Contents

Introduction . . . . . . . . . . . . . . . . . . . . 5 Fiction 4
How to Use This Book . . . . . . . . . . . . . 6 Independent Reading Contract . . . . . 41
Sensory Chart . . . . . . . . . . . . . . . . . . 42
Fiction 1 Letter to the Author . . . . . . . . . . . . . 43
Independent Reading Contract . . . . . . 9 Plot Paragraph . . . . . . . . . . . . . . . . . . 44
Letter to a Librarian. . . . . . . . . . . . . . 10 Grade a Character . . . . . . . . . . . . . . . 45
Famous Recommendations . . . . . . . . 11 Character Fortune Cookies . . . . . . . . 46
Interview a Character . . . . . . . . . . . . 12 Super Spellers Game . . . . . . . . . . . . . 47
Persuasive Paragraph . . . . . . . . . . . . . 13 Linking Verbs . . . . . . . . . . . . . . . . . . 48
Accelerate With Action Verbs . . . . . . 14 Unlock Prefixes and Root Words . . . . 49
Step Up Your Vocabulary! . . . . . . . . . 15 Topsy-Turvy Title . . . . . . . . . . . . . . . . 50
Apostrophe Search. . . . . . . . . . . . . . . 16 Character Coat of Arms . . . . . . . . . . . 51
Prepositional Phrases . . . . . . . . . . . . . 17
Fiction 5
Fiction 2 Independent Reading Contract . . . . . 52
Independent Reading Contract . . . . . 18 Characterization Chart . . . . . . . . . . . 53
Vocabulary-Building Bookmark . . . . . 19 Advice Column . . . . . . . . . . . . . . . . . 54
Write a Setting Postcard. . . . . . . . . . . 20 All About a Character . . . . . . . . . . . . 55
Character Wish List . . . . . . . . . . . . . . 21 All About the Author . . . . . . . . . . . . . 56
Noteworthy News Article. . . . . . . . . . 22 Think About the Theme . . . . . . . . . . 57
Shaped Poem . . . . . . . . . . . . . . . . . . . 23 Vocabulary Study Chart. . . . . . . . . . . 58
Double-Vision Verbs . . . . . . . . . . . . . 24 Homophone Challenge . . . . . . . . . . . 59
Awesome Adverbs . . . . . . . . . . . . . . . 25 Antonyms All Around . . . . . . . . . . . . 60
Vocabulary Scramble . . . . . . . . . . . . . 26 Title Time . . . . . . . . . . . . . . . . . . . . . 61
Proper Noun Concentration . . . . . . . 27
CD Cover . . . . . . . . . . . . . . . . . . . . . 28 Biography
Independent Reading Contract . . . . . 62
Fiction 3 K-W-L Chart: Biography . . . . . . . . . . 63
Independent Reading Contract . . . . . 29 Write a Letter. . . . . . . . . . . . . . . . . . . 64
Expectations Chart . . . . . . . . . . . . . . 30 Time Line . . . . . . . . . . . . . . . . . . . . . 65
Descriptive Paragraph . . . . . . . . . . . . 31 Character Web. . . . . . . . . . . . . . . . . . 66
My Journal . . . . . . . . . . . . . . . . . . . . 32 Write a Speech. . . . . . . . . . . . . . . . . . 67
Compare Yourself to a Character . . . . 33 Adjectives All Around . . . . . . . . . . . . 68
Draft a Dialogue . . . . . . . . . . . . . . . . 34 Irregular Verbs . . . . . . . . . . . . . . . . . . 69
Puzzling Plurals . . . . . . . . . . . . . . . . . 35 Mini Thesaurus . . . . . . . . . . . . . . . . . 70
Onomatopoeia. . . . . . . . . . . . . . . . . . 36 Name Search . . . . . . . . . . . . . . . . . . . 71
Dazzling and Different Words . . . . . . 37 Postage Stamp . . . . . . . . . . . . . . . . . . 72
Search for the Subject . . . . . . . . . . . . 38 Charm Bracelet . . . . . . . . . . . . . . . . . 73
Setting Pyramid . . . . . . . . . . . . . . . . . 39
Character Caricature . . . . . . . . . . . . . 40

3
Ready-to-Use Independent Reading Management Kit: Grades 4-6 © Jones and Lodge, Scholastic Teaching Resources
Mystery Nonfiction
Independent Reading Contract . . . . . 74 Independent Reading Contract . . . . 104
Character Chart. . . . . . . . . . . . . . . . . 75 K-W-L Chart: Nonfiction . . . . . . . . . 105
Character Limericks . . . . . . . . . . . . . . 76 Paragraph Report . . . . . . . . . . . . . . . 106
Find the Clues . . . . . . . . . . . . . . . . . . 77 Lesson Learned . . . . . . . . . . . . . . . . 107
What Makes a Mystery?. . . . . . . . . . . 78 Cause and Effect . . . . . . . . . . . . . . . 108
Set the Mood . . . . . . . . . . . . . . . . . . . 79 Fact-or-Fiction Puzzle. . . . . . . . . . . . 109
Interrogate With Interrogatives! . . . . 80 Resource Review . . . . . . . . . . . . . . . 110
Follow the Rules! . . . . . . . . . . . . . . . . 81 Top Topic Sentences . . . . . . . . . . . . 111
Discovering Conjunctions . . . . . . . . . 82 Clever Concluding Sentences . . . . . 112
Secret Code . . . . . . . . . . . . . . . . . . . . 83 Reach the Moon Game . . . . . . . . . . 113

Realistic Fiction Additional Reproducible

Independent Reading Contract . . . . . 84 Forms
Metaphor and Simile Chart . . . . . . . . 85 Conference Form: Fiction . . . . . . . . 114
Predict the Future . . . . . . . . . . . . . . . 86 Conference Form: Biography . . . . . . 115
Character Changes . . . . . . . . . . . . . . 87 Conference Form: Mystery. . . . . . . . 116
Quotable Quotations . . . . . . . . . . . . . 88 Conference Form: Realistic Fiction . 117
Overcoming Obstacles . . . . . . . . . . . . 89 Conference Form: Adventure. . . . . . 118
Synonyms for Said . . . . . . . . . . . . . . . 90 Conference Form: Nonfiction . . . . . 119
Noun-to-Pronoun Chart . . . . . . . . . . 91 Books I’ve Read . . . . . . . . . . . . . . . . 120
Retell in Rhyme! . . . . . . . . . . . . . . . . 92 Checkout Form . . . . . . . . . . . . . . . . 121
Sentence Structure . . . . . . . . . . . . . . . 93 Self-Assessment Rubric. . . . . . . . . . . 122
Assessment Rubric . . . . . . . . . . . . . . 123
Adventure Teacher Record . . . . . . . . . . . . . . . . 124
Independent Reading Contract . . . . . 94 Letter Home . . . . . . . . . . . . . . . . . . 125
Plot Peak . . . . . . . . . . . . . . . . . . . . . . 95 Blank Contract . . . . . . . . . . . . . . . . 126
Write Your Own Chapter . . . . . . . . . . 96
Goal Checklist . . . . . . . . . . . . . . . . . . 97
Song Lyrics . . . . . . . . . . . . . . . . . . . . 98
Most Exciting Part . . . . . . . . . . . . . . . 99
Word-Search Challenge . . . . . . . . . . 100
Clever Clovers . . . . . . . . . . . . . . . . . 101
Dramatic Dialogue. . . . . . . . . . . . . . 102
Vocabulary Wall . . . . . . . . . . . . . . . 103

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

FICTION 1
was born out of the need for reading and writing activities that Independent Reading Contract
meet the diverse levels of learners in the classroom. Our solution Book Title

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

Complete the activities based on your independent reading book.

was to develop independent reading contracts, which are a series When you have finished an activity, check the box.
Activities marked with an asterisk ✱ have an activity sheet.

Reading Writing Skills Art

of activity packs that can be used with any book and a variety (Do all 4.) (Choose _____)
Before Reading ✱ Write a letter about ✱ Accelerate with
Think about why you your book to your
(Choose _____)

action verbs from

(Choose _____)
Draw a map of your
book’s setting.

of genres.
chose to read this school librarian. your book.
book. Write three
reasons it appealed
to you.

For each contract, students make choices about which Halfway Point ✱ Recommend your
Write a prediction book to three
✱ Step up your
vocabulary with
Create a comic strip
with the characters

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about the ending. famous new words. from your book.
people.

reading, writing, and skill-building activities they will complete. After Reading ✱ Interview a ✱ Go on an Make a time capsule

Ready-to-Use Independent Reading Management Kit: Grades 4–6

Share your favorite character. apostrophe search. with drawings,

Making choices fosters a sense of responsibility and ownership, passages with a

classmate. Explain
why they were your
favorite.
they’re
cats’
objects, and writing
to represent your
book.

which encourages students to take the contract seriously. This After Reading
✱ Complete a fiction
conference form
✱ Write a persuasive
paragraph from the
main character’s
point of view.
✱Find 8 prepositional
phrases.

to the store
Make up a game
about your book.

and schedule a

program helps students learn to select appropriate books,

conference with
your teacher.
up the tree
Name Date

Fiction 1 • Book Title •9

organize the materials they need, and work independently on Famous Recommendations
meaningful and structured activities that help them get the most Think of three famous people who might enjoy your book. (They can be from
any time period.) Draw a picture of each person in the frames. Then write why
you would recommend the book to each of them. Include specific reasons.

out of their reading experiences. The program also allows

teachers to work with one group of students while the rest of
Person’s Name:

the class works independently on their contracts.

The ten different contracts in this book are designed to be

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used with books of various genres. There are five contracts for Person’s Name:

Ready-to-Use Independent Reading Management Kit: Grades 4–6

general fiction, and one contract each for biography, mystery,
realistic fiction, adventure, and nonfiction. The contracts can be
used in any order. Each contract is organized into four
Person’s Name:

Fiction 1 • Writing • 11
Name Date

categories: reading, writing, skills, and art. Within the skills Book Title

Interview a Character
category, you’ll find activities relating to parts of speech, Choose a character to interview. In the speech balloons
on the left, write questions for that character. In the

spelling, vocabulary, and more. Many activities are accompanied speech balloons on the right, write what you think
the character might answer. You might ask why the
character acted a certain way or how the character
felt at different times in the story.

by appealing, illustrated reproducible sheets to help kids stay on Question:

task. Students will write an advice column for a character, create Answer:

a setting slide show, write character fortune cookies, play a game

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about verbs and adverbs, and much, much more! Question:

The variety of activities within each contract and the

Ready-to-Use Independent Reading Management Kit: Grades 4–6

Answer:

flexibility to use the contracts with any book will help you meet
the needs of all your learners. The section titled How to Use This Name Date

Book on pages 6–8 will take you through the process step by 12 • Book Title Fiction 1 • Writing

Accelerate With Action Verbs

step, from helping students learn to select books to assessing Look in your book for interesting verbs that
express action. Write a verb in each road sign.

their work. At the end of the book, you’ll find other useful
reproducible materials, including a letter home explaining the
program, a blank contract, assessment rubrics, and more. We
think you’ll find these independent reading contracts to be a
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valuable tool for enriching reading, writing, and language arts.

Ready-to-Use Independent Reading Management Kit: Grades 4–6

Happy reading!

14 • Fiction 1 • Skills

5
Ready-to-Use Independent Reading Management Kit: Grades 4-6 © Jones and Lodge, Scholastic Teaching Resources
How to Use This Book
Setting Up the System
To meet the needs of all students, collect books that represent a wide
range 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 students
make selections more easily. We have found it helpful to stock a center
with books, independent reading contracts, copies of the activity pages,
and any necessary supplies. To help students work independently, show
them where everything is kept and how to put away materials when
they 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 students
to complete in each category. This can be determined by the amount of
time you want to spend on each contract or by the particular area you
want to focus on. It also presents an opportunity to modify the
assignment for individual students, if necessary. After filling in the
number of activities for each column, make a copy of the contract for
each student.
In advance, determine how long you would like students to spend
on each contract. We have found that two to three weeks is usually a
good amount of time. Although students work at different rates, it’s
possible to set a time frame within which all children can work.
If a student finishes a contract for one book, he or she
can complete an additional contract in the same genre for
a new book if time permits. Set aside a few blocks of time
each week for children to work on their contracts. Once
students are comfortable with the procedures, they can
work independently while you meet with individuals or
small groups. This is also a good time to have conferences
with students who have completed a contract. (See
Completing a Contract, page 8.)

Student Selection of Literature

To introduce independent reading contracts in your classroom, begin
by 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
Ready-to-Use Independent Reading Management Kit: Grades 4-6 © Jones and Lodge, Scholastic Teaching Resources
Introducing New Skills
Before introducing an independent reading contract, look it over to note
the skills that children need to complete it. For instance, before beginning
the Mystery contract, children need to know about conjunctions and
interrogatives. One or two weeks before introducing the contract, conduct
mini-lessons to introduce the skill. Students will then practice that skill as
they complete the contract.
When introducing terms such as adjectives, proper nouns, or
homophones, you may want to make a poster with examples of these
words on it. Students can then refer to the poster if their book does not
offer a wide variety of these types of words. In our classroom, students
have also enjoyed adding to the posters as they come across “poster
words” in their books.

Starting an Independent Reading Contract

Once students have selected their books, model how to use an
independent reading contract for a book the whole class has read. Make
an overhead transparency of a contract sheet. After students have finished
reading the book, show them the contract. Fill in the name, date, and
book title lines, and circle the reading level from 1 to 5. Explain that each
student will fill in this information and complete the activities based on
his 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 with
the first. The activities specify when students should complete
them: before reading, at the halfway point, and after reading.
Explain that as students complete each activity, they should
make a check mark in the corresponding square on the contract. Explain
that after children complete the reading activities, they can do the
activities in the other columns in any order they wish. Also, point out the
number of activities per column that students should complete.
Draw students’ attention to the asterisk in the corner of the boxes on
the contract and explain that this means there is a reproducible page on
which to complete the activity. Show students where they can find these
activity pages. It is helpful to keep the activity pages for each contract in
a labeled folder. Demonstrate the procedures students should follow for
activities that do not have reproducible sheets.
Show students where to find materials, as well as how to use them
and put them away. For example, students will need basic art supplies for
many of the activities in the art column. You may want to set up an art
center for this purpose. (If you are short on art supplies, you might send
home a letter to families with a wish list of supplies.)

Storing Work in Progress

Completing an independent reading contract may take a couple of weeks.
It is important to help students organize their materials so that they can
work effectively on their own. Have students store all of their materials

7
Ready-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. It
is helpful for students to staple their contract to the inside left of
their folder for easy reference. Designate a place for students to keep
their folders, such as in their desks or in a file folder box.

Meeting the Needs of Your Students Name

Independent Reading Contract

Date

There are a variety of ways to use independent reading contracts to Book Title

Self-Assessment Rubric
meet your students’ range of needs. Contracts can be used with PRESENTATION
1 Point
Some of my work is
2 Points
Most of my work is
3 Points
All of my work
Score
neat and organized. neat and organized. is neat and organized.

books of any reading level. We have found that it works best to have QUALITY
OF WORK
Some of my work
shows thoughtfulness
and understanding.
Most of my work
shows thoughtfulness
and understanding.
All of my work shows
thoughtfulness and
understanding.
I took longer than I completed my

all students work on the same contract at the same time. The reading
I completed my
EFFICIENCY expected to complete contract sooner than
contract on time.
my contract. was expected.

Total Score

level of the books that students choose and the number of books
Conference Form: Fiction
they read tailor the program to meet each student’s needs. Name Date of Conference

We set aside a three-week period for students to work on each Book Title

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

contract. During this time, one student may complete activities for 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?

one book while another student may complete activities for three
books. Use the blank independent reading contract on page 126 to What is the most difficult part of the book?
What questions do you have about it?

create additional contracts that reflect skills you would like to

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Choose a favorite passage to share at the conference.

reinforce. Write the page number, and explain why you liked the passage.

Ready-to-Use Independent Reading Management Kit: Grades 4–6

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

Completing a Contract
Once a student has completed an independent reading contract, he Teacher’s Notes:

or she should fill out a self-assessment rubric (page 122). You may Name
114 •
Independent Reading Contract
Date
• Fiction

Book Title

wish to model this procedure by evaluating sample work that you Checkout Form
have created. Then the student prepares for a teacher conference by I’m ready to check out my
independent reading contract.
I completed the right number of activities.

completing the appropriate conference form (pages 114–119) and I checked over my work.

I stapled my pages in order

scheduling a conference with you. Now that the student is ready to I filled in a self-assessment rubric.

I scheduled a conference with my teacher.

“check out” he or she fills out a checkout form (page 121) to make Student’s Name

Independent Reading Contract

Date

Book Title

sure that all work has been completed. Have students staple their Assessment Rubric
1 Point 2 Points 3 Points
work in order, along with the contract, the self-assessment rubric, the
Score

Reading
Some of student’s work is neat Most of student’s work is neat All of student’s work is neat and
PRESENTATION
and organized. and organized. organized.

conference form, and the checkout form on top. Students should put
QUALITY Some of student’s work shows Most of student’s work shows All of student’s work shows
OF WORK thoughtfulness and understanding. thoughtfulness and understanding. thoughtfulness and understanding.
Student took longer than expected Student completed work sooner
EFFICIENCY Student completed work on time.
to complete work. than was expected.

Writing
all of this into a folder and turn in their work at a designated spot. PRESENTATION

QUALITY
OF WORK
Some of student’s work is neat
and organized.
Some of student’s work shows
thoughtfulness and understanding.
Student took longer than expected
Most of student’s work is neat
and organized.
Most of student’s work shows
thoughtfulness and understanding.
All of student’s work is neat and
organized.
All of student’s work shows
thoughtfulness and understanding.
Student completed work sooner
EFFICIENCY Student completed work on time.

(This could be a basket on your desk or a file folder box in a reading

to complete work. than was expected.

Skills
Some of student’s work is neat Most of student’s work is neat All of student’s work is neat and
PRESENTATION
and organized. and organized. organized.
QUALITY Some of student’s work shows Most of student’s work shows All of student’s work shows

center.) During conferences, you can help students evaluate their

Scholastic Professional Books

OF WORK thoughtfulness and understanding. thoughtfulness and understanding. thoughtfulness and understanding.
Student took longer than expected Student completed work sooner
EFFICIENCY Student completed work on time.
to complete work. than was expected.

Art

work. An additional assessment form for you to evaluate students’ PRESENTATION

QUALITY
Some of student’s work is neat
and organized.
Some of student’s work shows
Most of student’s work is neat
and organized.
Most of student’s work shows
All of student’s work is neat and
organized.
All of student’s work shows
Ready-to-Use Independent Reading Management Kit: Grades 4–6

OF WORK thoughtfulness and understanding. thoughtfulness and understanding. thoughtfulness and understanding.
Student took longer than expected Student completed work sooner
EFFICIENCY Student completed work on time.
to complete work. than was expected.

work appears on page 123. You can also keep a record of each Total Score

student’s work throughout the year by using the reproducible Comments:

Teacher Record on page 124. • 123

Teacher Record

New Contracts Student

Once students have mastered the skills on a contract, they are ready Independent Reading Contract
Book Title and Author:
Date

to progress to a new contract. We recommend discussing and Self-Assessment Rubric Score:

Assessment Rubric Score:

Comments:

modeling the use of each contract as you introduce it. This is also a
good opportunity to discuss any issues that arise about procedures,
Independent Reading Contract Date

Book Title and Author:

materials, behavior, and performance. Throughout the year, continue

Self-Assessment Rubric Score:
Scholastic Professional Books

Assessment Rubric Score:

Comments:

to model procedures to reinforce and ensure the quality of both the

Ready-to-Use Independent Reading Management Kit: Grades 4–6

Independent Reading Contract Date

work and the working environment. Book Title and Author:

Self-Assessment Rubric Score:

Assessment Rubric Score:

Comments:

124 •

8
Ready-to-Use Independent Reading Management Kit: Grades 4-6 © Jones and Lodge, Scholastic Teaching Resources
Name Date

FICTION 1
Independent Reading Contract
Book Title

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.

Reading Writing Skills Art

(Do all 4.) (Choose _____) (Choose _____) (Choose _____)
Before Reading ✱ Write a letter about ✱ Accelerate with Draw a map of your
Think about why you your book to your action verbs from book’s setting.
chose to read this school librarian. your book.
book. Write three
reasons it appealed
to you.

Halfway Point ✱ Recommend your ✱ Step up your Create a comic strip

Write a prediction book to three vocabulary with with the characters
about the ending. famous new words. from your book.
people.

After Reading ✱ Interview a ✱ Go on an Make a time capsule

Share your favorite character. apostrophe search. with drawings,
passages with a objects, and writing
classmate. Explain
why they were your
they’re to represent your
book.
favorite. cats’
After Reading ✱ Write a persuasive ✱Find 8 prepositional Make up a game
✱ Complete a fiction paragraph from a phrases. about your book.
conference form character’s point of
and schedule a view. to the store
conference with
your teacher.
up the tree

Fiction 1 • •9
Ready-to-Use Independent Reading Management Kit: Grades 4-6 © Jones and Lodge, Scholastic Teaching Resources
Name Date

Book Title

Letter to a Librarian
Write a letter to your school or local librarian. Explain
why a librarian should or should not recommend this
book. Include specific details about the book and why
students your age would or would not like to read it.

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

Book Title

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

Person’s Name:

Person’s Name:

Person’s Name:

Fiction 1 • Writing • 11
Ready-to-Use Independent Reading Management Kit: Grades 4-6 © Jones and Lodge, Scholastic Teaching Resources
Name Date

Book Title

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

Question:

Answer:

Question:

Answer:

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

Book Title

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

Character

Fiction 1 • Writing • 13
Ready-to-Use Independent Reading Management Kit: Grades 4-6 © Jones and Lodge, Scholastic Teaching Resources
Name Date

Book Title

Accelerate With Action Verbs

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

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