Fourth Grade - ELA
1: Interdependence
Unit 1: Little House in the Big Woods
Lesson 1
Introducing the Story
Students are asked to describe what they learned about the author and the state of Wisconsin during Wrapping Up, which requires them to recount or summarize information. In Activity 3 students read about Wisconsin and record examples of plants and animals on a chart, identifying details about the setting. In Activity 2 students plan and write an account of a memory and note what was learned, practicing sequencing and summarizing personal events.
Lesson 2
Little House in the Big Woods
Students read the chapter and answer focused comprehension questions that require locating key details (e.g., what the house was made from, types of animals, description of the attic, and how the family depended on trees and animals). Students complete a "Life in the Big Woods vs. Life Today" chart that asks them to record chapter-based observations and a "Natural Resources and Survival" sheet that asks them to list resources and describe how each aided the family's survival. Students also record vocabulary in context and complete a cloze story, practicing identifying and using specific textual details.
Lesson 3
Winter Days and Winter Nights
Students answer specific comprehension questions (e.g., which chore days Laura enjoyed, why the family made butter and hunted) that require locating and using key details from the chapter. Students complete charts matching chores to family members and record what they learned about life in the woods, which organizes details about the text. The Wrapping Up prompt asks students to describe what life was like for Laura in the winter, which asks for a general description of the text content.
Lesson 4
The Long Rifle
Students are asked to retell the chapter aloud (QUESTION #2), which asks them to recount key plot events and sequence. Students answer inference questions such as why Pa made his own bullets (QUESTION #1), requiring them to use details from the text to support an explanation. The wrap-up prompts ask students to explain ways that family members depend on one another, which asks for a statement about the text's themes or central idea.
Lesson 5
Christmas
Students are asked to answer specific text-based questions (e.g., how the author describes the snow; what Pa made Ma for Christmas) that require referencing key details. The materials tell students that each paragraph will have a main idea and supporting ideas and provide a graphic organizer with explicit Main Idea, Topic Sentence, Detail 1–3, and Concluding Sentence fields. Students are asked to explain how the family's gifts reflect their environment, which asks them to connect key details to a larger idea about the text.
Lesson 7
The Sugar Snow
Students are asked to "summarize what happened in today's chapter," which requires them to produce a concise summary of the text. Question #5 asks students to synthesize across chapters by explaining how the people in the book are dependent on trees, and the provided answer lists multiple supporting details (build homes, make things, dry meat, use for fire, make maple sugar). The Skills section includes "Use story structure and text organization to comprehend text," and Activity 3 (Maple Sugar Farming) has students order steps from the text, requiring them to identify and sequence key details.
Lesson 8
Dance at Grandpa's
The Skills section instructs students to "draw conclusions, make generalizations, and gather support by referencing the text," which requires using text details as evidence. The Wrapping Up prompt asks students to "describe the importance of music in Laura's family," asking for a synthesized idea about a central topic. Several comprehension questions (e.g., describing Grandma's house, maple syrup activity, role of extended family) require students to locate and recount key details from the chapter.
Lesson 10
Summertime and Harvest
Students read the chapters "Summertime" and "Harvest" and answer targeted comprehension questions that require recalling and explaining events (e.g., why people visited the Big Woods, what Pa brought home, what Charley did in the fields). In the "Seasons on the Farm" activity students record the words and phrases the author uses to describe each season, and illustrate those descriptions, which asks them to gather and organize key textual details. The wrapping-up prompt asks students to describe what they learned about summertime and fall in the Big Woods, and several writing options (bees paragraph, compare stories) require students to compose explanatory paragraphs based on reading.
Lesson 11
Finishing the Book
Students read the final two chapters and answer focused comprehension questions that require recalling specific key details (e.g., what Ma made from grain, what the wonderful machine did, how the environment was changing). Students complete Activity 1 by recording one thing they learned about how life in the Big Woods differed from life today, which asks them to identify an important takeaway from the text. Students also discuss the author's letter and may cite details from it when deciding whether it is formal or informal.
Final Project
Pioneer Family Night
The lesson's Skills section explicitly lists "Summarize main ideas from written or spoken texts, using succinct language." The Reading Activity asks students to choose two to three favorite book sections, practice reading them aloud, and be ready to explain why they are their favorites. The Craft and Checklist tasks require students to explain how pioneers used natural resources and to explain choices when reading favorite parts.
Unit 2: The Sign of the Beaver
Lesson 2
Alone
Students are asked to read Chapters 1–2 and answer specific comprehension questions (Q1–Q8) that require locating and reporting concrete details such as why Matt is alone, his chores, age, and how he depends on the environment. Students complete character timelines in which they record words or phrases describing characters' feelings, attitudes, and actions across chapters, organizing evidence about character development. Students complete vocabulary webs that require finding words in context and understanding word meanings, supporting their comprehension of text details.
Lesson 4
A Treaty
Students are asked to describe what happened to Matt and who saved him and to answer specific comprehension questions about events, gifts, and character feelings (Questions #1–#8). Students complete a Character Timelines activity to organize events and character information and an Interdependence activity that asks them to relate a central idea (interdependence) to the text. The wrapping-up prompt asks students to describe the treaty between Matt and Saknis, and several questions require students to cite evidence for character feelings.
Lesson 5
A Story
The lesson's Skills list explicitly includes "Summarize main ideas from written or spoken texts using succinct language," and students are asked to read Chapters 7–9 and respond in a journal and discussion. Reading questions (for example Q3 about how Matt and Attean were dependent on each other and Q7 about what upset Attean) require students to extract and cite specific details from the chapters. Activities such as Character Timelines and the Journal Activity prompt students to identify events, compare perspectives, and write responses that draw on text evidence.
Lesson 6
The Beaver
Students read Chapters 10 and 11 and answer guided comprehension questions that ask about central events and lessons (e.g., how Attean fishes differently, what Matt is learning, why the story is called "The Sign of the Beaver"). Students complete a "Beaver Research" worksheet where they locate and record factual information (habitat, food, adaptations, predators) and answer why beavers use trees to make dams, discussing how and why beavers use natural resources. Students use a Venn diagram to compare two stories and fill in character timelines, which requires identifying similarities, differences, and key events from the texts.
Lesson 7
Real Life Learning
Students read Chapters 12 and 13 and answer specific comprehension questions (e.g., how Attean taught Matt to make a bow; what they discovered in the woods; why there were fewer beaver and moose), which requires recalling and using key details from the text. Students record descriptions of what they learned about Matt and Attean on a Character Timelines page, which asks them to condense character events and traits. Students create a "Rules of the Forest" book by listing and illustrating rules based on what Matt is learning from Attean, which asks them to extract and state central lessons from the chapters.
Lesson 8
The Bear
Students read Chapters 14–16 and answer comprehension questions about key events (e.g., how Attean and Matt killed the bear and why Attean felt bad). Students practice retelling a personal event as a campfire story (Activity 2, Option 2) and complete a double-bubble map comparing the Bible's Noah story to Attean's flood story (Activity 4). Students complete a Cause and Effect activity in which they write effects for listed causes based on events in the story.
Lesson 9
Attean's Past
The lesson explicitly asks the child to "summarize what happened in the chapters from the previous lesson," prompting students to produce a summary. The listed skill asks students to "support interpretations or conclusions with examples from text," and multiple comprehension questions require students to cite specific details (e.g., what happened to Attean's parents, how Matt describes the village). The "Stereotypes" activity asks students to discuss what the book can teach about stereotypes and to describe how characters break stereotypes, which asks students to identify a central idea or lesson and give examples.
Lesson 10
Manitou
Students are asked to read Chapters 19 and 20 and answer comprehension questions such as "How have Attean's grandmother's feelings toward Matt changed? How do you know?", which requires them to cite evidence to support an inference. Students answer factual questions about manitou and how Attean would find it (Questions 4–7), which has them identify central facts and supporting details from the text. Students record three values for each character and "describe what the character did or said to demonstrate this value," which requires linking textual details to a stated idea about a character.
Lesson 11
A Choice
Students answer specific comprehension questions that require citing details (e.g., how Attean looked after finding his manitou; why Matt would not go with Attean). The Skills section tells students to "support interpretations or conclusions with examples from text," which directs students to link details to their responses. Activities ask students to create character timelines and reflect on different parts of the story, which has students organize events and details from the chapters.
Lesson 12
Persuasive Writing
Students list advantages of Matt going with Attean and advantages of Matt staying at the cabin (Activity 1), which requires them to identify and record key reasons on each side. Students must write a letter or speech that includes three best reasons why Matt should make the decision and must provide support for each reason (Activity 2). The rubric explicitly asks students to provide three reasons and support for all three reasons and assesses whether the letter/speech is convincing, which requires linking details to a central claim.
Final Project
The Sign of the Beaver Movie
The lesson's Skills list explicitly includes "Summarize main ideas from written or spoken texts using succinct language," and Part 2 asks students to write a 6–8 sentence movie synopsis for The Sign of the Beaver. The synopsis rubric directs students to accurately describe the setting and main characters, and the activity requires drafting, revising, and producing a final concise synopsis. These elements require students to condense the story into a short summary.
Unit 3: Native American Animal Stories
Lesson 1
Myths, Legends, and Folktales
Students are asked to listen to a myth, have the story paused for suspense, and then retell the story to the adult (Activity 2), which requires them to recall and recount key events. The Student Activity Page directs students to read a myth or folktale and identify elements of culture (Transportation, Housing, Food, Activities/Entertainment, Music/Dance/Art, Religion, Stories, Customs), asking them to record cultural details from the text. Activity 3 asks students to reread a myth or folktale and identify elements of culture and to compare stories from different cultures, and the Wrapping Up questions ask students what people can learn from stories, prompting synthesis of ideas.
Lesson 2
People and Animal Stories
Students complete a Story Map that asks for main characters, setting, the problem, key events, how the problem is solved, and the ending, which guides them to recount and organize the text. Students answer targeted comprehension questions after each story that require citing specific events and effects (for example, how the woman felt about frogs, how the frogs' actions affected people, and what the dogs did to protect the hunter). Students write in a journal the four story titles, the animals, the animals' importance, and lessons learned, and they compare stories using a Venn diagram or other comparison charts, which require synthesizing details across texts.
Lesson 3
The Natural World
Students retell "How Butterflies Came to Be" to an audience using a paper bag, natural materials, and a crafted butterfly as props, which practices oral summarization of the story. Students answer specific comprehension questions after each reading (e.g., what made Elder Brother sad; what did Elder Brother place in his bag; which animals received the poison) that require recalling key details. Students record the problem and solution of each myth in a journal and complete "Elements of Culture" charts, which require extracting central cultural elements and details from the legends.
Lesson 4
Survival Stories
Students answer focused comprehension questions for each story (e.g., questions about the hunter's problem, why the whale was important, and the Kiowa relationship to the buffalo). Students write short responses and sentences in journals (Activity 2) explaining why the Indians hunted and where people get food today. Students complete writing tasks on the Ecosystems and Animals and Survival pages that require them to describe the role each animal played and to locate information from the texts. The lesson's skills list explicitly includes locating information, making inferences, drawing conclusions, reflecting on learning, and using written language to report information.
Lesson 5
Legends from Other Cultures
Students are asked to "summarize the Brazilian story" after reading and to answer comprehension questions in their journals for the African tale, which requires recalling characters and events. The Skills section explicitly lists "Retell a spoken message by summarizing or clarifying." The Creation Stories activity asks students to complete a double-bubble map comparing two myths, prompting them to record details for each story.
2: Force and Power
Unit 1: Ben and Me
Lesson 1
Ben Franklin and the Colonies
Students locate and record specific factual details about Benjamin Franklin (birth/death dates, places lived, inventions, contributions, personality) on the kite-shaped activity page and timeline, which requires extracting key details from informational sources. Students identify elements of historical fiction (characters, setting, plot, theme, descriptions) and discuss the theme of "force and power," which asks them to connect ideas to supporting examples. Students compare Philadelphia yesterday and today and are asked at the end to state what they have learned, which prompts them to produce a concise account of their learning.
Lesson 2
Setting the Record Straight
Students read Chapters 1–2 and answer targeted journal questions that ask about Amos's purpose for writing, specific events (where Amos slept, why he left his family), and how the stove materials were used. Students complete a "Fact and Fiction" chart that requires them to record a factual event and a fictional event from each chapter, forcing them to identify and note key events. At the end, students are asked what they learned about Ben and Amos, which prompts them to state key points from the chapters.
Lesson 3
Swimming
Students answer targeted comprehension questions about characters, events, and details (Questions #1–#7) that require recalling text information. The Skills section explicitly lists "Recall text information in different ways," and the Wrapping Up prompt asks students to state what they learned about Ben Franklin. Activity 1 asks students to record factual and fictional events from each chapter, which has students identify and restate information from the text.
Lesson 4
Electricity
The Skills list includes "Retell a spoken message by summarizing," and the Wrapping Up directs the child to verbally summarize the events of the chapters they read. The Reading and Questions section gives specific comprehension questions (with answers) that ask students to identify key events and reasons (e.g., why Ben was interested in printing, what initiated his interest in electricity). Activity 1 asks the child to record a factual and fictional event from each chapter, which requires identifying and distinguishing key details from the text.
Lesson 5
Electrifying
Students read Chapters 7 and 8 and answer targeted comprehension questions that require recalling and explaining events and reasons (for example, what Ben wondered about, what happened when lightning struck, and why Amos did not sail to England). Students complete a "Fact and Fiction" activity in which they record a factual and a fictional event from each chapter, requiring them to identify specific supporting details. Students write a first-person account of the kite-flying event and respond to prompts such as "Describe what happened" and "Why do you think this happened?", which asks them to retell and explain key events.
Lesson 6
War
Students read Chapters 9 and 10 and answer comprehension questions about characters, events, and reasons for action (e.g., why Ben traveled to France). The Wrapping Up section asks students to "explain why the colonists went to war with the British" and to "discuss the problems the colonists had," which requires synthesizing causes from the text. Students also record factual and fictional events and identify facts and opinions, which prompts them to locate supporting details in the chapters.
Lesson 7
France
Students are asked to read Chapters 11 and 12 and answer comprehension questions, including one that asks "How did the French feel about Ben Franklin? How do you know?" which requires citing textual evidence. Students complete an Activity titled "Fact and Fiction" in which they record a factual and a fictional event from each chapter, reinforcing identification of key details. The Wrapping Up step explicitly asks students to summarize what happened in the chapters they read today.
Lesson 8
Amos's Account
Students are asked to list ten facts about a chosen event in Franklin's life and to record the sequence of events, then use that information to write a three-paragraph, first-person account of the event. The writing rubric explicitly checks for inclusion of factual information and for clear paragraph descriptions of the event. Students also revise and edit their drafts to make their descriptions clearer and more accurate.
Lesson 9
The Rescue
Students are asked to "give you a summary of what happened in the two chapters he read today," which explicitly requires them to summarize the text. Students read Chapters 13 and 14 and "select three questions" to answer in a journal and discuss the remaining three, which requires them to identify and use details from the chapters. In the "Ben and Amos Bags" activity, students list character traits, decorate bags with words and illustrations, place 3–5 representative items in each bag, and explain the significance of each item, which asks students to use details to support character conclusions. The "Fact and Fiction" activity asks students to choose a factual event and a fictional event from the chapters and record them, requiring identification of specific supporting details.
Lesson 10
Back Home
Students are asked to describe what they have learned from the book and what they enjoyed most, which prompts reflection on overall meaning. The Wrapping Up section asks students to describe some of the main events in the book, encouraging summary of key events. The Fact and Fiction activity has students list a factual and a fictional detail from the chapter, and the Elements of Historical Fiction page asks students to provide examples of events or characters that support each element (including Theme). The Ben's Maxims activity asks students to locate maxims in context and interpret them, which engages students in connecting details to larger ideas.
Final Project
An Interview or Party for Ben
The lesson lists the skill to "draw conclusions, make generalizations, and gather support by referencing the text," which asks students to use textual details as support. Students write ten interview questions and answer them according to events and accomplishments in Ben Franklin's life, requiring them to select and reference relevant details about his contributions. Students also write two of Ben's maxims and explain why they are important, and create a card or song explaining ways Ben used his power and intelligence, which asks students to describe key aspects of the text's content.
Unit 2: The Lion, the Witch and the Wardrobe
Lesson 1
The Professor's House
Students are asked to summarize the events that occurred in the reading during the Wrapping Up activity, and the Skills list includes composing a draft that conveys major ideas and focuses on a topic. Students answer directed comprehension questions about Chapters 1–2 that require recalling specific plot details (e.g., why children went to the Professor, what happened when Lucy entered the wardrobe, why Mr. Tumnus cried). The lesson also asks students to recognize the theme or author's message in a story, which relates to identifying central ideas.
Lesson 3
Always Winter and Never Christmas
Students are assigned Chapters 5 and 6 and prompted to answer directed comprehension questions (e.g., why Edmund lied, what happened to Mr. Tumnus' home, whether the woman is a queen or a witch) and to record answers in a journal. The Wrapping Up section asks students to state what the children discover when they arrive in Narnia and what can be assumed about the witch based on events in the chapters. Activity 1 (Good vs. Evil) asks students to list and illustrate an example of good vs. evil from the chapters, and Activity 2 (Narnia Logic) asks students to use given details to draw logical conclusions about characters and events.
Lesson 4
The Lion
Students answer specific comprehension questions (Q1–Q11) about who characters are, what happens to them, and how they feel, which requires locating and explaining key details from Chapters 7 and 8. Students compare traits of Aslan with lions in other myths by recording descriptive words and using a Venn diagram, which asks them to synthesize and contrast textual details. Students are also asked in a wrap-up to state what they learned about Aslan and Mr. and Mrs. Beaver, prompting a brief restatement of chapter content.
Lesson 5
A Disappointment
Students are asked to "summarize what the children learned from Mr. and Mrs. Beaver" and to "recall what happened to Edmund," which asks for a brief summary and event recall. The lesson assigns journal questions that require students to state reasons and details (e.g., why Edmund fled, what he planned as king), prompting students to identify supporting details. Wrapping up prompts ask students to describe the White Witch's castle and recall Father Christmas's gifts, further eliciting key textual details.
Lesson 6
A Gift from Father Christmas
Students are asked to plan and write three paragraphs with a clear main idea for each: Paragraph 1 asks them to describe the problem in the story (the conflict), Paragraph 2 to describe how they received the gift, and Paragraph 3 to describe the gift and how it can be used for good. The rubric explicitly asks students whether their paragraphs "stay focused on the main ideas," prompting them to maintain central ideas in their writing. Activities ask students to record ideas, revise for focus and descriptive detail, and produce a final summarized account across three paragraphs.
Lesson 9
Back to Life
The Introduction explicitly asks the child to "summarize what Lucy and Susan observed when they followed Aslan," and the Reading and Questions section asks students to answer specific comprehension questions about events (e.g., what the mice did to Aslan, the Stone Table breaking, Aslan coming back to life). The Skills list includes "Recognize and interpret author's message" and "Connect ideas and themes across texts," which invites work on identifying central ideas and themes. Activity prompts (Good vs. Evil; Aslan — A Christ-like Figure) require students to collect and describe supporting details about characters and themes.
Lesson 10
Back Through the Wardrobe
Students answer specific comprehension questions about Chapter 17 (e.g., Q1 about Edmund's bravery, Q7 about the lamppost's significance, Q8 about what happened when they returned through the wardrobe), which requires recalling and explaining events. Students are asked to explain how the children used their power for good (Q5) and to discuss significance, which asks for connections between details and interpretations. Activities ask students to compare the book and movie and to write a movie review or cast characters, requiring them to recount plot points and describe similarities and differences.
Final Project
Narnia Think-Tac-Toe
Activity 2 explicitly directs the student to 'summarize the book for his audience' before presenting projects. The listed skills include 'Identify the theme or author's message' and 'Make inferences and draw conclusions about characters and events,' which involve identifying central ideas and interpreting details. Multiple Think-Tac-Toe tasks (e.g., writing a paragraph about tension, journal entries, and character-based writing) require students to synthesize events and details from the text.
Unit 3: The BFG
Lesson 1
In the Middle of the Night
Students read the List of Characters and the first two chapters and answer targeted questions that require citing text clues (Question #1 asks students to support their guess about Sophie's location with clues). Students identify and cite descriptive words and phrases from the text (Question #4 asks what words and phrases the author uses to describe the giant). Students also write a paragraph comparing how the street looks at night versus day (Activity 2, Option 1), which practices organizing observations from a text-related prompt into a coherent paragraph.
Lesson 2
Snatched
Students read two chapters and answer targeted comprehension questions that require recalling events and details (e.g., what happened to Sophie, how she felt, why the giant ran fast, and how the author describes the environment). Students are asked to "describe what happened in today's chapters" and to predict what will happen next, which asks them to retell and summarize narrative events. Students copy the author's setting description and illustrate it, and they locate information about London, practicing use of text to find specific details.
Lesson 3
The BFG
Students read two chapters and answer directed comprehension questions (Questions #1–#7) that ask them to state what Sophie learns about the giants, how giants use power, and how the BFG is different. Several activity pages ask students to record main events and to identify the most important or meaningful quote for each chapter (Quotable Quotes), which requires selecting key details. The wrapping up prompts ask students to explain why the BFG did not want to exert his power, prompting students to use textual details to support an explanation.
Lesson 4
Ears and Snozzcumbers
Students read the chapters "The Marvellous Ears" and "Snozzcumbers" and answer specific comprehension questions (e.g., where Sophie lived, why the BFG cried, what the BFG eats), which requires locating and recording key details. Students are asked to describe the BFG and identify quotes from Sophie and the BFG, and the skills list asks students to respond to stories in writing and discussion, which involves interpreting text details. Activities ask students to write about vivid dreams and to write a paragraph about using a power of hearing, practicing written expression tied to text themes and character traits.
Lesson 5
Time with the BFG
The introduction asks the child to "summarize what happened in the chapters he read yesterday," giving direct practice in summarizing. The reading questions require students to recount specific events and character actions (e.g., how the BFG got the Bloodbottler to eat the snozzcumber, what happened to Sophie), which asks students to use key details from the text. Activity 2 asks students to compare the BFG and the Bloodbottler in appearance, personality, and power, which requires extracting and recording textual details to support comparisons.
Lesson 7
A Nightmare for Fleshlumpeater
The Skills section asks students to "use oral or written language to recount or narrate," and students are directed to answer journal questions after reading the chapters, which requires retelling events. Several questions ask students to compare and contrast the two stories and to identify similarities and differences, prompting synthesis of key story elements. The Wrapping Up prompts ask students what a person could learn from the story, inviting statements about overall meaning or message.
Lesson 9
The Palace
Students are asked to "summarize the events that occurred in today's chapters" during the Wrapping Up, which gives practice with concise retelling. Students answer six comprehension questions about characters and events, and they complete cause-and-effect activities that require citing story events as causes or effects. Students also identify quotes from characters, which requires locating specific textual details.
Lesson 10
A Breakfast Fit for a Queen
Students are asked to read two chapters and answer chapter questions in a journal, which requires recalling and discussing chapter content. Students are prompted in a wrapping-up question to describe how the queen received Sophie and the Giant, which asks them to recount events from the text. In the Characterizing the Queen activity, students choose five adjectives to describe the queen and must support each adjective with at least one example from the text, requiring them to cite key details as evidence.
Lesson 12
Snozzcumbers
Students are asked to "Identify the theme or author's message in a story" and to "Reference the text to support the theme of a story" in the Skills list. In Activity 3 (Theme) students must record events, quotes, and characters' actions on a graphic organizer to support each listed theme. Several comprehension questions ask students to recount events (e.g., how the giants were imprisoned, what the BFG brought back, what happened when Sophie and the BFG returned to England), which requires identifying central ideas and supporting details from the text.
Final Project
Recipe for a Dream or Newspaper Report
The newspaper option asks students to "write a cover news story that describes what has happened to the children who disappeared and how the queen has responded," and the Student Activity Page directs students to write a detailed description in three paragraphs including "what happened," "how the Queen found out and responded," and "how the Queen, BFG, and Sophie used their power." The rubric requires paragraph length (5-8 sentences), correct capitalization and punctuation, inclusion of at least three of the giant's quotes, and assessment for "easy understanding" and "detailed" writing, which requires students to recount and condense events and include supporting details.
3: Similarities and Differences
Unit 1: Stories from Africa and Asia
Lesson 1
Meerkats in Botswana
Students are asked to locate Botswana on a map and record notes in a graphic organizer under categories (Land, Language, Animals, People), which requires gathering key details. Students are prompted to draw a meerkat and write a descriptive paragraph or a short story that must include at least five facts, which requires selecting and writing important details from informational sources. Students discuss meerkat adaptations and their functions and are asked at the end to say what they learned about Botswana and the meerkat, prompting an oral recap of information.
Lesson 3
The Surprise
The Wrapping Up section instructs the child to summarize what happened in the two chapters he read today. Guided comprehension questions (Q1, Q3, Q5) ask students to explain reasons and identify story details—e.g., why Precious responded to Teb and Pontsho's home, what scientifically accurate information about meerkats appears, and why certain stories are included—prompting students to use details to support answers. The Life Application and Activity 3 ask students to compare meerkats in a documentary to the book and to describe an animal in a paragraph, which requires selecting and using supporting details from sources.
Lesson 4
A Missing Cow
Students read Chapters 5 and 6 and answer targeted comprehension questions that require recalling and explaining key details (e.g., what Pontsho brought, what happened when Kosi escaped, what the family had lost and why that was a big problem). Question #5 asks students to identify detective skills and ideas Precious used, which requires citing textual details. Activity 2 asks students to identify the story conflict (man vs. nature) and discuss how the natural setting plays an important role, and Activity 3 has students write the scene where Kosi escapes, which requires reconstructing events from the text.
Lesson 5
A Good Idea
Students are asked to "describe what happened in the chapters he read yesterday" and to read Chapters 7 and 8 and answer comprehension questions, which requires recounting events and identifying key story details. The set of specific questions (e.g., where did the cows' tracks end? how did the men react?) asks students to locate and explain supporting details about events. Wrapping Up asks students to describe what they learned about Botswana's geography and people, and Activity 2 asks students to write a paragraph about a personal event and reflect on what others could learn from it, prompting summary-like writing.
Lesson 6
African Bush Diorama
The skills list explicitly tells students to "Summarize the plot or major events of a story," and the book report rubric asks "Are the main events (plot) of the story summarized?" The organizer requires a four-paragraph report with Paragraph 2 labeled for Plot and Paragraph 1 for Characters and Setting, guiding students to write a focused summary of events. The lesson instructs students to draft, edit, and produce a final copy, which gives repeated practice in composing a summarized account of the story's events.
Lesson 7
Japan
Students are asked to read A Kids Guide to Japan and answer specific comprehension questions that require locating key details (e.g., climate, foods, traditions, similarities and differences). Students complete a Venn diagram comparing Japan and America and label a map, which requires organizing and using details from the text. The wrapping-up prompts ask students to explain why Japan and America were at war and to review negative outcomes, asking for reasons supported by information in the text.
Lesson 8
Peace Day
Students read the prologue and first two chapters and answer targeted comprehension questions (e.g., Who were the members of Sadako's family? What was Peace Day? What did the family do on Peace Day?), which requires recalling key details. In Activity 2 (Peace Day) students are asked to describe why the Japanese celebrate Peace Day and what activities occur, and to complete a graphic organizer comparing Peace Day to an American holiday, which asks them to collect and organize supporting details. The Japanese Cultural Elements pages require students to record what they learn about culture in each chapter (food, clothing, school, family life, celebrations), prompting students to pull together information across chapters.
Lesson 9
The Secret is Out
Students read the chapters and answer directed comprehension questions in a journal, including questions about Sadako's talent, feelings, and how her parents learned her secret. Students are asked in the wrapping up to explain Sadako's secret and how her family came to know it, which requires recounting central events. The Skills section asks students to represent text information in different ways (story maps, graphs, charts), which prompts students to organize and condense information from the text.
Lesson 10
Kenji
Students are asked to "summarize the events that occurred in the chapters she read today," which gives them explicit practice producing a summary. Students answer specific comprehension questions in a journal (three questions) and discuss remaining questions, requiring them to identify and recall key details about characters, events, and causes (for example, how Kenji got leukemia and what Chizuko brought Sadako). The listed skill to "identify and discuss similarities and differences... and support them by referencing the text" asks students to reference textual details when making claims.
Lesson 11
O Bon
Students read the chapters "Hundreds of Wishes" and "Last Days" and are asked to read aloud, answer three questions in a journal, and discuss remaining questions. Multiple comprehension questions ask students to identify key details (e.g., what Sadako's mother brought, what O Bon was, how the family celebrated O Bon, and how Sadako's health changed). The Wrapping Up prompts ask students to state what they learned about Japanese culture and to discuss Sadako's health situation and how it changed. Activity 2 Option 1 asks students to write journal entries reflecting as an American child and as a Japanese child after celebrating O Bon, which requires them to synthesize information from the text.
Lesson 12
Racing the Wind
Students answer targeted comprehension and inferential questions after reading sections (e.g., they identify that Sadako kept thinking about death and explain why, describe what Sadako said about her family, and answer questions about the epilogue and author). Students discuss why the author ends the story a certain way and reflect on why Sadako's story is important. The wrapping-up prompts ask students to describe their feelings and discuss the story's significance, which requires synthesizing some ideas from the text.
Lesson 13
Precious and Sadako
Students are asked to record descriptions, quotations, actions, words/phrases, and personality traits for Precious and Sadako (Activity 1), which requires locating and citing key textual details about characters. Activity 3 asks students to explain three or four important events from each story and to create a scrapbook image or a first-person letter describing an important event, which requires students to identify and summarize significant events. The skills list includes drawing conclusions, making generalizations, and gathering support by referencing the text, and the wrap-up asks what students learned from each character, prompting a brief synthesis of ideas.
Unit 2: Holes
Lesson 1
Texas and Desert Biomes
The Skills section instructs students to "compile notes into outlines, reports, summaries, or other written efforts" and to "take simple notes from relevant sources," which asks students to produce summaries from gathered information. Activity 3, Option 2 asks students to "write a paragraph that describes the geographic location... the plants and animals... and some adaptations," an exercise in composing a focused informative paragraph. The Wrapping Up section asks students to "describe what he learned about the state of Texas and the desert," prompting oral summarization of learned content.
Lesson 2
Camp Green Lake
Students read Chapters 1–4 and answer guided comprehension questions that require recalling key details (e.g., Stanley's father's job and invention, description of Camp Green Lake, why Stanley was sent to camp, family history events). Students record new information about each boy on the "The Happy Campers" pages, writing notes and drawing illustrations of physical appearance and learned facts. In the Wrapping Up section, students are asked to "describe what she learned about Camp Green Lake" and to state what she thinks about the main character, prompting a spoken or written recap of chapter content.
Lesson 3
Digging
The lesson includes directed reading questions (Questions #1–#9) that ask students to recount specific events and character details (e.g., the rule at Camp Green Lake, what actually happened with the shoes, and how Stanley felt after digging). The Skills section lists 'Relate plot, setting, and characters to personal experiences' and 'Make inferences and draw conclusions about characters,' which ask students to integrate elements of the text. The Wrapping Up prompt asks the child to state 'what he learned about Stanley in these chapters and about Camp Green Lake,' prompting a brief synthesis of information.
Lesson 4
Caveman
Students read Chapters 8–12 and answer assigned comprehension questions in a journal (e.g., questions about the yellow-spotted lizard, the wreck room, Stanley's nickname, and what Stanley found while digging). Students are asked to record information about the boys on the "Happy Campers" pages and to answer open-ended discussion prompts, and the Wrap-Up prompt asks the child to state what she learned about the boys and staff. The Skills list includes "Use oral and written language to answer open-ended questions" and "Analyze characters," which guide student activities that require recalling and discussing key details.
Lesson 6
Sunflower Seeds
The Skills section explicitly lists "Summarize written text," and the Introduction asks the child to summarize what happened in the previously read chapters. The Reading and Questions section requires students to answer comprehension questions about Chapters 17–20 and to share answers verbally, which asks students to recount events and details. Activity 1 directs students to record information they learned about characters on the "Happy Campers" pages, which has students organize and report textual information.
Lesson 7
Zero
Students answer targeted comprehension questions about Chapters 21–24 that require recalling and inferring key facts (e.g., what Zero did for Stanley, what Green Lake was like 100 years ago). Students are asked to locate the author's description of the old Green Lake (Activity 3) and use those textual details to draw past and present scenes. Students write in their journals (answer four questions and choose an Option 1 or 2 writing task) and are asked in Wrapping Up to explain what they learned about the history of Green Lake and the people who lived there.
Lesson 8
Sam the Onion Man
The wrapping-up prompt asks the child to summarize the story of Kate Barlow and Sam the Onion Man and to discuss the book's two simultaneous plots. The Reading and Questions section has multiple comprehension questions asking who Sam was, what happened to Sam and Kate, and how the town reacted, which require students to identify and recall key details. The Skills list includes "Draw conclusions, make generalizations, and gather support by referencing the text," indicating practice in using textual details as support.
Lesson 9
Driving a Truck
The Skills list explicitly includes "Summarize written text," and the Wrapping Up prompts students to "summarize what happened in the chapters he read today," providing direct practice in retelling. The Reading and Questions section requires students to answer specific comprehension questions about events and character actions (e.g., What was the thumb of God? What happened between Stanley, Zigzag, and Zero?), giving students opportunities to identify and cite key details. Students are also asked to write responses in a journal for selected questions, which supports organizing details into a coherent retelling.
Lesson 12
Treasure and Lizards
The guide asks the child to "summarize the last chapter" and to read Chapters 42-45 and answer questions in a journal, which requires recounting chapter events. Multiple comprehension questions (e.g., "How had Stanley's feelings about himself changed? Why do you think they changed?") prompt students to explain reasons for character changes using textual details. The Wrapping Up prompts ask the child to "describe what happened to Stanley and Zero," reinforcing retell and summary practice.
Lesson 13
Innocent
Students are asked to put story events in proper sequence and to identify the problem, climax, and solution for two interwoven plots (Activity 3). The Skills list explicitly includes sequencing story events and identifying problem/climax/solution. Reading and Questions require students to answer specific plot details from Chapters 46–50, which practices locating supporting details.
Unit 3: Stories from Europe
Lesson 2
Fiona's Luck
Students are asked to give a verbal summary of Fiona's Luck at the end of the lesson and to record story elements (setting, characters, plot, conflict, resolution, theme) on the Story Elements page. Students complete a Fact and Fantasy activity that requires listing three factual details from the story and three fantasy elements. On Day 2 students read informational material about Ireland (a website) and answer factual comprehension questions about Irish history and geography.
Lesson 3
The Sea King's Daughter
Students are asked to identify story elements including Theme (e.g., "Home is often the place where you will be most happy"), and to verbally summarize The Sea King's Daughter. The skills list directs students to "refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences," and questions such as "How do you know he felt this way?" require students to cite supporting details. Students also sort facts versus fantasy by recording three factual details from the story, which practices distinguishing and citing text-based supports.
Lesson 4
The Snow Queen
Students fill in a "The Snow Queen Story Elements" graphic organizer, identifying setting, characters, theme, conflict, and resolution. Students create a small informational booklet about Denmark, practicing condensing informational text into accurate, precise phrases. Students write scripts by selecting the most important words and actions from scenes, which requires choosing key details and summarizing dialogue. Students answer targeted comprehension questions after each reading that require recalling specific details from the text.
Lesson 5
Comparing and Contrasting Stories
The introduction asks the student to "briefly summarize each story," and the Activities require the student to retell selected events from a story in first person, writing 8–10 sentences. The "Comparing Story Elements" activity has students list similarities and differences between stories and explain which stories are most similar or different. Wrapping up questions ask the student to explain how analyzing story elements influenced their judgment of which story is best.
Final Project
Writing Your Own Story
Students review story element sheets from earlier texts and identify the theme/lesson for each book, using guided questions about what lesson a reader can learn. Students complete a Theme graphic organizer to write a few sentences about the lesson they want to communicate and record supporting ideas for how to express that theme. Students use a Plot Organizer that asks them to outline the Beginning, Conflict, Events, and Resolution, and they create a Rough Draft with five page layouts that sequence the story's events.
4: Exploration and Survival
Unit 1: Abel's Island
Lesson 1
Survival
Students are asked to look for river plants and animals in the story and to add those items to a chart, which requires locating and recording text details (Activity 2). Students are directed to list ways river resources are used for survival and to note how the main character uses river resources by adding them to the "Natural River Resources" chart (Activity 3). Students compare personal journal entries of what they would miss to the main character's list, which asks them to connect plot details and character experience to their own responses (Activity 4 and Skills).
Lesson 3
Where Am I?
Students are asked in "Wrapping Up" to summarize what happened to Abel in today's chapters, which asks them to produce a concise retelling of text events. Question #8 asks students to "Support interpretations or conclusions with examples drawn from text," prompting students to use key details as evidence. The Skills section includes "Interact with the text by locating information for specific purposes," and multiple comprehension questions require students to identify specific events and details (where Abel was, what he ate, how he adapted, what happened to his boats).
Lesson 4
Who Is Abel?
Students answer directed comprehension questions about Chapters 5 and 6 and complete a "Using Natural Resources" chart that requires taking information from the chapters. In Activity 2 students list physical and personality traits of Abel and explicitly record corresponding evidence from the text. Skills listed include having students "draw conclusions, make generalizations, and gather support by referencing the text" and to "represent text information in different ways, including story maps, graphs, and charts."
Lesson 5
Perseverance
Students answer targeted comprehension questions about Chapters 7 and 8 that require locating and recording specific key details (e.g., Abel's river-crossing plan, how he made fire, and what he dreamed). Students are asked to describe the problem/conflict in the story, and to fill an "Using Natural Resources" chart taking information from the chapters, which requires extracting details from the text. Students are explicitly taught paragraph structure and complete Reflective Writing Organizers that require a topic sentence, supporting details, and a concluding sentence.
Lesson 6
Surprises
The Skills section asks students to "draw conclusions, make generalizations, and gather support by referencing the text," which directs students to find textual support for inferences. Comprehension questions require students to identify reasons and effects from Chapters 9 and 10 (e.g., why Abel worried about winter; how objects helped Abel), prompting students to cite details. Activities ask students to fill a "Using Natural Resources" chart from the chapters and to create/sequence Abel's daily schedule, which has students pull together key details about Abel's actions and routines.
Lesson 7
Threats
Students read Chapters 11 and 12 and answer guided comprehension questions that ask for causes and details (e.g., why Abel felt uneasy, how he protected himself, and how the environment is changing). Activity 1 asks students to fill in a chart using information from the chapters, which requires pulling specific details from the text. Activity 3 and the wrapping-up prompt require students to describe threats Abel faces and explain three adaptations and how each aids his survival, linking actions to supporting details.
Lesson 8
The Dead of Winter
Students answer targeted comprehension questions about Chapters 13 and 14 that require locating details (e.g., how Abel adapted to the cold, why his attitude changed). Students complete a "Using Natural Resources" chart by taking information from the chapters and they are asked to find information in the chapters that explains Abel's hibernation/torpor (p. 74-75). Students research hibernation, answer structured questions about differences between true hibernation and torpor, and complete a Hibernation Experiment that prompts them to compare physiological details before and after activity.
Lesson 9
The Newcomer
Students are asked to describe the major event from prior reading (the arrival of Gower), which prompts retelling of key plot points. Students are directed to fill in a chart "Using Natural Resources" using information from Chapters 15 and 16, which requires locating and recording details from the text. Students create a Venn diagram comparing Gower and Abel and prepare a script by rereading pages 93–96, which asks them to analyze character actions and dialogue from specific passages. The Student Activity Page includes an unlabeled "Central Idea:" field, indicating some attention to identifying a central point.
Unit 2: Pedro's Journal
Lesson 1
Exploring with Columbus
The Skills section directs students to "identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the author's purpose, plot, and the author's lesson or message," which asks for text-based interpretation. Activity 4 asks students to record dates and important events along Columbus's route, and Activity 2 asks students to list possible positives and negatives for given reasons—both require locating and using key details. The Historical Fiction graphic organizer asks students to list factual descriptions, examples of fiction, historical events, and authentic setting details, prompting students to extract and organize supporting details.
Lesson 2
August
Students read Pedro's journal entries and answer targeted comprehension questions (e.g., Why was Pedro hired? How does Pedro describe Columbus?), which requires extracting information from the text. Students complete the chart titled "The Journey," recording an important event, geographic location, and the attitudes of Columbus, Pedro, and the crew for each month, organizing key details chronologically. The skills section and the wrap-up prompt ask students to recount or narrate and to state what they have learned about Columbus and Pedro, which prompts a brief oral or written summary.
Lesson 3
September
Students are asked to summarize what happened to Columbus and the crew in the month of September during the Wrapping Up activity. Students retell how Pedro's journey began and discuss characters and important events in the Introduction. Students answer targeted comprehension questions that require identifying key details (Pedro's job, consequences of not finding port, why sailors distrust Columbus, the meteor sighting, and signs of land).
Lesson 4
October
Students read the October journal entries and answer nine guided comprehension questions that ask for specific details (for example, why Pedro enjoys the night watch, what animals they saw, and where Columbus thought they had landed). Students complete a two-bubble map recording words or phrases the crew might use to describe the native people and vice versa, collecting descriptive details from the text. In the wrap-up students are asked to describe how the book portrays the native people and explain why Pedro is uncomfortable, prompting them to connect details to an interpretation.
Lesson 5
Journal Writing
The Introduction asks students to identify three events Pedro writes about and three places where Pedro records his feelings, which requires locating specific details in a text. The Pre-Writing activity asks students to list ten facts about their chosen event and three feelings, prompting students to extract and record key details. Activity 3 asks students to read their journal entry and determine if they communicated the importance of the event, which asks them to reflect on the central point of their own writing.
Lesson 6
November
Students read Pedro's journal entries and answer targeted comprehension questions (e.g., why Columbus wanted to take natives back, how Pedro felt, what happened to the Pinta) that require identifying reasons and details. Students fill in a "The Journey" organizer after answering questions, and complete a two-column activity listing disadvantages of life at sea versus life on land from Pedro's perspective. Students are asked in the wrap-up to state what Pedro is learning about the natives and what he is learning about Columbus.
Lesson 7
December
Students read the journal entries for December and answer three or four assigned questions that require recalling specific events (e.g., describing the sailors' encounter with natives, whether the crew believed they were in Asia, and what Pedro did on Christmas Eve). In Activity 2 students illustrate and label two lists of treasures (what Columbus expected vs. what was found) and are asked to compare the two lists and explain whether the soldiers are right to complain. The Wrapping Up prompts ask students to explain the difference between the treasures hoped for and those actually found, which requires synthesizing details about expectations versus reality.
Lesson 8
The Island of the Skog
Students read The Island of the Skog aloud and answer targeted comprehension questions that ask about central events and outcomes (e.g., why the mice set off on their journey, what threatened their survival, and what happened between the Skog and the mice). Students use a graphic organizer to compare Pedro's Journal with The Island of the Skog, recording similarities and differences between the stories. Students identify concrete examples of prejudice by listing three ways the mice showed prejudice and three ways Columbus was prejudiced, and they create an anthem that reflects the relationship and changes between characters.
Lesson 9
January
Students read Pedro's journal entry for January and answer specific comprehension questions (e.g., why some men stayed behind, where Pedro went, how manatees are described), which has them identify and cite key details. Activity 3 asks students to discuss the manatee's ecosystem and threats to its survival and to find pictures, which has them explain details about informational content. The Skills section lists "Demonstrate understanding of informational text in a variety of ways through writing and illustrating," and students complete a "The Journey" page and an activity that requires writing dialogue and discussion, providing opportunities to show understanding.
Lesson 10
February
Students answer targeted comprehension questions (e.g., Was Pedro enjoying the voyage? How had the sea conditions changed? What happened to the Pinta?) that require recalling and explaining key details from the text. In Activity 3 students must write a firsthand report as Pedro that "needs to explain the crew's survival, their discoveries, and what it was like to sail with Columbus," and they are directed to look back at their "The Journey" pages to support their report. The "Questions to Explore" prompts (e.g., What threatened the survival of the early explorers? Why do people explore new places?) encourage students to consider overarching ideas of the passage.
Final Project
Story Blocks
Students are required to locate and record many specific details from the text: they fill cubes for setting, characters (names and descriptive phrases), vocabulary in sentences, survival threats and survival actions, quotes, historical facts vs. fictional aspects, and discoveries/impacts of exploration. The skills list includes interacting with text to locate information for specific purposes and using oral or written language to recount or narrate. The wrapping-up activity asks students to discuss the story by using their blocks and to explain the information on each block as they place it.
Unit 3: Mrs. Frisby and the Rats of NIMH
Lesson 1
Sickness
The Skills section asks students to "Reference the text to determine the plot and sequence of events in a story," which directs students to use text details to track events. The Plot Flowchart activity requires students to record a major event for each chapter and to write a brief retell, prompting chapter-level summarization and sequencing. The Reading and Questions section asks students to answer specific comprehension questions (e.g., describe characters, environment, events), which leads students to locate and cite details from the text.
Lesson 3
A Visit to an Owl
Students are asked to describe what happened to Mrs. Frisby in today's reading and to fill out a Plot Flowchart with an event from the two chapters, which requires them to sequence and condense events. Students answer targeted comprehension questions (e.g., what Jeremy told Mrs. Frisby, how the author describes the owl, why Mrs. Frisby was afraid) that require recalling and citing key details from the text. Students are prompted to discuss and journal responses to questions about the chapters, supporting practice in extracting important information from the text.
Lesson 5
Meeting the Rats
Students read the chapters 'Brutus' and 'In the Library' and answer comprehension questions that require them to describe characters, reactions, and events. Students complete a Plot Flowchart where they describe an important event from both chapters and the Wrapping Up prompt asks them to describe what Mrs. Frisby discovered upon exploring the rosebush. A listed skill asks students to 'respond to stories and poems in ways that reflect understanding and interpretation,' supporting comprehension and retelling.
Lesson 6
A Plan for Mrs. Frisby
Students answer targeted comprehension questions about characters, motives, and events (e.g., Who is Isabella? Where did the rats want to move Mrs. Frisby's home?). Students complete a Plot Flowchart in which they describe an important event from each chapter, focusing them on key events and sequence. Students are asked to describe the rats' plan in the Wrapping Up activity, which requires retelling central actions from the chapters.
Lesson 7
The Capture
Students are asked to make a list of important events and then write a summary of Nicodemus's story (Activity 2). Students describe important events from both chapters on a Plot Flowchart (Activity 1) and answer specific comprehension questions that elicit key details (Questions #1–#6). The skills section explicitly states students will "Summarize main ideas from written or spoken texts using succinct language."
Lesson 8
Life at NIMH
Students answer specific comprehension questions that require recalling key details (e.g., Justin's escape plan, scientists' response, and that the rats became more intelligent and stopped aging). Students create a Plot Flowchart in which they describe important events from the chapters, requiring them to identify and order central events. Students are asked to describe what life was like for the rats at NIMH and to give opinions about the scientists, which prompts a brief summary of the rats' situation.
Lesson 10
Amazing Rats
Students answer specific comprehension questions about the chapters (e.g., Question #1 asks for the plan for moving Mrs. Frisby's home; Question #2 asks what she saw in the main hall) that require identifying central events and reasons. Students record an important event from each chapter on a Plot Flowchart, which supports identifying main ideas and key details across a text. Students write a paragraph describing how their opinion about rats changed and are prompted to support that opinion with reasons and linking words, and they are asked to describe the Main Hall, the rats' plan, and why the rats devised it, which require summarizing and citing supporting details.
Lesson 12
Working in the Night
In the Introduction, students are asked to summarize what they learned from the chapters they read in the previous lesson. The provided comprehension questions require students to state events, causes, and outcomes (for example, what happened to Jenner, what danger was coming, who rescued Mrs. Frisby), eliciting key textual details. The Wrapping Up prompt asks students to discuss ways the rats were inventive and resourceful using examples from the text, prompting use of supporting details to explain a larger idea.
Lesson 13
A New Home
Students are asked to complete a Plot Flowchart and a Plot Diagram listing the problem, three major events (rising action), the climax, falling action, and the solution, which requires them to pull key details from the chapters. The reading-and-questions section asks specific comprehension questions about events (e.g., how the rats escaped, who saved Brutus) that prompt students to identify and recall supporting details. The Elements of Fantasy activity asks students to record examples from the book that illustrate setting, characterization, plot, theme, and style/tone, requiring them to match details to broader elements.
Final Project
The Next Chapter or Book Float
The lesson explicitly lists summarizing as a skill and directs students to write a chapter summary on the "Outlining the Chapter" page after listing four major events. The rubric and activities require students to identify theme, main character, problem, and solution (Option 2) and to refer to the book's description of Thorn Valley when planning setting and character actions. Students also must describe how characters are surviving and interacting with their environment when they write the chapter.