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Summer Reading for Students entering Grade 4

Henry Barnard School Fourth Grade
Summer Reading List

for students entering Grade 4  in August 2019

This year, fourth graders have several books to choose from for their required summer reading. All of the choices are GREAT BOOKS to READ!

ALL STUDENTS MUST CHOOSE AND READ AT LEAST THREE (3) BOOKS FROM THOSE LISTED BELOW:

Bad News for Outlaws - Vaunda Micheaux Nelson

Redwoods – Jason Chin

Wishworks, Inc. – Stephanie S. Tolan

Ralph S. Mouse – Beverly Cleary

Three Terrible Trins – Dick King-Smith

Lulu and the Brontosaurus – Judith Viorst

Harry the Poisonous Centipede – Lynne Reid Banks

Bunnicula – James Howe

The Magic Thief – Sarah Prineas

Owen and Mzee – Isabella Hatkoff, et al.

How Oliver Orson Changed the World

– Claudia Mills

Runt – Marion Dane Bauer   

Kenny and the Dragon– Tony DiTerlizzi

A chapter book from the RICBA 2020 nominated books  (see attached).

Upon completing the reading, students will choose one project from the list below to go with the book from the above selection that they chose to read.  The project should be brought in at the beginning of school.  Titles and authors of all books read should be neatly listed and brought in with the project.

Book Jacket:  Design a book jacket for one of the books.  The jacket should have a colorful and exciting front cover showing a favorite scene from the book, a description of the story (leaving out the ending) on the inside front flap, and a brief description of the you, the book jacket illustrator, on the back inside flap.  Use your imagination and come up with something fun (more pictures, book reviews, quotes from the book, etc.) for the back cover.

Diorama:  Create a diorama (shoebox size or thereabouts) of a favorite scene in a book.  Write a one-paragraph description of the scene.

Story Quilt:  Create a 9-panel quilt (3 panels x 3 panels) showing the plot of the story.  The panels should show the story in order – from beginning to end.  The quilt can be made of any materials you choose, but make sure it is COLORFUL.

Journal:  Pretend that you are one of the characters in your book.  Make a journal of at least four entries from different parts of the book.  Describe the actions from the book and your (as the character’s) reactions to them.

* Special project for Owen and Mzee    Photo album:   Think of a special friend you have who is different from you (different age, different species, or some other difference).  Take at least five pictures of you and your friend, arrange them in a nice album (you can make the album from construction paper bound with string) and write captions – at least three sentences each – about the pictures.                                                                          

*Special project for Redwoods  Tree Journal: Choose three neighborhood trees.  With bark rubbings and leaf rubbings, describe the importance of each tree to everything (animals, birds, etc., including you) that lives in or near it.

*Special project for Bad News for Outlaws  Autobiography:  Imagine yourself as 80 years old.  Write a book about your life, mentioning all of your achievements.  The book should have at least 4 pages and be illustrated.

 

Summer Reading Oral Report Assessment Rubric

Name: ____________________________     Book Title: ____________________________________                                                                                 

For students entering Grade 4 in August 2019      

SUMMER READING PROJECT   

Your child is expected to bring the completed Summer Reading Project to school on the first day. All students will present their project to their classes orally during the first few weeks of school. Projects will be graded according to the following rubric.

 

Summer Reading Oral Report Assessment Rubric

                                                                                                             Yes                     No

The student completed a quality book project.                                                                    
Effort is evident.                                                                                    ____               ____ 

 

The student was able to accurately explain the                                                                       
main components of the story (setting, characters,                                                      
events, problem & solution.)                                                                 ____               ____ 

 

The student clearly demonstrated his/her                                                   
understanding of the book s/he read.                                                   ____               ____

 

The student spoke clearly and loudly.                                                   ____               ____ 

 

The student made eye contact with his/her audience.                          ____               ____ 

 

The student was able to accurately answer questions                                                            
from classmates about the book.                                                           ____               ____ 

Score: _____________

Additional remarks: