respond and contribute to conversations.
Lesson 5
Time with the BFG
Students are asked to summarize prior chapters and predict outcomes, then check their predictions after reading, which requires responding to questions about the text. The lesson provides a set of six specific questions for students to answer in a journal and to use as discussion prompts. The directions tell students to discuss comparisons between the BFG and the Bloodbottler (appearance, personality, power), which involves responding to prompts and contributing to a conversation. Activity 1 asks students to identify quotes from each chapter, which supports citing text during discussion.
Lesson 6
Catching People and Dreams
The parent is instructed to "select three or four of the questions below for your child to answer in her journal, and use the others as discussion questions," so students will answer specific comprehension questions and participate in discussions. The Getting Started prompt asks the child to describe what Dream Country would be like, and Activities (Quotable Quotes, Sweet Dream or Nightmare, Interpreting the BFG) direct students to discuss ideas and interpret language aloud or in writing. Several discussion prompts (e.g., Has anyone bigger... How did it feel? Do you think this is any worse...) require students to make comments and personal connections during talk.
Lesson 7
A Nightmare for Fleshlumpeater
The lesson directs students to answer three or four specified questions in their journal and to use the remaining questions as discussion prompts, and it allows students to answer questions verbally or in writing. It asks students to explain what the giant means and whether they agree or disagree, and it instructs students to discuss similarities and differences among different versions of "Jack and the Beanstalk." Several open-ended questions (e.g., "Do you think it was right...?," "What would you do if you were Sophie?", and "Which story do you like better? Why?") are intended to be discussed aloud.
Lesson 8
A Dreamy Plan
Students are directed to discuss prompts such as how the BFG and Sophie could stop the giants and to use three of the provided questions in a discussion ("Assign three questions for your child to answer in her journal. Use the remaining three questions in a discussion."). The Skills list explicitly states students will "use compiled information and knowledge to raise additional, unanswered questions," indicating students will pose some questions. Several discussion prompts (e.g., comparing the queen and president, debating whether giving the queen a nightmare was right) require students to respond and explain their thinking aloud.
Lesson 9
The Palace
Students are directed to answer three chapter questions in a discussion and three in a journal, so students will respond aloud to specific questions (for example, "Who did the BFG and Sophie see on their journey?" and "Why was no one able to see the BFG when he was walking around?"). Students are asked to "Discuss the fact that the actions of characters in stories have effects on other characters and on the plot," requiring them to give examples and make contributing comments. Students are prompted to summarize events and predict what will happen next, which creates opportunities for spoken contribution during group wrap-up.
Lesson 10
A Breakfast Fit for a Queen
Students are asked to answer three chapter questions in a journal and use the other three questions to aid in a discussion, which requires them to respond to specific text-based questions. Activity 2 explicitly asks students to explain how the butler could have come to his ratio conclusion and to discuss proportional reasoning, prompting them to respond and contribute reasoning aloud. Activity 3 asks students to brainstorm adjectives, support each with textual examples, and act out responses as the queen, which involves offering comments and evidence during discussion and role-play.
Lesson 11
Fighting Giants
Students are prompted to answer three or four of the provided comprehension and discussion questions in their journals and to use the remaining questions in a discussion, which requires them to respond to questions aloud. Activity 2 asks students to discuss what they know about the armed forces and to research and take notes, and it suggests interviewing someone who serves, where the student must think of four or five questions to ask. Activity 3 asks the student how the Head of the Air Force responds to the pilot, prompting the student to listen to a remark in the text and respond to it.
Lesson 12
Snozzcumbers
Students are asked to answer three of six comprehension questions in a journal and to discuss the other three questions verbally with an adult, which requires them to respond to specific questions. In the Author Study activity, students are instructed to write five interview questions they would ask Roald Dahl, which requires them to pose specific questions. The Wrapping Up prompts (favorite, scariest, most exciting) ask students to share and discuss their reactions aloud.
3: Similarities and Differences
Unit 1: Stories from Africa and Asia
Lesson 2
Meeting Precious
Students are asked to answer several specific comprehension questions in their journals (Questions #1–#6) and to use the remaining questions in a discussion, which requires them to respond orally to targeted prompts. The introduction and wrapping up sections ask students to describe what they learned about meerkats and Botswana and to describe Precious's family and home, prompting verbal responses. Activity prompts (for example, encouraging a prediction in Question #6 and asking students to record similarities/differences in "Precious and Me") create opportunities for students to comment and share ideas with others.
Lesson 3
The Surprise
Students are prompted to answer a set of specific comprehension questions in their journals and to use remaining questions for an oral discussion, which requires them to respond to and comment on text details. Activity 4 directs students to skim Chapter 3 to find examples of authorial intrusion and to explain why an author might use that device, prompting students to make interpretive comments during discussion. The Wrapping Up and Life Application sections ask students to summarize, predict, and discuss similarities and differences after watching a meerkat video, which engages students in contributing comments during conversation.
Lesson 4
A Missing Cow
Students are given specific comprehension questions (Q1–Q5) to answer in a journal and to discuss aloud, which requires them to respond to and explain textual information. Activity 2 directs students to define story conflict, identify the type in the book, name other books with similar conflicts, and discuss similarities and differences, prompting students to contribute comments in discussion. Activity 3 asks students to write dialogue and act out a scene with a family member, which requires verbal exchanges and responding to another person's lines.
Lesson 5
A Good Idea
Students are prompted to answer three or four comprehension questions in their journal and to "answer the remaining questions in a discussion," which requires them to respond orally to peers or an adult. The Skills list includes "Sustain conversation on a topic," "Share information and ideas," and "Connect experiences and ideas with those of others through speaking and listening," indicating practice in collaborative discussion. Activity 2 instructs students to "Discuss the moment" the children faced a problem and to "Share a time in your life," requiring students to speak, respond, and relate personal experience during discussion.
Lesson 6
African Bush Diorama
Students participate in a one-on-one conference where they read their draft and review the rubric with an adult, which requires them to answer questions and receive feedback. The Wrapping Up section instructs the adult to ask the child reflective questions (e.g., which part was most challenging, what they would do differently), prompting student responses and clarification of their choices. The activities also direct students to review the rubric and discuss which areas they did well in and which need improvement, encouraging verbal explanation of work.
Lesson 7
Japan
Students are asked to read A Kids Guide to Japan and answer five specific comprehension questions (e.g., climate, food, traditions, similarities and differences) that require responding to targeted prompts. Students are prompted to locate Japan on a map and explain prior knowledge, which elicits oral responses to clarify understanding. Students are invited to discuss how America and Japan are similar and different and to describe how the relationship between the countries has changed, prompting comment contributions during discussion.
Lesson 8
Peace Day
Students are asked to answer three or four comprehension questions in their journal and to use the remaining questions in a discussion, indicating they will speak about text content. Multiple prompts instruct adults to "discuss" elements such as the prologue and Peace Day and to ask guided questions (e.g., "Why do the Japanese celebrate Peace Day?" and "What types of activities do the Japanese engage in on Peace Day?"). Several activities require students to compare holidays and record cultural elements, prompting them to contribute comments during discussion.
Lesson 9
The Secret is Out
Students are assigned three or four questions to answer in a journal and are instructed to use the remaining questions in a discussion, providing opportunities to respond to specific prompts. The Introduction asks the child to predict Sadako's secret and to explain how he made that prediction, which has the student justify and follow up on their thinking. Wrapping Up and multiple Activities (Activity 3 and Activity 4) direct students to discuss Sadako's secret, reasons for keeping it, and family/cultural topics, which requires students to make comments in a group talk.
Lesson 10
Kenji
The lesson asks students to answer three of the provided comprehension questions in their journal and to use the remaining questions in a discussion, and it explicitly encourages students to develop two of their own questions to ask in that discussion. The Wrap Up asks students to summarize events and reflect on Sadako's situation, which prompts students to contribute to a conversation about the text.
Lesson 11
O Bon
Students are asked to read a chapter aloud and to answer three of the provided comprehension questions in their journals, with the remaining questions used in a discussion. The plan prompts the child to respond to direct prompts (e.g., "What is your favorite holiday and why?") and to discuss how families remember deceased relatives in Activity 2. The lesson includes specific discussion questions about the text (Questions #1–#7) that students respond to orally or in writing.
Lesson 12
Racing the Wind
Students are directed to answer one or two comprehension questions in a journal after each reading and to use the remaining questions in a discussion, so they practice responding to specific questions about the text. Students are prompted to discuss meanings of haiku, notice similarities between poems, read their poems aloud, and discuss feelings about Sadako, which gives opportunities to contribute comments in discussion. Activities ask students to sketch and present a peace monument and to write a wish, which can generate discussion and responses to teacher prompts.
Lesson 13
Precious and Sadako
Students are prompted to answer discussion questions such as which character they most enjoyed and which home they would like to visit. Students are asked to compare Precious and Sadako and to explain three or four important events from each story, providing opportunities to respond to teacher questions. Students are asked to discuss how they could help the characters and to brainstorm and (optionally) carry out a helpful action, which invites verbal explanation and response.
Unit 2: Holes
Lesson 2
Camp Green Lake
Students are given a set of comprehension questions to answer in their journal and are instructed to use the remaining questions as discussion questions, including open-ended prompts (e.g., Questions 7 and 8) that ask for justification and opinion. Activity 1 asks students to brainstorm why certain traits are important for an inventor and to explain how their invention would work, prompting them to respond to 'why' questions and justify ideas. Activity 3 and the Wrapping Up section ask students to explain why the principle of 'innocent until proven guilty' is important and to describe what they learned, supporting verbal responses and discussion with an adult or partner.
Lesson 3
Digging
Students read Chapters 5-7 and answer specific comprehension questions in a journal (Questions #1-#9), and some questions are designated for group discussion. Students discuss character nicknames and draw connections between given names and nicknames, and they are prompted to discuss why nicknames make people unique. Students are asked to discuss observations from a hands-on digging activity and to answer a closing prompt asking what they learned about Stanley and Camp Green Lake.
Lesson 4
Caveman
Students are assigned four comprehension questions to answer in their journals and the remaining questions are used in a discussion, so students respond to specific text-based questions (e.g., What is a yellow spotted lizard?; Why did Stanley not get the day off?). The guide prompts oral discussion by asking students to explain roles (Warden, Mr. Pendanski), debate whether digging holes is a good idea, and discuss future plans, which requires students to contribute comments aloud. Several activities instruct students to record and share information about the boys at Camp Green Lake, supporting verbal and written responses tied to peers or adult prompts.
Lesson 5
KB
Students are prompted to read Chapters 13–16 and "answer some of the questions in his journal and discuss some of the questions with you," including seven specific discussion questions about plot and character. Students are asked to make a prediction before reading and then check that prediction after reading, which requires follow-up about prior information. The wrap-up asks the child to "share examples" of situational and verbal irony and to play turn-taking games (possessives game) that involve responding to prompts.
Lesson 6
Sunflower Seeds
Students are prompted to write three research questions about rattlesnakes on the "Rattlesnake Research" page, requiring them to pose specific questions to guide inquiry. Students answer half of the chapter comprehension questions in a journal and then share their remaining answers verbally, showing they respond to questions aloud. Students are asked to read their shape poems aloud and to describe how Camp Green Lake is changing Stanley and discuss the irony, which elicits students making comments in a discussion format.
Lesson 7
Zero
Students are asked to answer four journal questions and "discuss the remaining questions with you," which requires them to respond orally and in writing to text-based prompts (Reading And Questions). The lesson includes eight specific discussion questions about the text that students must answer or discuss (QUESTION #1–#8). Activities prompt oral discussion (e.g., "Ask your child which job he would have enjoyed most," "Discuss the similarities and differences," and "Ask your child to explain what he learned about the history of Green Lake"), and a skill statement indicates students will "Share written products in a variety of ways."
Lesson 8
Sam the Onion Man
Students answer four or five specific comprehension questions in their journals and participate in a group discussion using the remaining questions, which requires them to respond to teacher-provided prompts. Activity 1 asks students to consider and explain how they would have responded to town members, prompting them to articulate a reasoned reply in speech or writing. The wrap-up asks students to summarize the story and discuss how the book contains two plots, which requires students to contribute comments in a discussion.
Lesson 10
The Mary Lou
Students are asked to answer three chapter questions in a journal and to explain their answers (Questions #1-#6). Students are prompted to discuss why Stanley decided to go and whether it was a good decision, and to read a chapter aloud with expression. Activity 1 asks students to share examples of similes and metaphors and to explain their meanings; Activity 2 option 2 has students read a poem or song aloud to family and identify figurative language.
Lesson 11
The Thumb of God
Students are asked to answer three or four comprehension questions in a journal and to share their answers aloud when prompted, which practices responding to specific questions. The lesson prompts students to make predictions before reading and to respond to wrap-up questions about what Stanley learned and what they would have done, encouraging verbal discussion. The teacher/parent is instructed to ask the remaining questions and let the student share answers, creating opportunities for one-on-one discussion and follow-up.
Lesson 12
Treasure and Lizards
Students are prompted to answer three or four comprehension questions in their journal and to share their answers to remaining questions orally, which requires them to respond to specific questions about the text. The lesson directs caregivers to ask students to summarize chapters, describe events, state favorite parts, and explain which conflict is most interesting, providing opportunities for oral responses and brief discussion. The materials invite siblings to join activities (e.g., Homophone Bingo), creating chances for verbal interaction.
Final Project
Welcome to Camp
Students are asked to brainstorm ideas for a new camp and discuss how effective each idea would for a twelve-year-old, which requires them to state ideas and respond to feedback. Students are prompted to describe the camp in two paragraphs and to present their ideas to the family, explaining differences between their camp and Camp Green Lake. The activities include guided discussion prompts (e.g., describing uniforms, explaining why designs were chosen) that require students to answer questions and justify choices.
Unit 3: Stories from Europe
Lesson 1
Tradition Stories
Students are prompted to discuss and explain definitions of fables, folktales, fairy tales, myths, and legends and to brainstorm and sort stories into those categories. Students are asked to answer any questions after watching a video and to respond to reflection prompts such as "Which type of story did you hear/read the most?" and "Which type of story is your favorite? Why?". Students go through their list with an adult to confirm or correct categorizations, requiring them to explain their choices aloud.
Lesson 3
The Sea King's Daughter
The lesson asks the student to answer specific comprehension and discussion questions (e.g., why the Sea King wanted to keep Sadko, whether Sadko made the right decision) and to verbally summarize the story and its elements. The lesson prompts the student to tell an adult what they learned about Russia's culture and geography and to discuss why the story is considered a legend. The Reader's Theater activity asks the student to select a part and read/act with other family members, which creates an opportunity for spoken interaction.
Lesson 4
The Snow Queen
Students are prompted to discuss and answer specific questions aloud (e.g., ask your child what she learned about Denmark; comprehension questions after each reading). The lesson includes guided discussion prompts after reading Hans Christian Andersen (e.g., "Why do you think Andersen wrote his tales...", "How did Andersen use his own life experiences...") and asks students to describe differences between formal and informal speech. The script activity asks students to select scenes and create dialogue, which requires responding to characters' lines and adapting conversation.
Lesson 5
Comparing and Contrasting Stories
Students are asked to summarize each story and answer guided questions such as which story was their favorite and why, requiring them to respond to specific prompts. Students identify point of view and discuss how first- and third-person narrations differ, and they retell events from a character's first-person perspective and explain how the change affects the story. Students complete a 'Comparing Story Elements' sheet listing similarities and differences and explain which stories are most similar or different, and they answer wrap-up questions that ask them to justify their opinions about plot, characters, theme, and setting.
Final Project
Writing Your Own Story
The lesson includes multiple parent-led discussion prompts that ask the student to describe story ideas, choose characters, and explain why they would write in first or third person. Students are instructed to brainstorm and discuss two or three story ideas and to decide which idea to develop, which requires responding to and building on others' suggestions. The editing step asks students to read their rough draft with an adult and "discuss errors found along the way," and the wrap-up invites students to read their story aloud to family, creating opportunities to respond to feedback and hear others' remarks.
4: Exploration and Survival
Unit 1: Abel's Island
Lesson 1
Survival
Students are asked to discuss the book cover and answer the prompt "what he thinks the story might be about," and to discuss plants and animals found along rivers, describing prior experiences with rivers. Students are asked to list ways river resources are used for survival and to compare three things they would miss if shipwrecked with what Abel says he misses, which requires responding to and relating information from the text. Multiple prompts instruct students to "discuss" and to add observations to graphic organizers and charts during reading, supporting verbal responses and contributions.
Lesson 2
The Storm
Students are given a set of comprehension questions and told to answer some in a journal and use the rest as discussion questions, so they respond to specific questions in talk and writing. The Skills section explicitly lists showing understanding and interpretation of text in discussion and writing and developing vocabulary by listening to and discussing reading selections. The Wrapping Up and Life Application prompts ask students to discuss what they learned, make predictions, and make inferences about pictures, which requires students to contribute comments in discussion.
Lesson 4
Who Is Abel?
Students are assigned three to four comprehension questions to answer in a journal and are instructed to use the remaining questions for discussion, which requires them to respond to specific text-based prompts. Introductory prompts ask students to predict Abel's plans and to explain what Abel has tried so far, prompting verbal responses and follow-up discussion. Activity 2 asks students to provide textual evidence for character traits and to discuss whether they could infer those traits before the author stated them, prompting students to explain and justify their ideas in discussion.
Lesson 5
Perseverance
The lesson provides seven specific journal/discussion questions for Chapters 7 and 8 and directs that these be used as "journal or discussion questions," which requires students to respond to specific prompts. The introduction and activities instruct adults to ask the child to describe the story problem, ask if they know the word perseverance, ask why it is important, and ask for historical examples, prompting student responses and explanation. The lesson also invites the child to share his writing with family and to describe the conflict, giving students opportunities to speak about and contribute ideas aloud.
Lesson 6
Surprises
The lesson provides seven specific comprehension questions (QUESTION #1–#7) that students are asked to answer about Chapters 9 and 10, so students practice responding to targeted questions. Several activities prompt students to explain and justify choices (e.g., asking how they decided the order of Abel's routines, to compare and contrast their schedule with Abel's, and to describe why they selected items for the deserted island). The parent prompts ask students to pull out each chosen item and explain how they will use it and to name other items they considered, which elicits follow-up explanation and justification.
Lesson 7
Threats
Students read Chapters 11–12 and respond to a set of specific discussion/journal questions (Questions #1–#5) that ask them to clarify character feelings, actions, and environmental changes. The lesson repeatedly directs an adult to "ask your child" and to "discuss" adaptations and threats, prompting students to answer and explain their thinking about how Abel survives. The vocabulary game and turn-taking suggestion (give clues, take turns, use words in a sentence) provide opportunities for students to speak, respond to prompts, and contribute comments in an interactive format.
Lesson 8
The Dead of Winter
Students are given specific journal and discussion questions for Chapters 13 and 14 and are prompted to answer questions such as why Abel went out in the cold and how he adapted. The hibernation experiment asks students to collect pulse, breathing, and temperature data and answer follow-up questions about energy use and what can be learned about hibernating animals, which students then discuss. Activities instruct students to "discuss" hibernation, fill in a chart using textual evidence, and find passages that explain Abel's hibernation/torpor, all of which require students to respond to specific questions and explain their thinking.
Lesson 9
The Newcomer
Students are prompted to answer a set of specific discussion/journal questions (Questions #1–#8) about Chapters 15 and 16, which requires them to respond to specific questions about the text. Students are asked to discuss the action and dialogue when preparing a script (Activity 3) and to rehearse and act out a scene with another person, which involves exchanging lines and reacting to another speaker. The Wrapping Up section asks students to describe theatrical terms and to discuss why people need other people, prompting verbal discussion and responses.
Lesson 10
Escape
Students are asked to write three "big" and three "little" questions about Chapters 17–18 and to discuss the difference between big and little questions, which requires them to pose questions about the text. The Getting Started and Activities sections ask students to predict events (e.g., what will happen to Abel) and to answer guided discussion prompts about Abel's changes and whether he will get home, which requires students to make comments about the text. The wrapping up directions ask students to describe parts of speech and to explain a personal situation that changed them, prompting verbal explanation and comment.
Unit 2: Pedro's Journal
Lesson 1
Exploring with Columbus
Students are prompted to record four or five questions about Columbus in a journal and then check the book to see if those questions are answered. Students are asked to discuss what it means to be a hero and brainstorm characteristics, and to read the Author's Note aloud and explain why the author included it. Students are asked to discuss reasons for exploration and to explain positives and negatives, which requires them to answer and discuss open-ended questions with an adult partner.
Lesson 2
August
Students are assigned three or four comprehension questions to answer in a journal and the remaining questions are used as discussion questions, so students will respond to specific teacher-provided questions. The lesson repeatedly prompts discussion with phrases such as "Discuss how Columbus' crew members may have felt," "Ask your child to describe her feelings about the ocean," and "Ask your child what she has learned," which require students to make comments and contribute to a conversation. The Activities direct students to record and discuss attitudes and events on a chart, which asks students to respond orally and in writing about text details.
Lesson 3
September
Students are asked to answer a set of specific comprehension questions in their journals (e.g., questions #1–#5) and some of these are suggested to be used as discussion questions. Students are prompted to describe Pedro's journey, discuss characters and events, and to talk about meteors and sailors' fears during guided parent-child discussions. Students are also asked to create and share their own myth or omen about meteors, which can be used as a discussion contribution.
Lesson 4
October
Students are given a set of specific discussion and journal questions (e.g., Why does Pedro enjoy the night watch? Why would Columbus want to take some natives back to Spain?) and are expected to answer them. The teacher/parent prompts discussion with activities like the two-bubble map where students record words or phrases the crew and natives might use, and the Wrapping Up section asks students to explain rules and describe portrayals, which invites verbal responses. The materials label the questions as usable for discussion, implying students will respond aloud or in writing to clarify comprehension.
Lesson 5
Journal Writing
Students are prompted to answer specific questions on the Student Activity Page (e.g., Did the event change your life? Did the event cause you to have strong feelings? Do you still think about the event?), and adults are instructed to ask the child to identify events Pedro writes about and to explain why an event would make a good journal entry. The lesson asks students to discuss reasons people record events and feelings and to use the Pre-Writing page to list facts, feelings, and quotes, which requires students to respond to directed questions and prompts.
Lesson 6
November
Students are prompted to read Pedro's journal and answer seven specific discussion questions (Q1–Q7) that ask for reasons, feelings, and past experiences. Students are asked to explain interactions between crew and natives, list and compare disadvantages of life at sea versus on land, and complete a written prompt ("I would rather ___ because ___"), indicating they will respond to and elaborate on questions. The lesson includes multiple oral discussion prompts (e.g., "Ask your child what Pedro is learning…", "Talk about how miserable the sailors were…") that require students to make comments about the text and situations.
Lesson 7
December
Students are asked to answer three or four assigned questions in their journals and to use other provided questions in a discussion about the novel, which requires responding to specific questions. The Skills statement asks students to "answer relevant questions and make contributions in small or large group discussions," and multiple prompts (e.g., comparing treasures and explaining whether soldiers are right to complain) require students to contribute comments during discussion. The lesson repeatedly prompts students to explain differences and justify answers (Wrapping Up and Treasures activities), which elicits follow-up explanation and discussion contribution.
Lesson 8
The Island of the Skog
The lesson directs students to read The Island of the Skog aloud and to use a set of teacher-provided questions (Q1–Q7) in a discussion, prompting students to answer and discuss plot and comparisons to Pedro's Journal. Activity 1 asks students to complete a Comparing Stories graphic organizer, requiring them to state similarities and differences and thereby discuss connections between two texts. Activity 2 asks students to write three ways the mice showed prejudice and three ways Columbus showed prejudice, then asks if the student has experienced or witnessed prejudice and encourages discussion of that situation. The wrapping-up prompts ask the student to discuss what she liked and whether she would recommend the book to a friend, inviting verbal contribution and reflection.
Lesson 9
January
Students are asked to answer specific reading and discussion questions (QUESTION #1–#5) about Pedro's journal entry, which requires them to respond to prompts and discuss answers. Students are prompted to discuss the manatee ecosystem and to compare methods of moving through water, responding to teacher prompts and finding pictures online. Students must write a five-line dialogue between Pedro and Columbus, producing linked turns of speech that respond to previous lines.
Lesson 10
February
Students finish reading Pedro's Journey and answer three assigned journal questions, demonstrating that they respond to specific comprehension questions. The remaining comprehension questions are designated for use in a discussion, so students verbally respond to prompts such as whether they would have enjoyed the voyage and whether they would recommend the book. Students also prepare and deliver a firsthand report (speaking as Pedro) to an audience, providing an opportunity to contribute orally about the voyage and discoveries.
Final Project
Story Blocks
Students are given explicit discussion prompts in the "Questions to Explore" (e.g., What threatened the survival of the early explorers? Why were the explorers willing to face danger and hardship?), which students can respond to. Students are asked to tell a parent what they liked and did not like about the story and to discuss the story with other people using the assembled story blocks. As students place each block on a story tower they are instructed to explain the information on that block to others.
Unit 3: Mrs. Frisby and the Rats of NIMH
Lesson 1
Sickness
Students are prompted to discuss elements of the fantasy genre and to name other fantasy novels, selecting a favorite and identifying elements in it. The teacher instructions tell students to read chapters and to use several of the provided comprehension questions in a discussion (with three or four questions answered in a journal and the remaining used for discussion). Wrapping-up prompts ask students to explain whether they will enjoy the story and to describe characters they met, which requires students to make comments during discussion.
Lesson 2
Spring is Coming
Students are asked to answer two or three comprehension questions in their journals and to use the remaining questions for discussion, which requires them to respond to specific questions. The activities prompt students to 'discuss how Mrs. Frisby faces a unique threat' and to 'explain this threat,' asking students to make comments that contribute to a discussion. The wrap-up asks students to describe the setting and state whether they would rather be a mouse or a rat and why, prompting oral contribution of ideas.
Lesson 4
Rats in the Rosebush
Students are assigned three or four specific comprehension questions to answer in their journals and asked remaining questions during a discussion, so they practice responding to targeted questions. Students are prompted to predict what will happen next and to discuss character traits (e.g., describing Mrs. Frisby and listing ways she showed bravery), which requires them to speak and answer teacher-led prompts.
Lesson 5
Meeting the Rats
Students are asked to answer specific comprehension questions in a journal (e.g., How would you describe Brutus? How did Brutus respond to Mrs. Frisby?) and to use some of those questions as discussion prompts. Students are asked to make a prediction about the rats and then check whether their predictions were correct after reading, which requires following up on initial information. Students are prompted to discuss the "Beyond Needs" responses and to describe how machines and inventions make life easier, which requires contributing comments during discussion.
Lesson 6
A Plan for Mrs. Frisby
Students read specified chapters and answer a set of teacher-provided comprehension questions in their journals, and some of those questions are used as discussion prompts. The lesson includes specific items (e.g., "Who is Isabella?", "Where did the rats want to move Mrs. Frisby's home?", and an opinion question about whether the plan will work) that students must respond to. Students are also asked to describe the rats' plan aloud and to devise and explain a plan for moving the house, providing opportunities to speak and respond in discussion.
Lesson 7
The Capture
Students are asked to answer a set of specific comprehension questions (Q1–Q8) in a journal and to use remaining questions in a discussion, providing explicit opportunities to respond to teacher/parent questions. The lesson includes a 'Questions to Explore' prompt and a Wrapping Up section that asks students to explain how the rats were captured and to discuss whether it is right or wrong for scientists to use rats, which asks for verbal contributions. Activities direct students to summarize and describe events in discussion or journal entries, supporting spoken and written responses to posed questions.
Lesson 9
The Escape
Students read two chapters and are asked to answer eight specific comprehension questions in their journals and to use the remaining questions for discussion, providing direct practice in responding to questions about the text. Multiple prompts ask students to discuss why the mice would leave NIMH, to list needs beyond food/shelter, and to write examples of how Nicodemus changed, which require students to contribute comments about the text and their ideas. Activity 3 and the Wrapping Up section require students to describe feelings during the simulation and to explain how the mice escaped, prompting verbal discussion and responses to follow-up prompts.
Lesson 11
The Plan
Students are asked to answer specific comprehension questions in their journal and to use the remaining questions to discuss what they read, which requires responding to posed questions. Students are instructed to interview people in the community about animal research, which requires them to pose questions and record others' answers. The wrapping up prompts ask students to describe the rats' new home and to discuss animal testing, creating opportunities to contribute comments in discussion.
Lesson 12
Working in the Night
Students are prompted to summarize what they learned from the chapters and are asked if they have any questions about the story or the characters. The lesson provides a set of specific discussion and journal questions (QUESTION #1–#6) that students are expected to answer. Students are also asked to describe when a comma is used before a conjunction and to discuss ways the rats were inventive using examples from the text.
Lesson 13
A New Home
The lesson provides a set of specific discussion questions (QUESTION #1–#7) that require students to respond to comprehension and opinion prompts, and it directs parents to use these as discussion and journal questions. The lesson asks students to discuss and compare the book with the movie and to tell and describe their favorite part and character, which require verbal contribution. The activities (Elements of Fantasy, Plot Flowchart, and Plot Diagram) ask students to record examples and events that they can share in discussion.