Fourth Grade - Academy for Classical Education

Academy for Classical Education
Summer Reading Assignments for Students Entering FOURTH GRADE
The Reading Lists below are for children who will be entering 4th Grade in
Fall 2015. We strongly object to books such as Captain Underpants, Diary of
a Wimpy Kid, and the Goosebump series. Though popular with a large
number of young readers, these types of books utilize short sentences, simple
sentence structure, easy vocabulary, uncomplicated paragraphs, and simple
plots. Such books do not promote the patterns of thought that produce
intellectual and personal excellence. Also, comic books are image-centered
and, therefore, do not qualify as “books” for free reading time. We do,
however, recommend the use of audio books as a supplement (not a
replacement) to reading and strongly suggest that the student read along with
the audio. In addition, it is advised that parents purchase a composition
notebook (this is what we mean when we refer to "My Reading Notebook”)
that students can use to journal their reading assignments. These notebooks can be purchased at Walmart or other stores that sell school supplies.
The purpose for the notebook is for students in grades K-5 to write/draw their assignments and maintain these assignments throughout the years.
Fourth grade students are required to read (or have read to them) the story designated with an asterisk (*) and complete the reading assignment.
The other books are suggested reading. Fourth graders should also be prepared to recite the memorization assignment when school starts.
* The Magician’s Nephew
by C.S. Lewis
ISBN: 0-06-07640-2
Treasure Island
by R.L. Stevenson
ISBN: 0-679-80402-1
Book #1
Students will be expected to take a test on this selection the first week
of school. In preparation for this they need to answer the attached
study questions in their “My Summer Reading” notebook.
Required Text: The Magician’s Nephew
Magician's Nephew Study Questions
1. Where do the yellow rings first take Digory and Polly?
2. What is Digory's last name?
3. What does the iron bar that Jadis throws at Aslan turn into?
4. What gift does Aslan give the chosen beast of Narnia?
5. Who is crowned King Frank?
6. What lies to the south of Narnia
7. What does Jadis do at the end of the book?
8. What heals Digory's Mother?
9. When at last the old apple tree blows down, Digory did what?
10. What weird power do the rings have that the kids don’t know about
that caused them to bring the Queen out of her original world?
Little House in the Big Woods
by L. Wilder
ISBN# 978-0-06-440001-5
A Little Princess
by F.H. Burnett
ISBN# 978-1503250475
Book #2
In addition to Book #1, students need to pick one of the following texts.
As they are reading, students need to write a summary of what is
occurring for every two chapters. These summaries must be a
minimum of 1 paragraph (5 sentences). The maximum amount needed
for a summary is 3 paragraphs. This is to also be completed in the “My
Summer Reading” notebook. These summaries need to be thorough,
they will be used in an in class assignment.
Secondary Texts: (choose one of the following)
 Treasure Island
 Little House in the Big Woods
 A Little Princess
Example: During chapters 4 and 5, Henry found the missing key he
had been looking for. He discovered that it not only opened the closet
door, but the old trunk hidden inside it. What he found in the trunk was
a treasure map of the old mansion. He and his sister, Sally, decided
that they had no choice but to find the treasure. Not just to save
themselves from boredom, but also in hopes of saving the house as
MEMORIZATION ASSIGNMENT: Students should be prepared to recite both on the first day of school.
“A Song of Enchantment” by Walter de la Mare
“All Day Long” by Carl Sandburg
Fourth Grade Readiness
Every child is special and unique and develops at their own pace; however, there are certain skills and knowledge sets that
we as teachers feel are essential for social and academic growth, development, and achievement in school. The following is
a checklist of essential developmental skills children need to meet before they enter first grade at the Academy for Classical
Reading ~ Student are expected to:
 Demonstrate understanding of a text, referring explicitly to the text
as the basis for the answers.
 Recount stories, including fables, folktales, and myths from
diverse cultures; determine the central message, lesson, or moral
and explain how it is conveyed through key details in the text.
 Determine the main idea of a text; recount the key details and
explain how they support the main idea.
 Describe characters in a story (e.g., their traits, motivations, or
feelings) and explain how their actions contribute to the sequence
of events.
 Describe the relationship between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a
text, using language that pertains to time, sequence, and
 Determine the meaning of words and phrases as they are used in
a text, distinguishing literal from non-literal language.
 Determine the meaning of general academic and domain-specific
words and phrases in a text relevant to a grade 3 topic or subject
 Refer to parts of stories, dramas, and poems when writing or
speaking about a text, using terms such as chapter, scene, and
stanza; describe how each successive part builds on earlier
 Use text features and search tools (e.g., key words, sidebars,
hyperlinks) to locate information relevant to a given topic quickly
and efficiently.
 Distinguish their own point of view from that of the narrator or
those of the characters.
 Distinguish their own point of view from that of the author of a text.
 Explain how specific aspects of a text’s illustrations contribute to
what is conveyed by the words in a story (e.g., create mood,
emphasize aspects of a character or setting).
 Use information gained from illustrations (e.g., maps,
photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how key
events occur).
 Describe the logical connection between particular sentences and
para-graphs in a text (e.g., comparison, cause/effect,
first/second/third in a sequence).
 Compare and contrast the themes, settings, and plots of stories
written by the same author about the same or similar characters
(e.g., in books from a series).
 Compare and contrast the most important points and key details
presented in two texts on the same topic.
 By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, at the high end of the grades 2-3 text
complexity band independently and proficiently
 Know and apply grade-level phonics and word analysis skills in
decoding words.
 Read with sufficient accuracy and fluency to support
English/Language Arts ~ Students are expected to:
 Write opinion pieces on topics or texts, supporting a point of view
with reasons.
 Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
 Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear
event sequences.
 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
 Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
Math ~ Students are expected to:
 represent and solve problems involving multiplication and division.
 understand properties of multiplication and the relationship
between multiplication and division.
 multiply and divide within 100.
 solve problems involving the four operations, and identify and
explain patterns in arithmetic.
 use place value understanding and properties of operations to
perform multi-digit arithmetic.
 develop understanding of fractions as numbers.
 solve problems involving measurement and estimation of intervals
of time, liquid volumes, and masses of objects.
 represent and interpret data
 understand concepts of area and relate area to multiplication and
to addition
 recognize perimeter as an attribute of plane figures and
distinguish between linear and area measures.
 reason with shapes and their attributes.
Social Studies ~ Students are expected to:
 explain the political roots of our modern democracy in the United
States of America.
 discuss the lives of Americans who expanded people’s rights and
freedoms in a democracy.
 locate major topographical features.
 identify major rivers of the United States of America: Mississippi,
Ohio, Rio Grande, Colorado, Hudson.
 identify major mountain ranges of the United States of America:
Appalachian, Rocky.
 locate the Equator, Prime Meridian, and lines of latitude and
longitude on a globe.
 locate Greece on a world map.
 name the three levels of government (national, state, local) and
the three branches in each (executive, legislative, judicial),
including the names of the legislative branch (Congress, General
Assembly, county commission or city council).
 state an example of the responsibilities of each level and branch
of government.
 describe the four types of productive resources:
 explain that governments provide certain types of goods and
services in a market economy, and pay for these through taxes
and will describe services such as schools, libraries, roads,
olice/fire protection, and military.
 give examples of interdependence and trade and will explain how
voluntary exchange benefits both parties.
Students are expected to:
 be aware of the importance of curiosity, honesty, openness, and
skepticism in science and will exhibit these traits in their own
efforts to understand how the world works.
 have the computation and estimation skills necessary for
analyzing data and following scientific explanations.
 use tools and instruments for observing, measuring, and
manipulating objects in scientific activities utilizing safe laboratory
 use ideas of system, model, change, and scale in exploring
scientific and technological matters.
 communicate scientific ideas and activities clearly.
 question scientific claims and arguments effectively.
 be familiar with the character of scientific knowledge and how it is
 investigate the physical attributes of rocks and soils.
 investigate fossils as evidence of organisms that lived long ago.
 investigate how heat is produced and the effects of heating and
 investigate magnets and how they affect other magnets and
common objects.
 investigate the habitats of different organisms and the
dependence of organisms on their habitat.
 recognize the effects of pollution and humans on the environment.
Throughout the summer, students should practice math skills using the following websites: (4th grade) (4th grade) (4th grade)
Purchase multiplication flash cards and practice!
Fourth Grade Required School Supplies:
3 packs
1 ream
1 pack
1 pack
Girls – 1
Boys – 1
4-pack dry-erase markers
#2 pencils
24 count crayon
8 count washable markers
wide-ruled paper
3 inch binder – with option to place a paper on cover with name (clear pocket)
8 pack dividers with pockets (designed to fit into a binder)
glue sticks
3x5 index cards (binder refill)
3x5 index card binder
plain white copy paper
hand sanitizer
facial tissues
clear pencil box
red checking pens
highlighter (yellow or pink)
cap erasers
large wedge eraser
post-it notes
ziplock bags – sandwich size
ziplock bags – gallon size
oversized t-shirt for Art
composition books (marbled)
folders with prongs (1 yellow, 1 red, 1 blue)
In addition to the above, students will be doing book studies throughout the year. Teachers highly recommend that each
student have their own personal copy. This will allow them to make notes within the text, and allows them to grow their
own personal book collection.
A Wrinkle in Time
The Indian in the Cupboard
Johnny Tremain
Night of the Twisters
Bridge to Terabithia
The Giver
Because of Winn-Dixie
A Child’s Anthology of Poetry