In This Grade 4 Perfectly Safe
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14 No Choice 24 The Word Is . . .
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34 Why Does a Woodpecker Peck? 44 The Tennin’s Robe
54 Making the Team 64 Everella’s Wand 74 Stop the Hungry Giant Fish!
The stories marked by the Highlights™ logo have been reprinted with permission and are copyright © 2014 Highlights for Children, Inc., 1800 Watermark Drive, Columbus, Ohio 43215 USA. All rights reserved.
Based on a Legend from the Island of Guam
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These stories were originally published in Highlights High FiveTM magazine, the award winning magazine that celebrates the early years of childhood and is dedicated to helping parents, educators, and other caregivers to nurture and develop young children. Highlights' content is committed to helping parents and educators build essential skills in children by: · developing important problem solving skills · reinforcing critical thinking and creative self-expression · encouraging kids to challenge themselves Highlights is dedicated to the belief that Children are the World’s Most Important People TM.
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104 A Chilling Thrill
Or was it a thrilling chill?
114 The White Crane A Japanese Folktale
124 He Made Trees Live Again 134 The Unwelcome Neighbor A tale from the Panchatantra
144 The Woman in the Moon A Kumeyaay Legend
84 For the Love of the Game 94 Citizen Carmen
Perfectly Safe
L.6.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking W.6.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences W.6.3 a: Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically W.6.3 b: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters W.6.3 c: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another W.6.3 d: Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events W.6.3 e: Provide a conclusion that follows from the narrated experiences or events W.6.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience W.6.10: Write routinely over extended time frames and shorter time frames for a range of disciplinespecific tasks, purposes, and audiences
U nit
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1. Read each sentence. Write the correct determiner on the line. 1. Underline the demonstrative adjectives and circle the noun being referred to.
a. My teacher gave me __________________ my coloring books.
a. Take that junk out of here.
b. __________________ Gina and Becky knew the answer.
b. This stuff is cluttering the room.
c. They looked for an hour, but __________________ of my friends found my coat. c. These drawings are of my first invention. d. __________________ balls are lost on the playground. d. Those wooden sticks fell from my desk.
e. It’s twelve o’clock now. I hope we can go __________________ time soon.
e. Does this machine work well?
f. Did __________________ student find my markers?
f. Please hand me those rubber bands.
g. This box cannot hold __________________ game cartridges.
g. That string is broken.
h. The answer is __________________ true or false; it cannot be both.
h. Please hold this balloon for me.
i. She will get __________________ cats to keep her cat company.
i. Will you give me that screwdriver?
j. He said we could get __________________ books from the shelves.
j. He wanted to know if that book gave instructions on how to build it.
k. __________________ school I go to, I make friends. l. __________________ people gave her money.
k. He asked to borrow this hammer.
m. __________________ time is spent reviewing homework.
l. “Someday those inventions will be worth money,” his mother said.
n. We can watch __________________ film.
m. He wondered if these contraptions were really useful. L.6.1 Link to Anchor Reading Unit 1 – Perfectly Safe
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A determiner is a word or phrase that comes before a noun or noun phrase. They indicate whether the noun phrase is specific or general; sometimes they tell how much or how many. The determiners “this,” “that,” “these,” and “those,” are known as demonstrative adjectives. They indicate which specific person or thing is being referred to. Examples: This is my shirt. (near) These are my shirts. (near) That is my shirt. (far) Those are my shirts. (far)
L.6.1 Link to Anchor Reading Unit 1 – Perfectly Safe
Determiners can also be indefinite pronouns, such as “enough,” “few,” “fewer,” “less,” “little,” “many,” “much,” “several,” “more,” “most,” “all,” “both,” “every,” “each,” “any,” “either,” “neither,” “none,” “some,” etc.
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1. Combine the sentences by adding an appositive to one sentence. Write the new sentence on the line.
1. Write either “good” or “well” in the blank to complete the sentence correctly.
a. The track coach spends a lot of time guiding us. Mr. Smith is our track coach.
a. We did _____________ at the competition. b. Is that spaghetti _____________? c. He does not travel _____________ in a car.
b. Will our competition be held at their school? They go to Rising Stars School.
d. The clothes here are not _____________ for winter. e. Can she dance _____________?
c. I will buy a pair of Flash Lightnings. Flash Lightnings are shoes for running.
f. I love a _____________ jog in the park. g. These are _____________ seats to see the play.
d. She doesn’t run through the open area on Main Street. The open area on Main Street is called Town Square.
h. It is _____________ to plan ahead. i. How _____________ do you know him? 2. Write your own sentences with appositives.
j. The train is running _____________ ahead of schedule.
a.
2. Write sentences using “good” and “well.”
b.
a.
c.
b.
L.6.1 Link to Anchor Reading Unit 1 – Perfectly Safe Homework: Look for sentences with appositives.
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An appositive is a noun or noun phrase that renames another noun right beside it. An appositive is always separated from the rest of the sentence with a comma(s). Some sentences can be combined by adding an appositive to one of the sentences. Examples: Henry is playing in the yard. Henry is the little boy who lives next door. Henry, the little boy who lives next door, is playing in the yard. My friend is coming. My friend is Sally. Sally, my friend, is coming.
L.6.1 Link to Anchor Reading Unit 1 – Perfectly Safe
“Good” is an adjective used to describe a noun. “Well” is an adverb that tells about a verb. Be careful not to confuse these words.
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1. Underline the intensifier in each sentence. 1. Think of a story you have recently read and use this chronological order chart to record the events that occurred.
a. I am not so tall.
First: b. He is pretty nice. c. The view was absolutely amazing. d. They are quite helpful.
Then:
e. The game is not very good. f. Are the directions fairly simple? g. I feel really bad about not getting here on time.
Next:
h. The room is rather cold. i. Is she a little sad now?
After that:
2. Write your own sentences using the intensifiers “strongly,” “extremely,” and “too.”
a. Finally:
b. c.
L.6.1 Link to Anchor Reading Unit 1 – Perfectly Safe
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An intensifier is a word that is used to add force to the meaning of verbs, adjectives, or other adverbs. Some intensifiers are “strongly,” “extremely,” “very,” “really,” “fairly,” “quite,” “pretty,” “rather,” “so,” “too,” “absolutely,” and “a little.”
W.6.3 W.6.3 a W.6.3 e W.6.10 Link to Anchor Reading Unit 1 – Perfectly Safe
A narrative tells a real or an imaginary story. Narrative writing has characters, settings, and a plot. The plot is a series of events that form the story. A plot has a beginning, a middle, and an end. The story is told in order.
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2. Read the opening lines of the stories below. Choose one and write a short narrative paragraph based on the story plot. Use a writing page from the back of this book or a separate sheet of paper. Include what the characters see/feel/smell/taste/hear.
Story 1 Swirls of snow blew across the path as the old man started home. He had stayed out hunting longer than he should have, but he still had no luck. There would be no meat to put in the soup that his wife was cooking.
3. Read these story plots and write short fitting conclusions for each.
A sea creature is eating the natives’ island. One young girl thinks of what they can do so that their island does not end up in the belly of a fish.
He quickened his pace so that the storm would not overtake him before darkness set in. But then he heard a plaintive cry. Slowing his pace to look, he saw that a great bird had been caught in a trap.
Story 2 A long time ago, a group of native people in Southern California traveled between the mountains and the ocean in search of food and comfort. They gathered acorns, mushrooms, and berries from the mountains. They fished and found sea plants and crabs by the sea. What they found to eat depended on each season’s gifts.
The animals who shared a tree as a home had a meeting one day to discuss their newest resident, a black snake who they believed to be dangerous, in the hole at the bottom of their tree.
Story 3 A boy named Jiko and his mother lived in a village on the rocky coast of Japan. Jiko’s mother collected herbs in the mountains. She hung the herbs upside down to dry in the sun so that she would have herbs all year round, and all year round the villagers came to her for herbs to heal the sick. One winter it happened that Mother herself became ill, but she had given away her last herbs. There were none left.
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W.6.3 b W.6.3 c W.6.3 d W.6.4 W.6.10
W.6.3 e W.6.10
Link to Anchor Reading Unit 1 – Perfectly Safe
Link to Anchor Reading Unit 1 – Perfectly Safe
A narrative tells a real or an imaginary story. Narratives have characters, settings, and a plot. Characters have actions, thoughts, and feelings. Describing these actions, thoughts, and feelings will help your reader to understand the story better.
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