Grade

Reading 4
Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . 3 Phonics:
Consonant Blends . . . . . . . . . . 29
Comprehension: Structural Analysis:
Prior Knowledge. . . . . . . . . . . . . 5 VC/CV Syllabication Rule . . . 30
Phonics: Long and Structural Analysis:
My Short Vowel Review . . . . . . . . . . 6 Word Building . . . . . . . . . . . . . 31
America Phonics: Fluency: Reading
Long Vowel Review . . . . . . . . . . 7 with Phrasing . . . . . . . . . . . . . . 32
Phonics: Reading: Comprehension. . . . . . . . 33
Long Vowel Review . . . . . . . . . . 8 Vocabulary: Frequently
Structural Analysis: Confused Words . . . . . . . . . . . 34
Syllabication . . . . . . . . . . . . . . . . 9 Vocabulary: Content Words . . . . . 35
Structural Analysis: Reading: Nonfiction . . . . . . . . . . . . 36
Syllabication . . . . . . . . . . . . . . . 10 Reading: Comprehension. . . . . . . . 38
Fluency: Reading for Accuracy. . . 11 Reading: Realistic Fiction . . . . . . . . 39
Reading: Comprehension. . . . . . . . 12 Reading: Comprehension. . . . . . . . 42
Vocabulary: Graphic Information: Diagrams . . 44
Frequently Confused Words . 13 Writing: Realistic Fiction . . . . . . . . 45
Vocabulary: Content Words . . . . . 14 More Things to Do . . . . . . . . . . . . . 47
Reading: Nonfiction . . . . . . . . . . . . 15
Reading: Comprehension. . . . . . . . 16 Comprehension:
Reading: First-Person Prior Knowledge. . . . . . . . . . . . 48
Narratives . . . . . . . . . . . . . . . . . 17 Structural Analysis:
Reading: Comprehension. . . . . . . . 20 In the Regular Plurals . . . . . . . . . . . . . 49
Graphic Information: Time Line . . 22 Movies Structural Analysis:
Writing: Writing to Persuade . . . . 23 Irregular Plurals . . . . . . . . . . . . 50
More Things to Do . . . . . . . . . . . . . 25 Structural Analysis: Prefixes . . . . . 51
Structural Analysis: Prefixes . . . . . 52
Comprehension: Fluency: Reading with Accuracy. . 53
Prior Knowledge . . . . . . . . . . 26 Reading: Comprehension. . . . . . . . 54
Phonics: Vocabulary: Frequently
Deep in Consonant Blends . . . . . . . . . 27 Confused Words . . . . . . . . . . . 55
the Ocean Phonics: Vocabulary: Content Words . . . . . 56
Consonant Blends . . . . . . . . . . 28 Reading: How-to . . . . . . . . . . . . . . . 57
 Table of Contents
Reading: Comprehension. . . . . . . . 59
Reading: Fiction. . . . . . . . . . . . . . . . 60 Comprehension:
Reading: Comprehension. . . . . . . 63 Prior Knowledge. . . . . . . . . . . . 88
Graphic Information: Tables . . . . 64 Structural Analysis:
Writing: Reviews . . . . . . . . . . . . . 65 At the Silent Letters . . . . . . . . . . . . . . . 89
More Things to Do. . . . . . . . . . . . 67 Pool Structural Analysis:
Silent Letters . . . . . . . . . . . . . . . 90
Comprehension: Structural Analysis:
Prior Knowledge . . . . . . . . . . 68 Synonyms and Antonyms . . . . 91
Structural Analysis: Suffixes for Structural Analysis:
A Ride on Words Ending in -y. . . . . . . . 69 Word Building . . . . . . . . . . . . . 92
the Train Structural Analysis: Adding Suffixes Fluency: Reading
for Words Ending in -e . . . . . 70 with Expression . . . . . . . . . . . . 93
Structural Analysis: Suffixes Reading: Comprehension. . . . . . . . 94
-ar, -er, and -or . . . . . . . . . . . 71 Vocabulary: Frequently
Word Building: Suffixes. . . . . . . . . 72 Confused Words . . . . . . . . . . . 95
Fluency: Reading Vocabulary: Content Words . . . . . 96
with Accuracy. . . . . . . . . . . . . . 73 Reading: Nonfiction . . . . . . . . . . . . 97
Reading: Comprehension. . . . . . . . 74 Reading: Comprehension. . . . . . . . 98
Vocabulary: Frequently Reading: Fantasy. . . . . . . . . . . . . . . 99
Confused Words . . . . . . . . . . . 75 Reading: Comprehension . . . . . . 102
Vocabulary: Content Words . . . . . 76 Graphic Information:
Reading: Poetry . . . . . . . . . . . . . . . . 77 Bar Graphs . . . . . . . . . . . . . . . 104
Reading Comprehension . . . . . . . . 78 Writing: Newspaper Account. . . 105
Reading: Nonfiction . . . . . . . . . . . . 80 More Things to Do . . . . . . . . . . . . 107
Reading: Comprehension. . . . . . . . 83
Graphic Information: Maps . . . . . 84 Answer Key . . . . . . . . . . . . . . . . . . 108
Writing: Directions . . . . . . . . . . . . . 85
More Things to Do . . . . . . . . . . . . . 87

CREDITS
Concept Development: Kent Publishing Services, Inc.
Written by: Robbie Butler
Editor: Carla Hamaguchi
Designer/Production: Moonhee Pak/Terri Lamadrid
Illustrators: Frank Ordaz and Corbin Hillam
Art Director: Tom Cochrane
Project Director: Carolea Williams

© 2004 Creative Teaching Press, Inc., Huntington Beach, CA 92649

Reproduction of activities in any manner for use in the classroom and not for commercial sale is permissible.
Reproduction of these materials for an entire school or for a school system is strictly prohibited.
Name ______________________________________________________________________________

Structural Analysis: Suffixes -ar, -er, and -or

The suffixes -ar, -er, and -or often mean “one who” or “that which.”
Here are some examples:
A Ride on the Train • lie + -ar = liar, meaning “one who lies”
• teach + -er = teacher, meaning “one who teaches”
• sting + -er = stinger, meaning “that which stings”

Read the sentences. Choose one of the three suffixes to add to a word from the word list. Use the
new words to complete the sentences. Write the new word on the line.

Suffixes Word List

-ar -er -or beg visit drive profess survive
stick clean post audit conduct

1 Since there is a fast train into town, I am a frequent ____________________ to the city.

2 I take the bus to the station at least once a week, so the ____________________now
recognizes me.

3 Last month, my friends and I helped the station ____________________ pick up trash
on the station platform.

4 We picked up litter and helped him scrape off a large ____________________ that
someone had stuck on the glass case that displays the timetable.

5 As she checked our tickets on the train, the ____________________ thanked us for
helping clean the platform.

6 She is very nice and used to be a ____________________ at a famous university before

she moved to this country.

7 Sometimes when I’m in the city I visit my great-grandmother’s friend who is a

____________________ of the Titanic disaster.

8 She was an accountant and until she was 85 she was still the official
____________________ for several big companies.

9 My friends and I like to walk around the city, but we usually do shop for at least one
book, CD, or ____________________ at the bookshops and music stores.

Advantage Reading Grade 4 © 2004 Creative Teaching Press 71

Name ______________________________________________________________________________

Fluency: Reading for Accuracy

Below is a radio ad for a vacation area in the Southeast. Pretend you are
an actor who will be reading this ad on the radio. Think about these things
My America as you practice reading the ad at least three times:
• Make sure you understand what the text means.
• Pronounce all words clearly.
• Use a friendly tone of voice.
• Moderate the pace and tempo of your speech to fit the message.
• Use pauses or slow down your speech to stress key points.
• Make it interesting for the listener.

When you are ready, have a friend listen to you read the ad. Ask about
ways to improve your speaking. When you are happy with your delivery,
read the ad to a group of your classmates.

Birds head south; so should you! Why visit coastal Georgia in winter?
The Low Country’s mild weather means year-round sports. With so many sunny
days, you’ll think it’s summer. Choose from tennis, golf, horse riding, or beach
walking. Historic sites offer family fun, too. And then there is the food!

In coastal Georgia, you can step into the past. St. Catherine’s Island’s
ruined Spanish mission dates from 1586. In 1733, the English founded
Savannah. Its leafy squares boast grand 18th and 19th century homes. Explore
historic Fort Pulaski on the Cockspur Islands. Tybee Island has Fort Screven.
There is also Fort Frederica on Saint Simons Island.
As well as history, you’ll find tasty seafood. A famous Low Country dish
is Brunswick stew. There’s pecan pie for dessert. Your hosts will say, “Y’all come
back now!”I bet you will!

Advantage Reading Grade 4 © 2004 Creative Teaching Press 11

Name ______________________________________________________________________________

Graphic Information: Tables

You may not realize it, but you read tables all the time. Every time you
look at a TV schedule in the paper or in a television guide, you are
reading a table. When you look up the movie listings to see what’s
In the Movies playing at your local mall or movie theater, you are reading a table.

Study the movie schedule. Then answer questions 1 through 5.

What’s Playing This Weekend

Clay Classic Multiplex at the Mall Central Casting

Cinema Movie House
The Case of the Missing Script
Gone with the 1:00, 3:15, 5:30, 7:45, 10:00 In a Galaxy Not
Tide, uncut Too Far Away
2:00, 6:00, 101 Spotted Dogs and Striped Cats 12:15, 2:15, 4:15,
10:00 11:30, 1:00, 2:30, 4:00, 5:30 6:15, 8:15, 10:15
15-minute family discount for children under five
intermission
In a Galaxy Not Too Far Away
1:00, 3:00, 5:00, 7:00, 9:00

1 What time does the last showing of the mystery film begin? _______________________

2 Which movie is obviously for children? How do you know?

3 How long is Gone with the Tide, not counting the intermission?

4 You can’t get to the movie theater before 3 and you have to be home by 6. Which
movie can you NOT see?

5 Which movie is playing at two theaters?

64 Advantage Reading Grade 4 © 2004 Creative Teaching Press