island of the blue dolphins - book units teacher...island of the blue dolphins ~ chapters 1-4 1. a...

~ © Gay Miller ~

Island of the Blue Dolphins

Printable Book Unit

Created by Gay Miller

~ © Gay Miller ~

Thank you for downloading this

preview of Island of the Blue

Dolphins 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 covering

vocabulary, comprehension questions,

constructed response writing, and skill

practice. I hope your students enjoy a

book study using the engaging method

of using interactive notebooks.

For teachers who wish paperless

activities, this unit contains a links to

Boom Learning Decks as well as

Google Digital resources.

Adventure & Classic

Interest Level ~ Grades 6 - 8

Grade level Equivalent: 5.5

Lexile Measure®: 1000L


~ © Gay Miller ~

Table of Contents

Links for Google Slides and Boom Learning 5

Materials Needed for Creating the Foldable Graphic Organizers 11

Lesson Plans at a Glance 12

Vocabulary 13

Teacher Information 14

Vocabulary List 17

Vocabulary Bookmarks 22

Vocabulary Word Cards 24

Vocabulary Practice Booklet 29

Vocabulary Test 52

Comprehension and Writing 56

(Boom decks are provided for all comprehension quizzes and vocabulary practice. +

Google Slides are provided for all writing questions.)

Comprehension – Chapters 1-4 63

Chapter 1 ~ Point of View 65

Photos of Animals 68

Chapter 2 ~ Setting 70

Chapter 3 ~ Symbolism 72

Chapter 4 ~ Problem and Solution Chain 74


Chapter 5 ~ Mood 78

Chapters 1-6 ~ Characters ~ Karana’s family 80

Chapter 7 ~ Summarizing 82

Chapter 8 ~ Cause and Effect Chain 84


Chapter 9 ~ Comparing Characters 88

Chapter 10 ~ Character’s Action 90

Chapter 11 ~ Character’s Action 92

Chapter 12 ~ Characters - Karana’s Home and Character Change 94


Chapter 13 ~ Cause and Effect 98

Chapter 14 ~ Comparing Homes 100

Chapter 15 ~ Course of Action 102

Chapter 15 ~ Comparing Myths 104


Chapter 17 ~ Characters ~ Ramo and Rontu 109

Chapter 18 ~ Characters – Tainor and Lurai 111

Chapter 19 ~ Summarizing 113

Chapter 20 ~ Figurative Language 115

~ © Gay Miller ~


Chapter 21 ~ Comparing Characters ~ Rontu and Tutok 110

Chapter 22 ~ Responding to Text 121

Chapter 23 ~ Cause and Effect 123

Chapter 24 ~ Characters ~ Karana’s Family 125


Figurative Language 129

Chapter 26 ~ Sequence of Events 132

Karana’s Timeline 134

Chapter 28 ~ Theme 136

Plot Development 138

Compare and Contrast 142

End of Book Comparing the Book to the Movie 143

Skill Practice 144

Teacher Information 145

Prefix and Suffix Organizers (Google Slides Provided) 149

Prefix/Suffix Sorting Activity (Boom Version Provided) 159

Root Words Organizers 170

Loop Game using Root Words (Boom Version Provided) 177

Figurative Language Organizer (Google Slides Provided) 180

Simile Challenge Card Activity 197

Context Clues Organizer (Google Slides Provided) 207

Context Clues Activities (Boom Version Provided) 211

Activities to do with Task Cards 215

Comma Rules Staggered Flip Organizer (Google Slides Provided) 229

Comma Activity (Google Slides Provided) 261

Parts of Speech Verb Tenses ~ Pamphlet Fold (Google Slides Provided) 266

Verb Tense Cards 273

Shift in Verb Tense Scoot (Boom Version Provided) 277

Synonym/Antonym Organizer (Google Slides Provided) 285

Shades of Meaning Activities (Boom Version Provided) 295

Connotation & Denotation Two Flap Flip Organizer 320

Connotation Activities (Boom Version Provided) 324

Credits 342

~ © Gay Miller ~

Read Vocabulary Vocabulary Practice Book

Constructed Response Question

Skill Practice

Chapters 1-2 ravine leagues

Page 1 Point of View Setting

Prefixes Organizers en- em- mis- ob- oc- of- op- o- pre-

Chapters 3-4 carcasses barred

Page 2 Symbolism Problem and Solution Chain

Suffix Organizers -ness -ful

Chapters 5-6 shirkers stern

Page 3 Mood Characters ~ Karana’s family

Prefix and Suffix Activity

Chapters 7-8 lair rites

Page 4 Summarizing Cause and Effect Chain

Root Word Organizers teg tecto tect mov, mot, mob

Chapters 9-10 forbade omen

Page 5 Comparing Characters Character’s Action

Root Word Loop Game

Chapters 11-12 brackish clamour (clamor)

Page 6 Character’s Action – Responding to Text Character

Figurative Language Organizer

Chapters 13-14 pierce lobe

Page 7 Cause and Effect Comparing Homes

Simile Challenge Card Activity

Chapters 15-16 bolder roost

Page 8 Course of Action Comparing Myths

Context Clues Organizer

Chapters 17-18 fend off pecked

Page 9 Characters Characters – Tainor and Lurai

Context Clues Activities

Chapters 19-20 coils jagged

Page 10 Summarizing Figurative Language

Comma Rules Organizer

Chapters 21-22 wander squinting

Page 11 Comparing Characters Responding to Literature

Comma Activity

Chapters 23-24 gash reproachfully

Page 12 Cause and Effect Characters

Part of Speech – Shifts in Verb Tenses

Chapters 25-26 snares

frisked Page 13

Figurative Language

Sequence of Events Synonym/Antonym Organizer

Chapters 27-28 shimmered vanquished

Page 14 Karana’s Timeline Theme

Shades of Meaning Activities

Chapter 29 strewn Page 15 Plot Development Connotation & Denotation Organizer

Vocabulary Test

Compare and Contrast End of Book Comparing the Book to the Movie

Connotation Activities

~ © Gay Miller ~

Chapters 1-2

ravine (noun) a deep, narrow gorge with steep sides; canyon, gully, abyss I made my way through the heavy brush and, moving swiftly, down the ravine until I

came to the sea cliffs.

leagues (noun) unit of length (The distance a person could walk in an hour.) a former measure of distance by land, usually about three miles

'From here to the coast of Santa Barbara - twenty leagues away?'

¸.·´¯`·..¸.´¯`·.¸¸.·´¯`·.¸.·´¯`·.¸..´¯`·.¸¸.·´¯`·.¸.·´¯`·..¸.´¯`·.¸¸.·´¯`·.¸.·´¯`·..¸.´¯`·.¸¸.·´¯`·.¸><(((º>

Chapters 3-4

carcass (noun) the dead body of an animal; corpse, remains

In the morning the beach would be strewn with carcasses, and the waves red with blood.

barred (verb) prevent or forbid the entrance or movement of; obstructed, hindered,

blocked, impeded, closed off I do not know what happened first, whether it was my father who raised his hand

against the hunter whose path he barred, whether it was this man who stepped forward with a bale of pelts on his back and shoved my father aside.

¸.·´¯`·..¸.´¯`·.¸¸.·´¯`·.¸.·´¯`·.¸..´¯`·.¸¸.·´¯`·.¸.·´¯`·..¸.´¯`·.¸¸.·´¯`·.¸.·´¯`·..¸.´¯`·.¸¸.·´¯`·.¸><(((º>

Chapters 5-6

shirkers (noun) person who evades work, duty, responsibility, etc: slackers, lazybones,

idlers, loafers, clock-watchers, slouches

The women, who were never asked to do more than stay at home, cook food, and make clothing, now must take the place of the men and face the dangers which abound beyond the village. There will be grumbling in Ghalas-at because of this. There will be

shirkers. These will be punished, for without the help of all, all must perish.'

stern (adj) (of an act or statement) strict and severe; using extreme measures or terms; harsh, drastic, hard, tough, rigid, ruthless, demanding, uncompromising, inflexible

~ © Gay Miller ~

Nanko made his face stern, which was hard for him to do because his mouth had been

cut in the battle with the Aleuts and ever since it had always seemed to smile.

~ © Gay Miller ~

Chapter 29 [strewn]

Match the correct vocabulary from column two to its definition in

column one by writing the letter associated with the word in front of its definition.

1. ________ a trap for catching birds or

animals a. strewn

2. ________ a long deep slash, cut, or

wound b. shimmer

3. ________ shine with a soft tremulous

light c. vanquish

4. ________ scatter or spread d. snares

5. ________ expressing disapproval or

disappointment e. frisked

6. ________ defeat thoroughly f. reproachful

7. ________ skip or leap playfully g. gash

8. Complete the following analogy:

Tidy is to strewn as dull is to ????

tidy : strewn :: dull : ____________.

a) shimmer b) vanquish

c) snares d) frisked

Chapters 1-2 [ravine & leagues]

Determine which definition of league is used in each sentence. Write a, b, or c to show your choice.

a. collection of people, countries, or groups that combine for a particular purpose, typically mutual protection or cooperation

b. group of sports clubs that play each other over a period for a championship

c. a former measure of distance by land, usually about three miles

1. _____ Bill waited until Little League practice was over before he left work.

2. _____ Twenty Thousand Leagues under the Sea is a

fantastic book. 3. _____ The League of Nations was an intergovernmental

organization founded on 10 January 1920 as a result of the

Paris Peace Conference that ended the First World War.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

4. Circle six words in the box that are synonyms of ravine.

gorge mountain rift

plain canyon hill

cave gully plateau

valley grassland abyss

Page 16 Page 1

~ © Gay Miller ~

Chapter 29 [strewn]

Match the correct vocabulary word from column two to its definition

in column one by writing the letter associated with the word in front of its definition.

1. ____d____ a trap for catching birds or

animals a. strewn

2. ____g____ a long deep slash, cut, or

wound b. shimmer

3. ____b____ shine with a soft tremulous

light c. vanquish

4. ____a____ scatter or spread d. snares

5. ____f____ expressing disapproval or

disappointment e. frisked

6. ____c____ defeat thoroughly f. reproachful

7. _____e___ skip or leap playfully g. gash

8. Complete the following analogy:

Tidy is to strewn as dull is to ????

tidy : strewn :: dull : ____________.

a) shimmer b) vanquish

c) snares d) frisked

Chapters 1-2 [ravine & leagues]

Determine which definition of league is used in each sentence. Write a, b, or c to show your choice.

a. collection of people, countries, or groups that combine for a particular purpose, typically mutual protection or cooperation

b. group of sports clubs that play each other over a period for a championship

c. a former measure of distance by land, usually about three miles

1. __b___ Bill waited until Little League practice was over before he left work.

2. ___c__ Twenty Thousand Leagues under the Sea is a

fantastic book. 3. ___a__ The League of Nations was an intergovernmental

organization founded on 10 January 1920 as a result of the

Paris Peace Conference that ended the First World War.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

4. Circle six words in the box that are synonyms of ravine.

gorge mountain rift

plain canyon hill

cave gully plateau

valley grassland abyss

Page 16 Page 1

~ © 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 Constructed Response exercises. The

Constructed 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.

Because this unit has a Constructed Response question for

almost every chapter, I limited the number of comprehension

exercises to every four chapters. I recommend using the

Constructed Response questions as comprehension checks as

well as writing exercises between the comprehension quizzes.

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

~ © Gay Miller ~

Island of the Blue Dolphins ~ Chapters 1-4 1. A good title for Chapters 1-4 could be ---.

a. A Few Shiny Beads

b. Setting up Camp on the Island c. A Lucky Catch d. Captain Orlov’s Trickery

2. Why does everyone in Karana’s tribe have two

names?

a. Their names change when they change as individuals.

b. They have a tradition that children receive

names based on appearance, and their adult names are based on accomplishments.

c. If you use a person’s real name too much, it loses its magic, so everyone has a nickname

that is commonly used. d. Tribe members have a secret sacred name

given to them by a medicine man.

3. From which point of view is Island of the Blue Dolphins written?

a. first-person point of view – The author tells the story through the eyes of the protagonist, Karana.

b. third-person limited point of view - The narrator follows Karana and only reveals her

thoughts. c. second person point of view - The author

describes events as if they are happening to

you. The reader is a participant in the action of this story.

d. third-person omniscient - The narrator is all knowing and sees all action. The thoughts of more than one character are revealed.

4. What can the reader infer after reading Chapters 1-4?

a. The girl from the Aleut ship enjoyed traveling with the hunters.

b. Captain Orlov had no intensions of honoring

his agreement with Chief Chowig. c. The beads were extremely valuable to

Karana’s tribe. d. Food is plentiful on the island of Ghalas-at.

5. Select the correct answer in each set of

brackets.

The author, Scott O’Dell, uses many

[flashbacks, descriptions using vivid

imagery, drama irony- the reader knows

more than the characters in the story,

dialect] in Island of the Blue Dolphins. His

tone is one of [empathy, sarcasm, humor,

indifference]. The mood in Chapters 1-4 is

[upbeat, sinister, despairing, hopeful].

6. Which sentence does not belong?

(A) Karana and her younger brother dig roots on the top of a cliff. (B) Karana looks out and sees a

ship on the horizon. (C) The ship has the red sails of the Aleuts. (D) As the ship approaches, a group of men row to shore. (E) The captain of the ship

tells Karana’s father who is chief of the tribe that they want to camp on the island and hunt otters.

(F) Captain Orlov and Chief Chowig come to an agreement about the price of the otters.

a. Sentence B b. Sentence C c. Sentence D d. Sentence E

7. Read this passage from the end of Chapter 4.

Once more before it disappeared a white puff of

smoke rose from the deck. As Ulape and I ran along the cliffs a whirring sound like a great

bird in flight passed above our heads.

What can the reader infer took place?

______________________________________

8. Which type of conflict is described in Chapters 1-4?

Chief Chowig and his Tribe vs. ---

a. Person vs. Self

b. Person vs. Person

c. Person vs. Nature

d. Person vs. Society

~ © Gay Miller ~

Island of the Blue Dolphins Chapters 1-4 (Answer Key)

1. A good title for Chapters 1-4 could be ---.




names?








a. first-person point of view – The author tells the story through the eyes of the protagonist, Karana.

b. third-person limited point of view - The narrator follows Karana and only reveals her

thoughts. c. second person point of view - The author



d. third-person omniscient - The narrator is all knowing and sees all action. The thoughts of more than one character are revealed.






5. Select the correct answer in each set of

brackets.

The author, Scott O’Dell, uses many

[flashbacks, descriptions using vivid

imagery, drama irony- the reader knows

more than the characters in the story,

dialect] in Island of the Blue Dolphins. His

tone is one of [empathy, sarcasm, humor,











smoke rose from the deck. As Ulape and I ran along the cliffs, a whirring sound like a great



The hunters shot a gun at the people on the

island.

8. Which type of conflict is described in Chapters 1-4?


a. Person vs. Self

b. Person vs. Person

c. Person vs. Nature

d. Person vs. Society

~ © 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.

~ © Gay Miller ~

Common Core State Standards Reading: Literature

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Chapter 1 ~ Point of View Chapter 2 ~ Setting

Chapter 3 ~ Symbolism

Chapter 4 ~ Problem and Solution Chain

Chapter 5 ~ Mood

Chapters 1-6 ~ Characters ~ Karana’s family

Chapter 7 ~ Summarizing

Chapter 8 ~ Cause and Effect Chain

Chapter 9 ~ Comparing Characters

Chapter 10 ~ Character’s Action

Chapter 11 ~ Character’s Action – Responding to Text

Chapter 12 ~ Character

Chapter 13 ~ Cause and Effect

Chapter 14 ~ Comparing Homes

Chapter 15 ~ Comparing Myths

Chapter 17 ~ Characters

Chapter 18 ~ Characters – Tainor and Lurai


Chapter 20 ~ Figurative Language

Chapter 21 ~ Responding to Text

Chapter 22 ~ Responding to Literature



Figurative Language

Chapter 26 ~ Sequence of Events

Karana’s Timeline

Chapter 28 ~ Theme

Plot Development

Compare and Contrast

End of Book Comparing the Book to the Movie

4th Grade

http://www.corestandards.org/ELA-Literacy/RL/4/#CCSS.ELA-Literacy.RL.4.1




















~ © Gay Miller ~


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Chapter 5 ~ Mood



















Figurative Language


Karana’s Timeline

Chapter 28 ~ Theme

Plot Development



5th Grade

http://www.corestandards.org/ELA-Literacy/RL/5/1/


















~ © Gay Miller ~


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Chapter 5 ~ Mood



















Figurative Language


Karana’s Timeline

Chapter 28 ~ Theme

Plot Development



6th Grade



















~ © Gay Miller ~

Island of the Blue Dolphins ~ Chapters 1-4





names?








e. first-person point of view – The author tells the story through the eyes of the protagonist, Karana.

f. third-person limited point of view - The narrator follows Karana and only reveals her

thoughts. g. second person point of view - The author



h. third-person omniscient - The narrator is all knowing and sees all action. The thoughts of more than one character are revealed.






10.Select the correct answer in each set of

brackets.

The author, Scott O’Dell, uses many [flashbacks,

descriptions using vivid imagery, drama irony-

the reader knows more than the characters in

the story, dialect] in Island of the Blue Dolphins.

His tone is one of [empathy, sarcasm, humor,











smoke rose from the deck. As Ulape and I ran along the cliffs a whirring sound like a great



______________________________________

_____________________________________

10.Which type of conflict is described in Chapters 1-4?


e. Person vs. Self

f. Person vs. Person

g. Person vs. Nature

h. Person vs. Society

~ © Gay Miller ~

Island of the Blue Dolphins Chapters 1-4 (Answer Key)





names?








e. first-person point of view – The author tells the story through the eyes of the protagonist, Karana.

f. third-person limited point of view - The narrator follows Karana and only reveals her

thoughts. g. second person point of view - The author



h. third-person omniscient - The narrator is all knowing and sees all action. The thoughts of more than one character are revealed.






10.Select the correct answer in each set of

brackets.

The author, Scott O’Dell, uses many [flashbacks,

descriptions using vivid imagery, drama irony-

the reader knows more than the characters in

the story, dialect] in Island of the Blue Dolphins.

His tone is one of [empathy, sarcasm, humor,











smoke rose from the deck. As Ulape and I ran along the cliffs, a whirring sound like a great



The hunters shot a gun at the people on the

island.

10.Which type of conflict is described in Chapters 1-4?


e. Person vs. Self

f. Person vs. Person

g. Person vs. Nature

h. Person vs. Society

~ © Gay Miller ~

Point of View

Point of View

1st Person (One character tells the story. This character reveals only personal thoughts and feelings of what s/he sees. The writer uses pronouns such as "I”, "me“, “mine”, or "my". )

2nd Person (The narrator tells the story using the pronoun "you". The character is someone similar to you. )

3rd Person (The story is told using pronouns such as "he", "she", “they”, or "it". )

Limited ~ The narrator tells the story through just one character. The reader will learn the thoughts, feelings, and reasons for actions of this character.

Objective ~ The narrator tells the story without relaying any character's thoughts, opinions, or feelings.

Omniscient ~ The narrator knows the thoughts and feelings of all the characters in the story.

~ © Gay Miller ~

Constructed Response – Point of View

After answering the following questions about point of view, write a response in paragraph form.

•_________________________________________________________________________________________________________________________________________________________

Who is telling the story?

•___________________________________________________________________________________________________________________________________________________________________________________________________

From which point of view is the story told? What is the narrator's

perspective?

•___________________________________________________________________________________________________________________________________________________________________________________________________

How does the narrator’s point of view change how the events are

being described?

•___________________________________________________________________________________________________________________________________________________________________________________________________

How does the narrator's point of view influence how the events

are described?

•___________________________________________________________________________________________________________________________________________________________________________________________________

Why do you think the narrator described the events the way it

did?

•___________________________________________________________________________________________________________________________________________________________________________________________________

How would the story change if a different character was the

narrator?

CCSS.ELA-Literacy.RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person

narrations.

CCSS.ELA-Literacy.RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.

CCSS.ELA-Literacy.RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.




~ © Gay Miller ~

Constructed Response – Point of View (Answer Key)

After answering the following questions about point of view, write a response in paragraph form.

•Karana Who is telling the story?

•The story is told from the first-person point of view. From which point of view is the

story told? What is the narrator's perspective?

•The story is up close and personal. The reader knows how Karana feels; her emotions are clear. The story is also told in a straight foward manner.

How does the narrator’s point of view change how the events are

being described?

•Because the story begins with, "I remember the day the Aleut ship came to our island," the reader knows the story is a flashback. [This will be important later because the reader knows Karana survives to tell her story.]

How does the narrator's point of view influence how the events

are described?

•Because of the first line of the novel the reader knows Karana survives. If the story had been told in third person point of view, the reader would have a more "stand offish" feeling toward Karana.

Why do you think the narrator described the events the way it

did?

•The author probably wanted the reader to have first hand knowledge of Karana's experiences.

How would the story change if a different character was the

narrator?

CCSS.ELA-Literacy.RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person

narrations.

CCSS.ELA-Literacy.RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.

CCSS.ELA-Literacy.RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.




~ © 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:

Each unit will focus on two prefixes and two suffixes. Both graphic organizers and a practice activity will be

provided. The affixes selected will be different for each unit, so that nothing repeats.

Each unit will focus on two Greek or Latin root words. Graphic organizers as well as a practice activity will be included.

3) Each unit will practice with one or more of the following: figurative language, sound devices, idioms, proverbs, and/or adages. Each unit will include a set of response cards, graphic organizers, and 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. Two types of organizers will be provides with this skill; one explaining many types of context clues -- definition, synonym, antonym, example, cause/effect, comparison, lists/series description, etc. plus a graphic organizer which focuses on just one type of context clue.

Cards containing multiple choice questions will be provided 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. [Note: This

only refers to the context clues game activities. Activities for the other skills will change from unit to unit.]

5) Each unit will contain an organizer going over rules and a practice activity with a punctuation skill.

6) Each unit will contain practice with one part of speech.

7) Each unit will contain practice with synonyms, antonyms, homographs, and/or analogies.

~ © Gay Miller ~

Common Core State Standards Reading: Language

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.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 en- em- mis- ob- oc- of- op- o- pre-

Suffixes

-ness -ful

Roots teg tecto tect

mov, mot, mob

Figurative Language

Context Clues

Punctuation ~

Comma

Part of Speech –

Shifts in Verb Tenses

Shades of Meaning &

Connotation

4th

Grade

http://www.corestandards.org/ELA-Literacy/L/4/1/

http://www.corestandards.org/ELA-Literacy/L/4/1/a/


http://www.corestandards.org/ELA-Literacy/L/4/1/c/

http://www.corestandards.org/ELA-Literacy/L/4/1/d/

http://www.corestandards.org/ELA-Literacy/L/4/1/e/

http://www.corestandards.org/ELA-Literacy/L/4/1/f/

http://www.corestandards.org/ELA-Literacy/L/4/1/g/



http://www.corestandards.org/ELA-Literacy/L/4/2/b/
















~ © Gay Miller ~


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 en- em- mis- ob-

oc- of- op- o- pre-

Suffixes -ness -ful

Roots teg tecto tect mov, mot, mob

Figurative Language

Context Clues

Punctuation ~ Comma

Part of Speech – Shifts in Verb Tenses

Shades of Meaning & Connotation

5th

Grade

























~ © Gay Miller ~


CCSS.E

LA-L

itera

cy.L

.6.1

CCSS.E

LA-L

itera

cy.L

.6.1

.a

CCSS.E

LA-L

itera

cy.L

.6.1

.b

CCSS.E

LA-L

itera

cy.L

.6.1

.c

CCSS.E

LA-L

itera

cy.L

.6.1

.d

CCSS.E

LA-L

itera

cy.L

.6.1

.e

CCSS.E

LA-L

itera

cy.L

.6.2

CCSS.E

LA-L

itera

cy.L

.6.2

.a

CCSS.E

LA-L

itera

cy.L

.6.2

.b

CCSS.E

LA-L

itera

cy.L

.6.3

CCSS.E

LA-L

itera

cy.L

.6.3

.a

CCSS.E

LA-L

itera

cy.L

.6.3

.b

CCSS.E

LA-L

itera

cy.L

.6.4

.

CCSS.E

LA-L

itera

cy.L

.6.4

.a

CCSS.E

LA-L

itera

cy.L

.6.4

.b

CCSS.E

LA-L

itera

cy.L

.6.4

.c

CCSS.E

LA-L

itera

cy.L

.6.4

.d

CCSS.E

LA-L

itera

cy.L

.6.5

CCSS.E

LA-L

itera

cy.L

.6.5

.a

CCSS.E

LA-L

itera

cy.L

.6.5

.b

CCSS.E

LA-L

itera

cy.L

.6.5

.c

CCSS.E

LA-L

itera

cy.L

.6.6

Prefixes en- em- mis- ob- oc-

of- op- o- pre-

Suffixes -ness -ful

Roots teg tecto tect mov, mot, mob

Figurative Language

Context Clues

Punctuation ~ Comma

Part of Speech – Shifts

in Verb Tenses

Shades of Meaning &

Connotation

6th

Grade






















~ © Gay Miller ~

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