Catholic Academy of Sussex County
Summer Reading Assignment for Students Entering Fourth Grade
2016 – 2017
Students entering fourth grade in September are required to read Wayside School is Falling
Down by Louis Sachar. An in-school project will be done in the fall as an assessment to
this reading. They must also read one other book of their choice over the summer and
complete a written/oral activity for that book. Upon completion of your readings, choose one of
the two options for activities to complete. The first option is to complete a Book Report
Diorama Project and the second option is to complete a Paper Bag Book Project. Attached are
details of each option. Below is a list of suggested titles for your readings.
Parents: As a friendly reminder, please check book jackets and make sure topics are appropriate for YOUR child.
4th Grade Summer Reading Suggested Book List
Dear America (series)
Judy Blume Books
American Girl (series)
Nancy Drew (series)
The Hardy Boys (series)
Matt Christopher Books
Andrew Clements Books
Avi Books
Beverly Cleary Books
Roald Dahl Books
Lois Lowry Books
Harry Potter Books
A Series of Unfortunate Events by Lemony Snicket Books
Little House on the Prairie (series)
Black Beauty by Anna Sewell
Sounder by William Armstrong
Aliens Ate My Homework by Bruce Coville
The Hoboken Chicken Emergency by Daniel Pinkwater
The Courage of Sarah Noble by Alice Dalgliesh
The Trumpet of the Swan by E. B. White
Charlotte’s Web by E. B. White
Stuart Little by E. B. White
Bud, Not Buddy by Christopher Paul Curtis
Ruby Holler by Sharon Creech
Our Only May Amelia by Jennifer Holm
Boston Jane by Jennifer Holm
Tree of Freedom by Rebecca Caudill
***All ASSIGNMENTS ARE DUE FRIDAY, SEPTEMBER 2, 2016***
Each assignment counts as a project grade.
CCSS: RL.4.1, 4.2, 4.3, 4.4, 4.7; RF.4.3a, 4.4.a,.c; W.4.4; L.4.1, 4.2, 4.3, 4.4; SL4.4
General Requirements for Options 1 and 2
Both options require an oral presentation. Each presentation should last between 3-5
minutes. In preparation for the oral presentation, students will have written on index
cards the following information:
• Title, author, and illustrator on one index card.
• On more index cards, student will write a summary of the story. Details should
include where and when the story takes place, the characters, the plot including
the problem, and the solution to the problem.
• The final index card should explain why and what you liked about this book.
• Explanation of diorama scene and why you chose that scene.
The oral presentation will be graded on:
• Content of information provided (complete summary)
• Speaking clearly
• Volume
• Posture & eye contact
• Enthusiasm
• Time-Limit
• Preparedness
• Comprehension (able to answer questions about story)
Option #1
Book Report Diorama Project
After reading the book of your choice, make a shadow box (diorama) depicting a scene
from the story. We will begin our school year with this first book report project. The
diorama must be brought to school by Friday, September 2, 2016. Each student will be
graded on the diorama itself and graded for an oral presentation of that book given
during our first full week of school. This assignment will also be assigned a project
grade.
The scene in the diorama should include:
• The setting (scene) of a particular part of the story and includes the main
character(s) from the story.
• Title, author, and illustrator (if one) along with your name should be on the
outside-top area of the box.
• Please be as detailed as possible in depicting the scene.
Option #2
Paper Bag Book Project
After reading the book of your choice, create the following book project. On
the outside of a (lunch size) paper bag there are four panels. You will be expected
to dedicate one panel of your brown paper bag for each of the following elements:
setting, plot, characters, and theme.
1. For the front of the bag, create an illustration that illustrates the main
setting of the book. Include the title and the author’s name on this panel as well.
Remember, setting is time and place (when and where). If there is more than one
time/place include these in your illustration too).
2. For the right side of the bag, summarize the plot in a few sentences. This
is not a retell of all the parts of the story. This can be more difficult than writing
a lengthy description. Keep your writing focused on the main aspects of the plot.
3. On the left side of the bag, discuss the main character of the book. Do
not focus on the physical and the obvious. Tell how the character changed
throughout the story. What happened to him/her to cause this change? You may
include some obvious information (family background, physical traits, etc).
However, do not include ONLY this information.
4. The final (back) panel should list the theme of the book. What is the
theme(s) and what are your feelings about the theme?
The information for each panel must be neatly written in blue or black pen or
typed to fit the panel. Do not write directly on the bag. Use paper of your choice
and then glue it onto the bag.
In the inside of the bag...
Include ten items in your bag that have some significance to the story. Be
imaginative! Think outside the box! You may use toys, modeling clay, paper, or
anything else that may represent an important aspect of your book. Also, be
prepared to present an oral presentation.
You will be graded on: inclusion of setting, plot, main character, theme and
conventions (for the outside of the bag), your ten items inside the bag and your
overall/speaking/listening skills during the oral presentation. This project is due
Friday, September 2, 2016.
DO YOUR BEST! Looking forward to seeing your projects in September. Happy
Reading this summer!
Oral Presentation Rubric for Option 1 and Option 2: Summer Reading
Student Name:_______________________
Category
Props
4
Student has a project
and it is completed
well and shows
considerable
work/creativity.
3
Student has a project
that shows some
work/creativity.
Content
Shows full
understanding of
topic.
Speaks clearly and
distinctly all the time.
Shows a good
understanding of
topic.
Speaks clearly and
distinctly most of the
time.
Volume is loud enough
to be heard by all
audience members
most of the time.
Speaks Clearly
Volume
Posture and Eye
Contact
Enthusiasm
Time-Limit
Volume is loud enough
to be heard by all
audience members
throughout the
presentation.
Stands up straight,
looks relaxed and
confident. Establishes
eye contact with
everyone in the room
during the
presentation.
Facial expressions and
body language
generate a strong
interest and
enthusiasm about the
topic in others.
Presentation is 3-5
minutes long.
Preparedness
Student is completely
prepared and has
obviously rehearsed.
Comprehension
Student is able to
accurately answer
almost all questions
posed by classmates
about the topic.
Comment:
2
Student has a project
which does not show a
clear depiction of
setting/characters.
The presentation is
adequate.
Shows good
understanding of
parts of the topic.
Speaks clearly and
distinctly some of the
time.
Volume is loud enough
to be heard by all
audience members
some of the time.
1
The student does not
have a project or has
one that detracts
from the
presentation.
Does not seem to
understand the topic
very well.
Often mumbles or
cannot be understood.
Volume often to soft
to be heard by all
audience members.
Stands up straight
and establishes eye
contact with everyone
most of the time.
Sometimes stands up
straight and
establishes eye
contact some of the
time.
Slouchs and/or does
not look at people
during the
presentation.
Facial expressions and
body language
sometimes generate a
strong interest and
enthusiasm most of
the time.
Presentation is less
than 3 but more than
2 minutes long.
Student seems pretty
prepared but might
have needed a couple
more rehearsals.
Student is able to
accurately answer
most questions posed
by classmates about
the topic.
Facial expressions and
body language are
used to try to
generate enthusiasm,
some of the time.
Very little use of
facial expressions or
body language. Did
not generate much
interest in topic being
presented.
Presentation is less
than 1 minute long.
Presentation is less
than 2 but more than
1 minute long.
The students is
somewhat prepared,
but it is clear that
rehearsal was lacking.
Student is able to
accurately answer a
few questions posed
by classmates about
the topic.
Student does not
seem at all prepared.
Student is unable to
accurately answer
questions posed by
classmates about the
topic.
Total Score:
The Catholic Academy of Sussex County
Summer Reading Contract
2016—2017
I have read the requirements for the summer reading assessment and
understand that I, _________________________________, will be
(Student’s First and Last Name)
expected to have the assignment prepared by Friday, September 2, 2016.
____________________________________________________
Student’s Signature
Date
____________________________________________________
Parent/Guardian’s Signature
Date
Current Grade Level: ____________
A signed copy of this form is due to your current teacher on or before Wednesday, June 8,
2016.