independent reading contract - the scholastic store

Introduction . . . . . . . . . . . . . . . . . . . . 5How to Use This Book . . . . . . . . . . . . . 6

Fiction 1Independent Reading Contract . . . . . . 9Letter to a Librarian. . . . . . . . . . . . . . 10Famous Recommendations . . . . . . . . 11Interview a Character . . . . . . . . . . . . 12Persuasive Paragraph . . . . . . . . . . . . . 13Accelerate With Action Verbs . . . . . . 14Step Up Your Vocabulary! . . . . . . . . . 15Apostrophe Search. . . . . . . . . . . . . . . 16Prepositional Phrases . . . . . . . . . . . . . 17

Fiction 2Independent Reading Contract . . . . . 18Vocabulary-Building Bookmark . . . . . 19Write a Setting Postcard. . . . . . . . . . . 20Character Wish List . . . . . . . . . . . . . . 21Noteworthy News Article. . . . . . . . . . 22Shaped Poem. . . . . . . . . . . . . . . . . . . 23Double-Vision Verbs . . . . . . . . . . . . . 24Awesome Adverbs . . . . . . . . . . . . . . . 25Vocabulary Scramble . . . . . . . . . . . . . 26Proper Noun Concentration . . . . . . . 27CD Cover . . . . . . . . . . . . . . . . . . . . . 28

Fiction 3Independent Reading Contract . . . . . 29Expectations Chart . . . . . . . . . . . . . . 30Descriptive Paragraph . . . . . . . . . . . . 31My Journal . . . . . . . . . . . . . . . . . . . . 32Compare Yourself to a Character . . . . 33Draft a Dialogue . . . . . . . . . . . . . . . . 34Puzzling Plurals . . . . . . . . . . . . . . . . . 35Onomatopoeia. . . . . . . . . . . . . . . . . . 36Dazzling and Different Words . . . . . . 37Search for the Subject . . . . . . . . . . . . 38Setting Pyramid . . . . . . . . . . . . . . . . . 39Character Caricature . . . . . . . . . . . . . 40

Fiction 4Independent Reading Contract . . . . . 41Sensory Chart . . . . . . . . . . . . . . . . . . 42Letter to the Author . . . . . . . . . . . . . 43Plot Paragraph . . . . . . . . . . . . . . . . . . 44Grade a Character . . . . . . . . . . . . . . . 45Character Fortune Cookies . . . . . . . . 46Super Spellers Game . . . . . . . . . . . . . 47Linking Verbs . . . . . . . . . . . . . . . . . . 48Unlock Prefixes and Root Words . . . . 49Topsy-Turvy Title . . . . . . . . . . . . . . . . 50Character Coat of Arms . . . . . . . . . . . 51

Fiction 5Independent Reading Contract . . . . . 52Characterization Chart . . . . . . . . . . . 53Advice Column . . . . . . . . . . . . . . . . . 54All About a Character . . . . . . . . . . . . 55All About the Author. . . . . . . . . . . . . 56Think About the Theme . . . . . . . . . . 57Vocabulary Study Chart. . . . . . . . . . . 58Homophone Challenge . . . . . . . . . . . 59Antonyms All Around . . . . . . . . . . . . 60Title Time . . . . . . . . . . . . . . . . . . . . . 61

BiographyIndependent Reading Contract . . . . . 62K-W-L Chart: Biography . . . . . . . . . . 63Write a Letter. . . . . . . . . . . . . . . . . . . 64Time Line . . . . . . . . . . . . . . . . . . . . . 65Character Web. . . . . . . . . . . . . . . . . . 66Write a Speech. . . . . . . . . . . . . . . . . . 67Adjectives All Around . . . . . . . . . . . . 68Irregular Verbs . . . . . . . . . . . . . . . . . . 69Mini Thesaurus . . . . . . . . . . . . . . . . . 70Name Search . . . . . . . . . . . . . . . . . . . 71Postage Stamp . . . . . . . . . . . . . . . . . . 72Charm Bracelet . . . . . . . . . . . . . . . . . 73

3

Contents

Ready-to-Use Independent Reading Management Kit: Grades 4-6 © Jones and Lodge, Scholastic Teaching Resources

MysteryIndependent Reading Contract . . . . . 74Character Chart. . . . . . . . . . . . . . . . . 75Character Limericks. . . . . . . . . . . . . . 76Find the Clues . . . . . . . . . . . . . . . . . . 77What Makes a Mystery?. . . . . . . . . . . 78Set the Mood . . . . . . . . . . . . . . . . . . . 79Interrogate With Interrogatives! . . . . 80Follow the Rules! . . . . . . . . . . . . . . . . 81Discovering Conjunctions . . . . . . . . . 82Secret Code . . . . . . . . . . . . . . . . . . . . 83

Realistic FictionIndependent Reading Contract . . . . . 84Metaphor and Simile Chart . . . . . . . . 85Predict the Future . . . . . . . . . . . . . . . 86Character Changes . . . . . . . . . . . . . . 87Quotable Quotations . . . . . . . . . . . . . 88Overcoming Obstacles . . . . . . . . . . . . 89Synonyms for Said . . . . . . . . . . . . . . . 90Noun-to-Pronoun Chart . . . . . . . . . . 91Retell in Rhyme! . . . . . . . . . . . . . . . . 92Sentence Structure . . . . . . . . . . . . . . . 93

AdventureIndependent Reading Contract . . . . . 94Plot Peak . . . . . . . . . . . . . . . . . . . . . . 95Write Your Own Chapter . . . . . . . . . . 96Goal Checklist . . . . . . . . . . . . . . . . . . 97Song Lyrics . . . . . . . . . . . . . . . . . . . . 98Most Exciting Part . . . . . . . . . . . . . . . 99Word-Search Challenge . . . . . . . . . . 100Clever Clovers . . . . . . . . . . . . . . . . . 101Dramatic Dialogue. . . . . . . . . . . . . . 102Vocabulary Wall . . . . . . . . . . . . . . . 103

NonfictionIndependent Reading Contract . . . . 104K-W-L Chart: Nonfiction . . . . . . . . . 105Paragraph Report . . . . . . . . . . . . . . . 106Lesson Learned . . . . . . . . . . . . . . . . 107Cause and Effect . . . . . . . . . . . . . . . 108Fact-or-Fiction Puzzle. . . . . . . . . . . . 109Resource Review . . . . . . . . . . . . . . . 110Top Topic Sentences . . . . . . . . . . . . 111Clever Concluding Sentences . . . . . 112Reach the Moon Game . . . . . . . . . . 113

Additional ReproducibleFormsConference Form: Fiction . . . . . . . . 114Conference Form: Biography . . . . . . 115Conference Form: Mystery. . . . . . . . 116Conference Form: Realistic Fiction . 117Conference Form: Adventure. . . . . . 118Conference Form: Nonfiction . . . . . 119Books I’ve Read . . . . . . . . . . . . . . . . 120Checkout Form . . . . . . . . . . . . . . . . 121Self-Assessment Rubric. . . . . . . . . . . 122Assessment Rubric . . . . . . . . . . . . . . 123Teacher Record . . . . . . . . . . . . . . . . 124Letter Home . . . . . . . . . . . . . . . . . . 125Blank Contract . . . . . . . . . . . . . . . . 126

4Ready-to-Use Independent Reading Management Kit: Grades 4-6 © Jones and Lodge, Scholastic Teaching Resources

5

The Ready-to-Use Independent Reading Management Kit: Grades 4–6was born out of the need for reading and writing activities thatmeet the diverse levels of learners in the classroom. Our solutionwas to develop independent reading contracts, which are a seriesof activity packs that can be used with any book and a variety of genres.

For each contract, students make choices about whichreading, writing, and skill-building activities they will complete.Making choices fosters a sense of responsibility and ownership,which encourages students to take the contract seriously. Thisprogram helps students learn to select appropriate books,organize the materials they need, and work independently onmeaningful and structured activities that help them get the mostout of their reading experiences. The program also allowsteachers to work with one group of students while the rest ofthe class works independently on their contracts.

The ten different contracts in this book are designed to beused with books of various genres. There are five contracts forgeneral fiction, and one contract each for biography, mystery,realistic fiction, adventure, and nonfiction. The contracts can beused in any order. Each contract is organized into fourcategories: reading, writing, skills, and art. Within the skillscategory, you’ll find activities relating to parts of speech,spelling, vocabulary, and more. Many activities are accompaniedby appealing, illustrated reproducible sheets to help kids stay ontask. Students will write an advice column for a character, createa setting slide show, write character fortune cookies, play a gameabout verbs and adverbs, and much, much more!

The variety of activities within each contract and theflexibility to use the contracts with any book will help you meetthe needs of all your learners. The section titled How to Use ThisBook on pages 6–8 will take you through the process step bystep, from helping students learn to select books to assessingtheir work. At the end of the book, you’ll find other usefulreproducible materials, including a letter home explaining theprogram, a blank contract, assessment rubrics, and more. Wethink you’ll find these independent reading contracts to be avaluable tool for enriching reading, writing, and language arts.Happy reading!

Introduction

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This book was: (easy) 1 2 3 4 5 (difficult)

Complete the activities based on your independent reading book. When you have finished an activity, check the box.

Activities marked with an asterisk ✱ have an activity sheet.

Independent Reading ContractFICTION 1

Name Date

Book Title

Fiction 1 • • 9

Reading Writing Skills(Do all 4.) (Choose _____) (Choose _____) (Choose _____)

Art

Before ReadingThink about why youchose to read thisbook. Write threereasons it appealedto you.

Halfway PointWrite a prediction about the ending.

After ReadingShare your favoritepassages with aclassmate. Explainwhy they were yourfavorite.

✱Recommend yourbook to threefamouspeople.

✱Interview acharacter.

✱Step up yourvocabulary withnew words.

✱Go on anapostrophe search.

they’recats’

✱Find 8 prepositionalphrases.

to the storeup the tree

Draw a map of yourbook’s setting.

Create a comic stripwith the charactersfrom your book.

Make a time capsulewith drawings,objects, and writingto represent yourbook.

After Reading✱Complete a fiction

conference formand schedule aconference withyour teacher.

Make up a gameabout your book.

✱Write a letter aboutyour book to yourschool librarian.

✱Write a persuasiveparagraph from themain character’spoint of view.

✱Accelerate withaction verbs fromyour book.

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Name Date

Think of three famous people who might enjoy your book. (They can be fromany time period.) Draw a picture of each person in the frames. Then write whyyou would recommend the book to each of them. Include specific reasons.

Famous Recommendations

Book Title

Fiction 1 • Writing • 11

Person’s Name:

Person’s Name:

Person’s Name:

Name Date

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12 • Fiction 1 • Writing

Choose a character to interview. In the speech balloonson the left, write questions for that character. In thespeech balloons on the right, write what you think the character might answer. You might ask why thecharacter acted a certain way or how the character felt at different times in the story.

Interview a Character

Question:

Answer:

Question:

Answer:

Name Date

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Book Title

14 • Fiction 1 • Skills

Look in your book for interesting verbs thatexpress action. Write a verb in each road sign.

Accelerate With Action Verbs


Setting Up the SystemTo meet the needs of all students, collect books that represent a widerange of reading levels. These books can be from your own collection,the school or public library, or donations from families.

Store the books by level in boxes or on shelves, to help studentsmake selections more easily. We have found it helpful to stock a centerwith books, independent reading contracts, copies of the activity pages,and any necessary supplies. To help students work independently, showthem where everything is kept and how to put away materials whenthey have finished using them.

At the top of the writing, skills, and art columns on each contract,you’ll find a space to fill in the number of activities you wish studentsto complete in each category. This can be determined by the amount oftime you want to spend on each contract or by the particular area youwant to focus on. It also presents an opportunity to modify theassignment for individual students, if necessary. After filling in thenumber of activities for each column, make a copy of the contract foreach student.

In advance, determine how long you would like students to spendon each contract. We have found that two to three weeks is usually agood amount of time. Although students work at different rates, it’spossible to set a time frame within which all children can work.

If a student finishes a contract for one book, he or shecan complete an additional contract in the same genre fora new book if time permits. Set aside a few blocks of timeeach week for children to work on their contracts. Oncestudents are comfortable with the procedures, they canwork independently while you meet with individuals orsmall groups. This is also a good time to have conferenceswith students who have completed a contract. (SeeCompleting a Contract, page 8.)

Student Selection of Literature To introduce independent reading contracts in your classroom, beginby demonstrating how to choose a book that is just right for the reader.For example, you might pose these questions for children to use:

• What is this book about?

• Does the subject interest me?

• Can I read the book without much difficulty?By showing books that are too easy, too difficult, and just right, you

can set an example of appropriate book selection.

6

How to Use This Book


Introducing New SkillsBefore introducing an independent reading contract, look it over to notethe skills that children need to complete it. For instance, before beginningthe Mystery contract, children need to know about conjunctions andinterrogatives. One or two weeks before introducing the contract, conductmini-lessons to introduce the skill. Students will then practice that skill asthey complete the contract.

When introducing terms such as adjectives, proper nouns, orhomophones, you may want to make a poster with examples of thesewords on it. Students can then refer to the poster if their book does notoffer a wide variety of these types of words. In our classroom, studentshave also enjoyed adding to the posters as they come across “posterwords” in their books.

Starting an Independent Reading Contract Once students have selected their books, model how to use anindependent reading contract for a book the whole class has read. Makean overhead transparency of a contract sheet. After students have finishedreading the book, show them the contract. Fill in the name, date, andbook title lines, and circle the reading level from 1 to 5. Explain that eachstudent will fill in this information and complete the activities based onhis or her own independent reading book.

Point out that the first column on the contract lists reading activities.Students should complete all activities in this column, beginning withthe first. The activities specify when students should completethem: before reading, at the halfway point, and after reading.

Explain that as students complete each activity, they shouldmake a check mark in the corresponding square on the contract. Explainthat after children complete the reading activities, they can do theactivities in the other columns in any order they wish. Also, point out thenumber of activities per column that students should complete.

Draw students’ attention to the asterisk in the corner of the boxes onthe contract and explain that this means there is a reproducible page onwhich to complete the activity. Show students where they can find theseactivity pages. It is helpful to keep the activity pages for each contract ina labeled folder. Demonstrate the procedures students should follow foractivities that do not have reproducible sheets.

Show students where to find materials, as well as how to use themand put them away. For example, students will need basic art supplies formany of the activities in the art column. You may want to set up an artcenter for this purpose. (If you are short on art supplies, you might sendhome a letter to families with a wish list of supplies.)

Storing Work in ProgressCompleting an independent reading contract may take a couple of weeks.It is important to help students organize their materials so that they canwork effectively on their own. Have students store all of their materials

7Ready-to-Use Independent Reading Management Kit: Grades 4-6 © Jones and Lodge, Scholastic Teaching Resources

for their current contract in a pocket folder, including their book. Itis helpful for students to staple their contract to the inside left oftheir folder for easy reference. Designate a place for students to keeptheir folders, such as in their desks or in a file folder box.

Meeting the Needs of Your StudentsThere are a variety of ways to use independent reading contracts tomeet your students’ range of needs. Contracts can be used withbooks of any reading level. We have found that it works best to haveall students work on the same contract at the same time. The readinglevel of the books that students choose and the number of booksthey read tailor the program to meet each student’s needs.

We set aside a three-week period for students to work on eachcontract. During this time, one student may complete activities forone book while another student may complete activities for threebooks. Use the blank independent reading contract on page 126 tocreate additional contracts that reflect skills you would like toreinforce.

Completing a ContractOnce a student has completed an independent reading contract, heor she should fill out a self-assessment rubric (page 122). You maywish to model this procedure by evaluating sample work that youhave created. Then the student prepares for a teacher conference bycompleting the appropriate conference form (pages 114–119) andscheduling a conference with you. Now that the student is ready to“check out” he or she fills out a checkout form (page 121) to makesure that all work has been completed. Have students staple theirwork in order, along with the contract, the self-assessment rubric, theconference form, and the checkout form on top. Students should putall of this into a folder and turn in their work at a designated spot.(This could be a basket on your desk or a file folder box in a readingcenter.) During conferences, you can help students evaluate theirwork. An additional assessment form for you to evaluate students’work appears on page 123. You can also keep a record of eachstudent’s work throughout the year by using the reproducibleTeacher Record on page 124.

New ContractsOnce students have mastered the skills on a contract, they are readyto progress to a new contract. We recommend discussing andmodeling the use of each contract as you introduce it. This is also agood opportunity to discuss any issues that arise about procedures,materials, behavior, and performance. Throughout the year, continueto model procedures to reinforce and ensure the quality of both thework and the working environment.

8

Total Score

Self-Assessment Rubric

PRESENTATION Some of my work isneat and organized.

Most of my work isneat and organized.

All of my work is neat and organized.

QUALITY OF WORK

Some of my workshows thoughtfulnessand understanding.

Most of my workshows thoughtfulnessand understanding.

All of my work showsthoughtfulness andunderstanding.

EFFICIENCYI took longer thanexpected to completemy contract.

I completed mycontract on time.

I completed mycontract sooner thanwas expected.

1 Point 2 Points 3 Points Score

Name Date

Independent Reading Contract

Book Title

Book Title

Name Date of Conference

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Write responses to the following questions. Be prepared to discuss your answers at your teacher conference. Bring your book, your completed activities, and this form to the conference.

Who do you think is the most interesting character? Why?

What is the most difficult part of the book? What questions do you have about it?

Choose a favorite passage to share at the conference. Write the page number, and explain why you liked the passage.

What is the theme or the main message of the book?

Conference Form: Fiction

114 • • Fiction

Fiction 1 Fiction 2 Fiction 3 Fiction 4 Fiction 5 (Circle one.)

Teacher’s Notes:

Name Date

Checkout FormI’m ready to check out my independent reading contract.

I completed the right number of activities.

I checked over my work.

I stapled my pages in order

I filled in a self-assessment rubric.

I scheduled a conference with my teacher.


Book Title

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• 123

Total Score

Assessment Rubric

PRESENTATION Some of student’s work is neatand organized.

Most of student’s work is neatand organized.

All of student’s work is neat andorganized.

QUALITY OF WORK

Some of student’s work showsthoughtfulness and understanding.

Most of student’s work showsthoughtfulness and understanding.

All of student’s work showsthoughtfulness and understanding.

EFFICIENCY Student took longer than expectedto complete work. Student completed work on time. Student completed work sooner

than was expected.

1 Point 2 Points 3 Points Score

Student’s Name Date


Book Title

Comments:

Reading




QUALITY OF WORK





than was expected.

Writing




QUALITY OF WORK





than was expected.

Skills




QUALITY OF WORK





than was expected.

Art

124 •

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Independent Reading Contract Date

Book Title and Author:

Self-Assessment Rubric Score:

Assessment Rubric Score:

Comments:





Comments:





Comments:

Student

Teacher Record


This book was: (easy) 1 2 3 4 5 (difficult)

Complete the activities based on your independent reading book. When you have finished an activity, check the box.

Activities marked with an asterisk ✱ have an activity sheet.

Independent Reading ContractFICTION 1

Name Date

Book Title

Fiction 1 • • 9

Reading Writing Skills(Do all 4.) (Choose _____) (Choose _____) (Choose _____)

Art

Before ReadingThink about why youchose to read thisbook. Write threereasons it appealedto you.

Halfway PointWrite a prediction about the ending.

After ReadingShare your favoritepassages with aclassmate. Explainwhy they were yourfavorite.

✱Recommend yourbook to threefamouspeople.

✱Interview acharacter.

✱Step up yourvocabulary withnew words.

✱Go on anapostrophe search.

they’recats’

✱Find 8 prepositionalphrases.

to the storeup the tree

Draw a map of yourbook’s setting.

Create a comic stripwith the charactersfrom your book.

Make a time capsulewith drawings,objects, and writingto represent yourbook.

After Reading✱Complete a fiction

conference formand schedule aconference withyour teacher.

Make up a gameabout your book.

✱Write a letter aboutyour book to yourschool librarian.

✱Write a persuasiveparagraph from acharacter’s point ofview.

✱Accelerate withaction verbs fromyour book.


Name Date

Write a letter to your school or local librarian. Explainwhy a librarian should or should not recommend thisbook. Include specific details about the book and whystudents your age would or would not like to read it.

Letter to a Librarian

Book Title

10 • Fiction 1 • Writing Ready-to-Use Independent Reading Management Kit: Grades 4-6 © Jones and Lodge, Scholastic Teaching Resources

Name Date

Think of three famous people who might enjoy your book. (They can be fromany time period.) Draw a picture of each person in the frames. Then write whyyou would recommend the book to each of them. Include specific reasons.

Famous Recommendations

Book Title


Person’s Name:

Person’s Name:

Person’s Name:


Name Date

Book Title

12 • Fiction 1 • Writing

Choose a character to interview. In the speech balloonson the left, write questions for that character. In thespeech balloons on the right, write what you think the character might answer. You might ask why thecharacter acted a certain way or how the character felt at different times in the story.

Interview a Character

Question:

Answer:

Question:

Answer:


Name Date

Persuasive Paragraph

Book Title


Character

Think of a point in the story at which a character would like to persuadesomeone to do something. Write a persuasive paragraph from that character’spoint of view. Include convincing arguments the character might give.


Name Date

Book Title

14 • Fiction 1 • Skills

Look in your book for interesting verbs thatexpress action. Write a verb in each road sign.

Accelerate With Action Verbs


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