It's finally here! This product will be a wonderful supplement to the materials already provided by Reading Street. Buy the bundle, and save 13%
This product includes each of my sets of story questions for Units 1-6, answer keys, writing prompts/rubrics, and spelling posters, as well as EXTRAS!
Comprehension questions are included for each story: 5-8 questions, with a mix of multiple choice, short answer, extended response (summary), charts and student illustrations.
To see a sample, please check out my "Because of Winn Dixie" FREE sample:
In addition, a writing prompt and paper are included for each story.
The prompts are designed to reflect both Common Core Reading and Writing Standards, and to cover a wide variety of writing genres.
Five extensive rubrics are included to grade the writing, and are designed to be customized to your point system.
- TWO STYLES of spelling "posters" for each story (great for your Word Wall): plain, and with colorful borders
- Unit Question Posters
- Luke Howard character traits
- Cause / Effect Review
- Riding Pony Express email
- Letters from Yosemite Imagery
Each set of questions ask students to apply reading skills to the texts that they have read. They are not straightforward comprehension questions. Instead, they really ask students to think about the texts they are reading, and apply the skills learned in class, as required by the Common Core Standards. They may be used as comprehension checks, or open book practice.
Please note that each set of story questions covers a variety of skills, and so they are best used for assessment, rather than instruction. If you are curious about how I used these in my own classroom, please see note below (way at the end :)
Skills covered include:
2. Point of View
3. Character Traits and Feelings
4. Main Idea and Supporting Details
5. Text to Text Connections
6. Text to Self Connections
7. Thinking Like an Author
8. Author's Purpose
9. Literary Elements
10. Compare and Contrast
12. Figurative Language
Common Core Standards Covered in these Assessments:
RL 4.1 Refer to details in a text (explicit and inferencing)
RL 4.2 Determine the theme of a story
RL 4.3 Describe in depth a character, setting or event
RL 4.4 Determine the meaning of words and phrases
RL 4.5 Explain major differences between genres
RL 4.6 Compare and contrast point of view
RL 4.7 Make connections between text and visual presentation
RL 4.9 Compare and contrast themes / events in stories from different cultures
RL 4.10 Reading and comprehend literature
RI 4.1 Refer to details and examples in an (informational) text
RI 4.2 Determine the main idea of text
RI 4.3 Explain events, procedures, ideas or concepts in a NF text
RI 4.4 Determine the meaning of words or phrases in a text
RI 4.5 Describe the overall structure of a text
RI 4.7 Interpret information presented visually
RI 4.8 Explain how an author uses reasons and evidence to support particular points in a text
RI 4.10 Read and comprehend informational texts
This file contains questions for each of the texts from the Reading Street, Grade 4 (2011 edition):
- "Because of Winn Dixie"
- "Lewis and Clark and Me"
- "On the Banks of Plum Creek"
- "The Horned Toad Prince"
- "Letters Home From Yosemite"
- "What Jo Did"
- "Coyote School News"
- "Scene Two"
- "Horse Heroes"
- "So You Want to Be President"
- "The Man Who Named the Clouds"
- "Adelina's Whales"
- "How Night Came from the Sea"
- "Eye of the Storm"
- "Paul Bunyan"
- "The Case of the Gasping Garbage"
- "Navajo Code Breakers"
- "Seeker of Knowledge"
- "Encyclopedia Brown and the Case of the Slippery Salamander"
- "Lost City"
- "Cliff Hanger"
- "Antarctic Journal"
- "My Brother Martin"
- "Jim Thorpe's Bright Path"
- "How Tia Lola Came to Visit Stay"
- "A Gift from the Heart"
- "The Man Who Went to the Far Side of the Moon"
In my own classroom, I followed this pattern:
Monday - Introduction to all vocabulary, read story aloud, discuss as a class, including genre, characters, plot events
Tuesday - Students re-read story in partners/alone, journal about a topic pertaining to the "big idea" questions (theme, differences in genre, text-to-text connections
Wednesday - language focus: as a class, we would pull out examples of figurative language, practice identified vocabulary, synonyms / antonyms, etc.
Thursday - open book assessment using comprehension questions provided in this unit.
Friday - "connected reading" (either provided by Reading Street, or of my own selection. For example, another tall tale for "Paul Bunyan," or or a short story about Hachiko for "Because of Winn Dixie."
* In addition, I had time for read aloud poetry (for fluency & figurative language practice), small reading groups and writing centers scheduled into each day.
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