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~ Page 1 © Gay Miller ~
Frindle
Book Unit
Created by Gay Miller
~ Page 2 © Gay Miller ~
Thank you for downloading this
sample of Frindle Book Unit.
Other products in this series may
be found at
http://www.teacherspayteachers.com/Store/Gay-Miller
This packet contains graphic
organizers for an interactive
notebook and game activities
covering vocabulary,
constructive response writing,
and skill practice. I hope your
students enjoy a book study
using the engaging method of
using interactive notebooks.
Frindle Genre ~ Comedy and Humor
Interest Level ~ Grades 4 – 6
Grade level Equivalent: 4.8
Lexile Measure®: 830L
~ Page 3 © Gay Miller ~
Important Update I receive hundreds of feedback messages and e-mails each year from buyers. Please keep
them coming because I add to and make changes to my units based on many of your
suggestions.
I have added two new components to this unit.
First, I have added printable comprehension quizzes. For each chapter, you will find a one
page, eight-question quiz. The questions are multiple choice, matching, sequencing, and short
answer.
Second, I have created online interactive quizzes with approximately half of the questions
from the comprehension quizzes. [I was unable to use the short answer questions as there
are too many variables in the answers.] These quizzes are in a password protected area of my
website. You will find them here:
~ Page 4 © Gay Miller ~
Table of Contents Interactive Quizzes Password 3
Materials Needed for Creating the Foldable Graphic Organizers 6
Lesson Plans at a Glance 7
How to Use this Resource 8
Vocabulary Teaching Method 9
Vocabulary List 11
Vocabulary Bookmarks 18
Vocabulary Word Cards 20
Vocabulary Storage Pocket 25
Vocabulary Practice Booklet 26
Vocabulary Test 48
Constructive Writing Questions/Alignment to the Common Core State Standards 52
Comprehension Chapter 1 58
Chapter 1 – Cause and Effect 60
Comprehension Chapter 2 62
Chapter 2 – Character Traits – Mrs. Granger 64
Comprehension Chapter 3 66
Chapter 3 – Point of View 68
Comprehension Chapter 4 71
Chapters 3-4 – Problem and Solution Chain 73
Comprehension Chapter 5 75
Chapter 5 – Course of Action 77
Comprehension Chapter 6 79
Chapter 6 – Summarizing 81
Chapter 6 – Summarizing 83
Comprehension Chapter 7 85
Chapters 1-7 – Figurative Language 87
Comprehension Chapter 8 89
Chapter 8 – Characters 91
Comprehension Chapter 9 93
Chapter 9 - Symbolism 95
Comprehension Chapter 10 97
Chapter 10 – Summarizing 99
Comprehension Chapter 11 101
~ Page 5 © Gay Miller ~
Setting 103
Chapter 11 – Character Reactions 105
Comprehension Chapter 12 107
Chapter 12 - Summarizing 109
Chapter 12 – Trademarks 111
Comprehension Chapter 13 112
Figurative Language 114
Comprehension Chapter 14 117
Chapter 14 – Responding to Text 119
Comprehension Chapter 15 121
Plot Development 123
Chapter 15 – Responding to Text 127
Theme 129
Skill Practice/Common Core State Standards 131
Prefix and Suffix Cards 135
Prefix and Suffix Practice 147
Root Words Organizer 156
Prefix, Suffix, & Root Word I Have, Who Has 160
Figurative Language Response Cards 166
Figurative Language Three Door Flip Organizer 172
Square Four [Game with Similes, Metaphors, & Personification] 182
Game Activities to use With Task Cards 191
Context Clues Organizer 206
Context Clues Task Cards 210
Context Clue Game Board 215
Capitalization Organizer 220
Capitalization Task Cards 233
Progressive Verb Tense Organizers 244
Progressive Verb Tense Task Cards 254
Spelling Rules Organizer 264
Spelling Rules Card Activity 268
Synonym and Antonym Graphic Organizers 276
Shades of Meaning Activity 284
Shades of Meaning Task Cards 286
Scope and Sequences for this Series 296
Credits 302
~ Page 6 © Gay Miller ~
Lesson Plans at a Glance
Read Vocabulary Vocabulary
Practice
Book
Comprehension Quizzes
Constructive Response
Question
Skill Practice
Chapter 1 thermostat custodian
Page 1 Chapter 1 Chapter 1 – Cause and Effect Prefix/Suffix Cards
Chapter 2 monopoly essential
Page 2 Chapter 2 Chapter 2 – Character Traits –
Mrs. Granger Prefix/Suffix Practice
Chapter 3 letup launch
Page 3 Chapter 3 Chapter 3 – Point of View Root Word Organizer
Chapter 4 spilled over etymological
Page 4 Chapter 4 Chapters 3-4 – Problem and
Solution Chain
Prefix/Suffix/Root Word I Have Who Has
Chapter 5 maximum primly
Page 5 Chapter 5 Chapter 5 – Course of Action
Figurative Language Response Cards & Organizer
Chapter 6 concrete absorbed
Page 6 Chapter 6 Chapter 6 – Summarizing
Chapter 6 – Summarizing
Square Four Game with Similes, Metaphors, & Personification
Chapter 7 emphasized disrupt
Page 7 Chapter 7 Chapters 1-7 – Figurative
Language
Context Clues Organizer
Chapter 8 auditorium furious
Page 8-9 Chapter 8 Chapter 8 – Characters Context Clues Task Cards
Chapter 9 rebellion vandalism
Page 10 Chapter 9 Chapter 9 - Symbolism Capitalization Organizer
Chapter 10 purse fad
Page 11 Chapter 10 Chapter 10 – Summarizing Capitalization Task Cards
Chapter 11 authority masterminded
Page 12 Chapter 11
Setting
Chapter 11 – Character
Reactions
Progressive Verb Tense ~ 2 Organizers
Chapter 12 preliminary controversial
Pages 13 Chapter 12 Chapter 12 – Summarizing
Chapter 12 – Trademarks
Progressive Verb Tense Task Cards
Chapter 13 forbidden limousine
Page 14 Chapter 13 Figurative Language Spelling Rules Organizer
Chapter 14 rascal commotion
Page 15 Chapter 14 Chapter 14 – Responding to
Text
Spelling Rules Card Activity
Chapter 15 villain rooting
Page 16 Chapter 15
Plot Development
Chapter 15 – Responding to
Text
Synonym and Antonym Organizers
Vocabulary Test Theme
Shades of Meaning Activities
~ Page 7 © Gay Miller ~
Chapter 1 Nick
thermostat (noun) – a device that controls temperature automatically. Thermostats
may be found in houses, cars, ovens, and refrigerators
The day after that Nick turned the classroom thermostat up to about ninety degrees
with a little screwdriver he had brought from home.
❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤
Chapter 1 Nick
custodian (noun) – a person who cleans, makes repairs, and does odd jobs in a
building; janitor, caretaker, superintendent
But the sand got tracked out into the hallway, where Manny the custodian did not
think it was creative at all.
❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤
Chapter 2 Mrs. Granger
monopoly (noun) – complete control over a service or product within a given area;
power
There were about one hundred fifty kids in fifth grade. And there were seven fifth-
grade teachers: two math, two science, two social studies, but only one language
arts teacher. In language arts, Mrs. Granger had a monopoly—and a reputation.
❤◦.¸¸. ◦✿ ❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤◦.¸¸. ◦✿❤
Chapter 2 Mrs. Granger
essential (adjective) - necessary, needed, basic, fundamental, necessary, vital, crucial, key
Good spelling and good grammar and good word skills are essential for every
student. Clear thinking requires a command of the English language, and fifth
grade is the ideal time for every girl and boy to acquire an expanded
vocabulary.
~ Page 8 © Gay Miller ~
Two focus vocabulary words are chosen for each chapter (a total of 30 words).
A 16-page booklet with daily practices is included. Each page contains a full page answer key.
~ Page 9 © Gay Miller ~
Chapter 15 [villain & rooting]
Read these definitions for the word root.
a. the part of a plant that usually grows underground
b. the part that attaches a hair, nail, or tooth to the body
but cannot be seen
c. the place from which something comes
d. to dig or turn over soil
e. to cheer for a team or person in a contest
f. a number that when multiplied by itself yields a given
number
Determine which definition is used in each of the sentences
below. Write a, b, c, d, e, or f in the blank to show your
answer.
1. _______ Two is the square root of four.
2. ___ ___ This plant will grow roots if planted in water.
3. ___ ___ The crowd rooted for the Vikings to win.
4. _______ This shampoo is supposed to make my roots
healthier.
5. _______ The root of his problem is that he thinks he is
better than everyone else.
6. Circle five words in the box that are synonyms or closely
related to the word thermostat.
notebook monitor
control book
workstation regulator
sensor temperature gauge
encourage ignite
Chapter 1 [thermostat & custodian]
1. Is custodian used correctly in the sentences below?
True or False
___________ The custodian at the museum makes sure that
valuables are safe.
_____ _____ A custodian is an instrument for measuring the
rise and fall of temperature.
_____ _____ The custodian at our school keeps the building looking nice and clean.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
2. Circle five words in the box that are synonyms or closely
related to the word thermostat.
notebook monitor
control book
workstation regulator
sensor temperature gauge
encourage ignite
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
3. Write a sentence using the word custodian. ____________________________________________
__________________________________
__________________________________
Page 16 Page 1
~ Page 10 © Gay Miller ~
Chapter 15 [villain & rooting]
Read the definitions of root.
a. the part of a plant that usually grows underground
b. the part that attaches a hair, nail, or tooth to the body
but cannot be seen
c. the place from which something comes
d. to dig or turn over soil
e. to cheer for a team or person in a contest
f. a number that when multiplied by itself yields a given
number
Determine which definition is used in each of the sentences
below. Write a, b, c, d, e, or f in the blank to show your
answer.
1. ___f____ Two is the square root of four.
2. ___a___ This plant will grow roots if planted in water.
3. ___e___ The crowd rooted for the Vikings to win.
4. ___b___ This shampoo is supposed to make my roots
healthier.
5. ___c ___ The root of his problem is that he thinks he is
better than everyone else.
6. Circle five words in the box that are synonyms or closely
related to the word thermostat.
notebook monitor
control book
workstation regulator
sensor temperature gauge
encourage ignite
Chapter 1 [thermostat & custodian]
1. Is custodian used correctly in the sentences below?
True or False
_____T______ The custodian at the museum makes sure that
valuables are safe.
_____ F_____ A custodian is an instrument for measuring the
rise and fall of temperature.
_____ T_____ The custodian at our school keeps the building looking nice and clean.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
2. Circle five words in the box that are synonyms or
closely related to the word thermostat.
notebook monitor
control book
workstation regulator
sensor temperature gauge
encourage ignite
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
3. Write a sentence using the word custodian. ____________________________________________
__________________________________
__________________________________
Page 16 Page 1
~ Page 11 © Gay Miller ~
Comprehension
This section contains a one page printable comprehension
practice for each reading selection. The chart below is the key
to the types of questions for the comprehension questions. The
section also contains constructive responses exercises. The
constructive response pages that are chapter specific list the
chapters they should be used with. If chapter numbers are not
listed the questions are flexible and may be used at different
points in the story.
Types of Questions Key
detail / inference
main idea /
summarizing / theme
character/ setting / plot / events
word meaning / figurative language
text structure
point of view
different forms of the same story
compare and contrast
~ Page 12 © Gay Miller ~
Option 1
Have students use the graphic organizer for notes. Notice the notes are not in complete
sentences. Glue the organizer to the left side of the notebook page. On the right side of
the notebook, students use the notes to write the details in paragraph form.
Option 2
Students complete the
organizer by writing
complete sentences.
~ Page 13 © Gay Miller ~
CCSS.E
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CCSS.E
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CCSS.E
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CCSS.E
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CCSS.E
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CCSS.E
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Chapter 1 – Cause and Effect
Chapter 2 – Character Traits – Mrs. Granger
Chapter 3 – Point of View
Chapters 3-4 – Problem and Solution Chain
Chapter 5 – Course of Action
Chapter 6 – Summarizing
Chapter 6 – Summarizing
Chapters 1-7 – Figurative Language
Chapter 8 – Characters
Chapter 9 - Symbolism
Chapter 10 – Summarizing
Setting
Chapter 11 – Character Reactions
Chapter 12 - Summarizing
Chapter 12 – Trademarks
Figurative Language
Chapter 14 – Responding to Text
Plot Development
Chapter 15 – Responding to Text
Theme
3rd Grade
~ Page 14 © Gay Miller ~
CCSS.E
LA-
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CCSS.E
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CCSS.E
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CCSS.E
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CCSS.E
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CCSS.E
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CCSS.E
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CCSS.E
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CCSS.E
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Chapter 1 – Cause and Effect
Chapter 2 – Character Traits – Mrs. Granger
Chapter 3 – Point of View
Chapters 3-4 – Problem and Solution Chain
Chapter 5 – Course of Action
Chapter 6 – Summarizing
Chapter 6 – Summarizing
Chapters 1-7 – Figurative Language
Chapter 8 – Characters
Chapter 9 - Symbolism
Chapter 10 – Summarizing
Setting
Chapter 11 – Character Reactions
Chapter 12 - Summarizing
Chapter 12 – Trademarks
Figurative Language
Chapter 14 – Responding to Text
Plot Development
Chapter 15 – Responding to Text
Theme
4th Grade
~ Page 15 © Gay Miller ~
CCSS.E
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CCSS.E
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CCSS.E
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CCSS.E
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CCSS.E
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CCSS.E
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CCSS.E
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CCSS.E
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Chapter 1 – Cause and Effect
Chapter 2 – Character Traits – Mrs. Granger
Chapter 3 – Point of View
Chapters 3-4 – Problem and Solution Chain
Chapter 5 – Course of Action
Chapter 6 – Summarizing
Chapter 6 – Summarizing
Chapters 1-7 – Figurative Language
Chapter 8 – Characters
Chapter 9 - Symbolism
Chapter 10 – Summarizing
Setting
Chapter 11 – Character Reactions
Chapter 12 - Summarizing
Chapter 12 – Trademarks
Figurative Language
Chapter 14 – Responding to Text
Plot Development
Chapter 15 – Responding to Text
Theme
5th Grade
~ Page 16 © Gay Miller ~
Frindle ~ Chapter 1
1. Why do the students at Lincoln Elementary
most likely like Nick?
a. Nick comes up with things that are fun to do.
b. Nick is good at distracting the teacher.
c. Nick makes awesome bird noises. d. Nick is good at playing sports.
2. How does the reader know Chapter 1 is told
in 3rd person point of view?
______________________________________
______________________________________
3. Which word best describes Nick?
a. self-centered b. genius c. creative
d. optimistic
4. What metaphor did Nick use to describe the peeping sounds?
______________________________________
______________________________________
______________________________________
______________________________________
5. Draw a picture of what the classroom and
students looked like during their “trip to the South Seas.”
6. Why are some words italicized?
“That’s so cute!”
“It’s so colorful!”
Miss Deaver was surprised again at just how
creative her students could be.
For the rest of Nick’s fourth-grade year, at least once a week, Mrs. Avery heard a loud “peeeeep” from somewhere in her classroom—sometimes it
was a high-pitched chirp, and sometimes it was a very high-pitched chirp.
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
____________________________________
______________________________________
7. Why is Janet not mad at Nick even when he
gets her into trouble?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
8. Read this line from the end of Chapter 1.
“But someone is asking for big trouble,” said
Mrs. Avery, looking more like a hawk every second.
Which types of figurative language does this line
contain? Check all that apply.
_____ simile _____ alliteration
_____ personification _____ idiom
_____ metaphor _____ proverb
______ adage ______ onomatopoeia
~ Page 17 © Gay Miller ~
Frindle ~ Chapter 1
1. Why do the students at Lincoln Elementary
most likely like Nick?
a. Nick comes up with things that are fun to do.
b. Nick is good at distracting the teacher.
c. Nick makes awesome bird noises. d. Nick is good at playing sports.
2. How does the reader know Chapter 1 is told
in 3rd person point of view?
A narrator is telling the story using 3rd person point of view pronouns such as he, his, she, her.
3. Which word best describes Nick?
a. self-centered b. genius
c. creative d. optimistic
4. What metaphor did Nick use to describe the
peeping sounds?
To Nick, the whole thing [making peeping sounds] was just one long—and successful—
science experiment.
5. Draw a picture of what the classroom and
students looked like during their “trip to the South Seas.”
Room palm trees from construction paper sand on floor
volleyball net made from six T-shirts Students
Girls wore paper flowers in their hair.
Boys wore sunglasses and beach hats. Everyone wore shorts and T-shirts with no
shoes. The girls danced the hula.
6. Why are some words italicized?
“That’s so cute!”
“It’s so colorful!”
Miss Deaver was surprised again at just how creative her students could be.
For the rest of Nick’s fourth-grade year, at least once a week, Mrs. Avery heard a loud “peeeeep”
from somewhere in her classroom—sometimes it was a high-pitched chirp, and sometimes it was a very high-pitched chirp.
The italicized words are used to emphasize adjectives. In the quotations, these are words
the speaker would stress.
7. Why is Janet not mad at Nick even when he
gets her into trouble?
Both Nick and Mrs. Avery apologize.
Nick told Janet about the blackbirds. She thinks it is interesting, so gives “peeping” a try.
8. Read this line from the end of Chapter 1.
“But someone is asking for big trouble,” said Mrs. Avery, looking more like a hawk every
second.
Which types of figurative language does this line
contain? Check all that apply.
____ simile _____ alliteration
_____ personification ____ idiom
_____ metaphor _____ proverb
_____ adage _____ onomatopoeia
~ Page 18 © Gay Miller ~
Chapter 1 ~ Constructive Response – Cause and Effect
Complete the cause and effect chart to explain the events in Chapter 1. Then use the facts from your chart to write a page explaining the series of events.
Nick turns up the thermostat to 90 degrees
in the classroom .
_____________________________________________
_____________________________________________
Sand is tracked down the hallway.
_____________________________________________
_____________________________________________
Nick learns that the blackbird has a high-pitched call that travels through the air in such a way that hunter birds cannot tell
where they are coming from.
_____________________________________________
_____________________________________________
Mrs. Avery blames Nick’s friend Janet for making the
noise.
_____________________________________________
_____________________________________________
CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
cause
cause
cause
cause
effect
effect
effect
effect
~ Page 19 © Gay Miller ~
Chapter 1 ~ Constructive Response – Cause and Effect
Complete the cause and effect chart to explain the events in Chapter 1. Then use the facts from your chart to write a page explaining the series of events.
Nick turns up the thermostat to 90 degrees
in the classroom.
All the kids changed into shorts and T-shirts
with no shoes.
Sand is tracked down the hallway.
The principal followed the trail of sand, and when she arrived, Miss Deaver was teaching the hula to some kids near the front of the room, and a tall, thin, shirtless boy with chestnut hair was just spiking a Nerf volleyball over a net made from six T-shirts tied together.
The third-grade trip to the South Seas ended. Suddenly.
Nick learns that the blackbird has a high-pitched call that travels through the air in such a way that hunter birds cannot tell
where they are coming from.
The next day during silent reading, Nick glanced at his teacher, and he noticed Mrs. Avery’s nose was curved—kind of like the beak of a hawk. So Nick let out a high, squeaky, blackbird “peep!”
Mrs. Avery blames Nick’s friend Janet for making the
noise.
So Nick told her about the blackbirds, and Janet thought it was pretty interesting. Then she tried making a peep or two, and Janet’s chirps were even higher and squeakier than Nick’s. She promised to keep everything a secret.
CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
cause
cause
cause
cause
effect
effect
effect
effect
~ Page 20 © Gay Miller ~
In this Book Unit Interactive Notebook Series [Note: This series is set up differently from my
products that simply say Book Units.] each unit will have seven sets of skill practice. Each
practice will include one or more graphic organizers and an activity. The activities will not be
worksheets as most of us have plenty of those, but will instead be a hands-on type of activity.
Here is how it works:
1) Each unit will focus on two prefixes, two suffixes, and one Greek or Latin root
word. Both graphic organizers and a practice activity will be provided. The
affixes selected will repeat once in another book unit. Root words will appear
only once in the series. A total of 9 prefixes, 9 suffixes, and 9 roots will be
covered.
2) Each unit will practice one or more of the following: figurative language,
idioms, proverbs, and/or adages. Each unit will include a set of response
cards, graphic organizers going over definitions, and a practice activity.
Activities will be based on the writing style of the book’s author.
Each unit from this series will contain practice using context clues. An
organizer explaining six types of context clues -- definition, synonym, antonym,
example, cause/effect, comparison, lists/series and description – plus task
cards will be provided.
The task cards contain multiple choice questions based on the book with a
selection of game activities to use with the cards. The cards will change for
each unit; however, the games will remain the same.
4) Each unit will contain an organizer going over capitalization and/or
punctuation rules.
The task cards contain multiple choice questions based on the book with a
selection of game activities to use with the cards. The cards will change for
each unit; however, the games will remain the same.
5) Each unit will contain an organizer going over rules and a practice activity
with a grammar practice.
6) Each unit will contain an organizer going over rules and a practice activity
practicing spelling rules.
7) Each unit will contain an organizer going over rules and a game-like practice
with synonyms, antonyms, confusing set of words, and/or
homophones/homographs.
~ Page 21 © Gay Miller ~
Common Core State Standards Reading: Language
CCSS.E
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LA-L
itera
cy.L
.3.5
.c
CCSS.E
LA-L
itera
cy.L
.3.6
Prefixes
Suffixes
Root Word
Figurative Language
Context Clues
Capitalization
Relative Pronouns
Spelling Rules
Synonyms/Antonyms
3rd
Grade
~ Page 22 © Gay Miller ~
Common Core State Standards Reading: Language
CCSS.E
LA-L
itera
cy.L
.4.1
CCSS.E
LA-L
itera
cy.L
.4.1
.a
CCSS.E
LA-L
itera
cy.L
.4.1
.a
CCSS.E
LA-L
itera
cy.L
.4.1
.c
CCSS.E
LA-L
itera
cy.L
.4.1
.d
CCSS.E
LA-L
itera
cy.L
.4.1
.e
CCSS.E
LA-L
itera
cy.L
.4.1
.f
CCSS.E
LA-L
itera
cy.L
.4.1
.g
CCSS.E
LA-L
itera
cy.L
.4.2
CCSS.E
LA-L
itera
cy.L
.4.2
.a
CCSS.E
LA-L
itera
cy.L
.4.2
.b
CCSS.E
LA-L
itera
cy.L
.4.2
.c
CCSS.E
LA-L
itera
cy.L
.4.2
.d
CCSS.E
LA-L
itera
cy.L
.4.3
CCSS.E
LA-L
itera
cy.L
.4.3
.a
CCSS.E
LA-L
itera
cy.L
.4.3
.b
CCSS.E
LA-L
itera
cy.L
.4.3
.c
CCSS.E
LA-L
itera
cy.L
.4.4
CCSS.E
LA-L
itera
cy.L
.4.4
.a
CCSS.E
LA-L
itera
cy.L
.4.4
.b
CCSS.E
LA-L
itera
cy.L
.4.4
.c
CCSS.E
LA-L
itera
cy.L
.4.5
CCSS.E
LA-L
itera
cy.L
.4.5
.a
CCSS.E
LA-L
itera
cy.L
.4.5
.b
CCSS.E
LA-L
itera
cy.L
.4.5
.c
CCSS.E
LA-L
itera
cy.L
.4.6
Prefixes
Suffixes
Root Word
Figurative Language
Context Clues
Capitalization
Relative Pronouns
Spelling Rules
Synonyms/Antonyms
4th
Grade
~ Page 23 © Gay Miller ~
Common Core State Standards Reading: Language
CCSS.E
LA-L
itera
cy.L
.5.1
CCSS.E
LA-L
itera
cy.L
.5.1
.a
CCSS.E
LA-L
itera
cy.L
.5.1
.b
CCSS.E
LA-L
itera
cy.L
.5.1
.c
CCSS.E
LA-L
itera
cy.L
.5.1
.d
CCSS.E
LA-L
itera
cy.L
.5.1
.e
CCSS.E
LA-L
itera
cy.L
.5.2
CCSS.E
LA-L
itera
cy.L
.5.2
.a
CCSS.E
LA-L
itera
cy.L
.5.2
.b
CCSS.E
LA-L
itera
cy.L
.5.2
.c
CCSS.E
LA-L
itera
cy.L
.5.2
.d
CCSS.E
LA-L
itera
cy.L
.5.2
.e
CCSS.E
LA-L
itera
cy.L
.5.3
CCSS.E
LA-L
itera
cy.L
.5.3
.a
CCSS.E
LA-L
itera
cy.L
.5.3
.b
CCSS.E
LA-L
itera
cy.L
.5.4
CCSS.E
LA-L
itera
cy.L
.5.4
.a
CCSS.E
LA-L
itera
cy.L
.5.4
.b
CCSS.E
LA-L
itera
cy.L
.5.4
.c
CCSS.E
LA-L
itera
cy.L
.5.5
CCSS.E
LA-L
itera
cy.L
.5.5
.a
CCSS.E
LA-L
itera
cy.L
.5.5
.b
CCSS.E
LA-L
itera
cy.L
.5.5
.c
CCSS.E
LA-L
itera
cy.L
.5.6
Prefixes
Suffixes
Root Word
Figurative Language
Context Clues
Capitalization
Relative Pronouns
Spelling Rules
Synonyms/Antonyms
5th
Grade
~ Page 24 © Gay Miller ~
Prefix and Suffix Practice Using the Puzzles:
Students match up two puzzle pieces to form words. Students then read the sentences.
They select the best word that will fit into the blank space of the sentence from the
words that were made by joining together the puzzle pieces.
A “Student Response Sheet” has also been provided for students to write
answers if you would like to use the repeated use version in a learning center,
for morning review, or for differentiated instruction.
This set practices with
the prefixes over- and
ex- and the suffixes –ly
and al/ial. Different
books in this series will
focus on different
prefixes and suffixes.
Pictured is an example
from Charlotte’s Web.
Page | 25 Unit Created by Gay Miller
Page | 26 Unit Created by Gay Miller
Root words may be
different from those
pictured here.
Page | 27 Unit Created by Gay Miller
Prefix/Suffix I Have, Who
Has Game
Print the deck of cards onto cardstock. Laminate for
repeated use before cutting out the cards.
Directions for Playing “I Have . . . Who Has . . .
1. Distribute one card to each student. If you have
extra cards in the deck, continue to pass them out
until the entire deck is distributed.
2. The person with the card that says, “I have the first
card,” begins. This student reads the question on
his/her card. The student with the answer then
reads his/her card.
3. Play continues until the game has looped through
to the card that says, “The End.”
Optional
You may wish to begin the game with everyone
standing. Students sit after reading their cards.
You may also wish to set a stopwatch to encourage
students to beat class records. This helps students
stay focused on the activity.
Page | 28 Unit Created by Gay Miller
Read selections from the book orally and have students use the response cards to
show which type of figurative language is being used. A list of figurative language
found in Frindle may be found on pages 105-106 of this unit.
You may also wish to incorporate some discussion with this activity because some
of the lines may be difficult to interpret.
Page | 29 Unit Created by Gay Miller
Page | 30 Unit Created by Gay Miller
Square Four 2 to 4 Players
Object of the Game
The object of the game is to be the first player to make a square using four of
his/her playing cards.
Red wins.
Page | 31 Unit Created by Gay Miller
Page | 32 Unit Created by Gay Miller
Three versions of the organizer rule cards are offered: one with blanks for students to write the rule and example sentences; one with the rule provided but with blank
spaces for students to write in key words; and one with the answers provided. The third copy of the organizer may be used as an answer key, for differentiated
instruction, for students who were absent during instruction, or if you wish for the students to have cards already completed.
Page | 33 Unit Created by Gay Miller
Three versions of this organizer are provided depending on the needs of your students.
The third copy of the organizer may be used as an answer key, for
differentiated instruction, for students who were absent during instruction, or
if you wish for the students to have the sentences already completed.
This organizer will
fit into a notebook.
Page | 34 Unit Created by Gay Miller
Spelling Rules Organizer This graphic organizer and activity cover the following Common Core Standard:
CCSS.ELA-Literacy.L.4.2.d
Spell grade-appropriate words correctly, consulting references as needed.
Three versions of this organizer are provided depending on the needs of your students.
Students will write definitions and examples.
Students write key words in the definitions and examples. The third copy of the organizer may be used as an answer key, for
differentiated instruction, for students who were absent during
instruction, or if you wish for the students to have the sentences
already completed.
This organizer will
fit into a
notebook.
Page | 35 Unit Created by Gay Miller
Spelling Verbs Card Activity Recording Answers
Following the task cards, you will find a “Student Recording Sheet” for students to record answers.
Ways to Use the Cards
The following cards contain irregular verbs. To complete a turn, students must
correctly spell the –ing form of the verb. [You may use the cards to form other verb tenses as well.]
I like to place one card at a time under the document camera for viewing on the SmartBoard. If you do not have a document camera, you can achieve this same
result opening this file on your computer and enlarging the screen size so that one card fills the screen at a time. Students take turns correcting the sentences. This can be made into a game activity by simply dividing the class into teams and
awarding points for correct answers.
I like to use a soft ball. Students pitch the ball from one to another. The person holding the ball must answer the question (correct the sentence) before tossing the ball to a student who has not had a turn. The ball rotates until all cards have been
used or all students have had a turn.
The cards may be used with the game activities.
Page | 36 Unit Created by Gay Miller
Synonyms & Antonyms
Graphic Organizers
Page | 37 Unit Created by Gay Miller
4th Grade Level ~ Interactive Notebook & Activity Series
Page | 38 Unit Created by Gay Miller
Prefixes, Suffixes, & Roots
Charlotte’s Web ex-
over-
-ly
-ial -al tract Dominos
Fantastic Mr.
Fox
dis-
under-
-ful
-ness
Card/Spinner
Game
Frindle non-
pre-
-ment
-en rupt I Have Who Has
Because of
Winn-Dixie
ex-
de-
-tion/-sion
-er/-ier fin Sorting Activity
Mr. Popper’s
Penguins
de-
dis-
-ial -al
-en
aud
son
phon
Spinner/Board
Game
The Mouse and
the Motorcycle
anti-
pre-
mis-
-ment
-less tele Card Game
The Tale of
Despereaux
under-
over-
-tion/-sion
ful
less
form BINGO
Chocolate
Fever/The
Chocolate
Touch
mixed review mixed review graph Jeopardy
Sarah, Plain and
Tall
de-
ex-
over-
-ly
-ful
-ment
spec Spoons with
Root Words
The Cricket in
Times Square mis-
dis-
-ness
-er/-or meter
Page | 39 Unit Created by Gay Miller
Figurative Language CCSS.ELA-Literacy.L.4.5.a
Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
CCSS.ELA-Literacy.L.4.5.b
Recognize and explain the meaning of common idioms, adages, and proverbs.
Skill Activity
Charlotte’s Web Similes Memory (Matching)
Common Similes
Frindle Similes, Metaphors, &
Personification Square Four (Game)
Because of Winn-
Dixie Idioms
Memory (Matching)
Idioms with
Definitions
Mr. Popper’s
Penguins Idioms, Proverbs, and Adages
Printable
Sayings Mini Booklet
The Mouse and the
Motorcycle
Sound Devices
(Alliteration, Onomatopoeia, &
Repetition)
Sound Devices in
Songs
The Tale of
Despereaux Proverbs and Idioms BINGO
Drawing Activity
Chocolate Fever/The
Chocolate Touch
Similes, Onomatopoeia, Idioms,
Personification, & Alliteration
Figurative Language
in Candy Names &
Slogans
Poem Activities
Sarah, Plain and Tall Mixed Review
Craftivity ~ Flowers
with Figurative
Language from
Sarah, Plain and Tall
The Cricket in Times
Square
Similes and Metaphors (Response
Cards)
Idioms (Craftivity)
Craftivity
Page | 40 Unit Created by Gay Miller
4th
Grad
e P
un
ctu
ati
on
Sta
nd
ard
s
Capitalization
and Punctuation
Sequence Rules
Ch
arlo
tte’s
Web
Fan
tasti
c M
r.
Fo
x
Frin
dle
Becau
se o
f W
inn
Dix
ie
Mr.
Po
pp
er’s
Pen
gu
ins
Th
e M
ou
se a
nd
th
e M
oto
rcycle
Th
e T
ale
of
Desp
ereau
x
Ch
oco
late
Fever/
Th
e C
ho
co
late
To
uch
Sarah
, P
lain
an
d T
all
Th
e C
ric
ket
in T
imes S
qu
are
CCSS.E
LA-
Litera
cy.L
.4.2
.a
Names, Initials, Title with
Names, Pronoun I
Titles used as Names
(Mom/Dad)
Days, Months, Holidays, &
Special Events
Special School Courses
Buildings, Businesses,
Organizations, and Brand
Names
Geographic Locations
Special Groups Religions Documents, Supreme
Being, Places of Worship
CCSS.E
LA-
Litera
cy.L
.4.2
.b Quotations
Quotations
Direct and Indirect Quotations
CCSS
.
ELA-
Liter
acy.L
.4.2
.
c
Comma before a Coordinating
Conjunction in a Compound
Sentence
CC
SS.
ELA -
Lite
rac
y.L
.
3.2
.
d Apostrophes with Possessives
Page | 41 Unit Created by Gay Miller
4th
G
rad
e P
un
ctu
ati
on
Sta
nd
ard
s
Grammar Rules
Ch
arlo
tte’s
Web
Fan
tasti
c M
r.
Fo
x
Frin
dle
Becau
se o
f W
inn
Dix
ie
Mr.
Po
pp
er’s
Pen
gu
ins
Th
e M
ou
se a
nd
th
e M
oto
rcycle
Th
e T
ale
of
Desp
ereau
x
Ch
oco
late
Fever/
Th
e C
ho
co
late
To
uch
S
arah
, P
lain
an
d T
all
Th
e C
ric
ket
in T
imes S
qu
are
CCSS.E
LA-
Litera
cy
.L.4
.1.a
Use relative pronouns (who, whose, whom, which, that)
CCSS.E
LA-
Litera
cy
.L.4
.1.a
Use relative adverbs (where, when, why).
CCSS.E
LA-
Litera
cy
.L.4
.1.b
Form and use the progressive (e.g., I was
walking; I am walking; I will be walking) verb tenses.
CCSS.E
LA-
Litera
cy
.L.4
.1.c
Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
CCSS.E
LA-
Litera
cy
.L.4
.1.d
Order adjectives within sentences
according to conventional patterns (e.g., a small red bag rather than a red small
bag).
CCSS.E
LA-
Litera
cy
.L.4
.1.e
Form and use prepositional phrases.
CCSS.E
LA-
Litera
cy.L
.4.
1.f
Produce complete sentences, recognizing
and correcting inappropriate fragments
and run-ons.* [Types of
Sentences/Identifying Complete Subject
and Complete Predicate]
CCSS.
ELA-
Litera
c
y.L
.3.1
.g
Comparative and Superlative Adjectives
Page | 42 Unit Created by Gay Miller
4th
G
rad
e P
un
ctu
ati
on
Sta
nd
ard
s
Spelling and
Consulting
References CCSS.ELA-Literacy.L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. CCSS.ELA-Literacy.L.4.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Ch
arlo
tte’s
Web
Fan
tasti
c M
r.
Fo
x
Frin
dle
Becau
se o
f W
inn
Dix
ie
Mr.
Po
pp
er’s
Pen
gu
ins
Th
e M
ou
se a
nd
th
e M
oto
rcycle
Th
e T
ale
of
Desp
ereau
x
Ch
oco
late
Fever/
Th
e C
ho
co
late
To
uch
Sarah
, P
lain
an
d T
all
Th
e C
ric
ket
in T
imes S
qu
are
CCSS.E
LA-L
itera
cy.L
.4.2
.d
Forming Plurals regular plurals -s, -es -ies -ves irregular plurals
Forming Possessives
Forming Regular Past Tense
Irregular Verbs
Comparatives and Superlative Adjectives
Spelling Rules
CCSS.E
LA-
Litera
cy.L
.4.4
.
c
Dictionary
Dictionary
CCSS.E
LA
- Litera
cy.L
.
4.2
.d
Forming Plurals regular plurals -s, -es -ies -ves irregular plurals
Page | 43 Unit Created by Gay Miller
Word
Relationships
& Confusing Words CCSS.ELA-Literacy.L.4.1.g Correctly use frequently confused words (e.g., to, too, two; there, their).* CCSS.ELA-Literacy.L.4.3.a Choose words and phrases to convey ideas precisely.* CCSS.ELA-Literacy.L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
Ch
arlo
tte’s
Web
Fan
tasti
c M
r.
Fo
x
Frin
dle
Becau
se o
f W
inn
Dix
ie
Mr.
Po
pp
er’s
Pen
gu
ins
Th
e M
ou
se a
nd
th
e M
oto
rcycle
Th
e T
ale
of
Desp
ereau
x
Ch
oco
late
Fever/
Th
e C
ho
co
late
To
uch
Sarah
, P
lain
an
d T
all
Th
e C
ric
ket
in T
imes S
qu
are
CCSS.
ELA-
Litera
cy.L
.4
.5.c
Synonyms & Antonyms
CCSS.E
LA-L
itera
cy.L
.4.3
.a
Related Words (Shades of Meaning)
Positive and Negative Connotation
Homographs & Homophones
Confusing Words
Homophones & Confusing Words
Homographs & Homophones
Confusing Words
CCSS.
ELA-
Litera
c
y.L
.4.5
.c
Analogies with Synonyms and
Antonyms
CCSS.
ELA-
Litera
c
y.L
.4.3
.a
Homographs & Homophones
CCSS.
ELA-
Litera
c
y.L
.4.5
.c
Synonyms & Antonyms
Page | 44 Unit Created by Gay Miller
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Microsoft
Office
Clipart
Gallery
~ Page 45 © Gay Miller ~
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