Fifth Grade Summer Reading Olympics
Student’s Name: ___________________________
Dear Participant,
Congratulations on successfully completing your fourth grade Olympic training and for
qualifying to be in the Fifth Grade Summer Reading Olympics! We know that as an Olympic
athlete, you will have to train long and hard to be best prepared for the Olympics (fifth grade)
and we want to help you in your journey!
Attached you will find an Olympic training checklist that is FILLED with awesome activities
that will help prepare you for next year in fifth grade! There are a wide variety of activities that
you will find on these lists-so choose activities that challenge you, excite you, and let you use
your creativity!
Regardless of what “training events” you complete, save all your work! We want to
celebrate what you accomplished and show it off! We want you to be proud of your work that
we display when you return to school, so be sure to take pride in the work as you complete it!
Some activities are paper/pencil activities, while others can be done online. If there is a product
you are to produce that is not pencil/paper, save the link to show what you accomplished!
As you finish a task (choose tasks in any order and from any page…jump around as much
as you want!), put a check mark in the box next to the completed task. Then, have an adult
initial next to the checked off box.
What level Olympic Medal will you receive upon your return to school? We hope you set
a goal for yourself to achieve the highest level you can…we can’t wait to see all that you’ve
accomplished when you enter our fifth grade classrooms!
Good luck and…HAVE FUN LEARNING! 
How can you earn an Olympic Medal in
the Fifth Grade Reading Olympics?
___________________________________________________________________
To earn a GOLD Olympic medal,
you must complete:
● Five fiction activities
● Five nonfiction activities
● Five vocabulary/word work activities
___________________________________________________________________
To earn a SILVER Olympic medal, you must complete:
● Three fiction activities
● Three nonfiction activities
● Three vocabulary/word work activities
___________________________________________________________________
To earn a BRONZE Olympic medal, you must complete:
● Six total activities
(The six activities can be from any page or combination of pages)
Section One: Reading Literature (Fiction) Text
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Create a board game related to the plot of your book. Use this blank board game template, or create your own.
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Record a mock interview with a friend or family member. One person will be the interviewer. One person should
role-play as the character from your book and answer the interviewer’s questions in the way you think that
character would respond. Either write down your interview questions and answers, or video/audio record the
interview on an iPad or similar device.
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Describe what you think will happen in a sequel to your book (even if one doesn’t exist yet) with text or video.
Get creative! You could write out a plot summary, or organize your thoughts on a graphic organizer, like this Plot
Mountain.

Create a Padlet wall with a collection of notes that a book character would hang on their wall. Save the link to
share! Have an adult help you make an account for free: https://padlet.com/
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Create a Padlet wall of your tracks throughout your reading. Remember, tracks are anything you’re thinking while
reading, including: questions, predictions, inferences, comments, new vocabulary words you found, etc. Save the
link to share! Have an adult help you make an account for free: https://padlet.com/

Create a mock Facebook (“Fakebook”) page and a few posts for a book character using:
http://www.classtools.net/FB/home-page OR
https://docs.google.com/drawings/d/1z3YcuFEmI8xHNqLC41dQjpreSR5WUgsYcKEHF1km1ug/edit
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Watch an interview of your favorite author. One place to find interviews includes:
http://www.readingrockets.org/books/interviews
When you’re finished watching an interview, write down three questions you would like to ask the author. Visit
his/her website and see if you can find the answer to any of the questions you wrote down.

Read a Newbery award-winning book. One place to find a list of books is:
http://www.ala.org/alsc/awardsgrants/bookmedia/newberymedal/newberymedal

Write a post card from one character in the book to another character in the book. Imagine what they might
write about to each other. http://misspoulos.weebly.com/uploads/3/2/2/2/32227487/post_card_format.pdf

Create an iMovie book trailer. Don’t give away the ending of the book, but get your reader excited about reading
the text!
o See example projects here: There are also TONS of great example projects on WTE’s YouTube page.
Check it out! 
o iMovie has pre-made trailers that you can put your own information into. You must fit the trailer exactly,
though (i.e. number of pictures, words, videos, etc.), which can sometimes be tricky! You can also get
creative and make your own using a blank format and adding your own photos, videos, text, and special
effect options.

Write a song that tells about your story. You may sing your song with or without music. This song can be pop,
country, rap…the choices are endless! Video record yourself performing your song!

Write a comic strip to tell about your favorite part of a book you read. Be sure to include illustrations and
dialogue/thought bubbles, too. Hand draw, or use a computer/device. There are lots of options! Some include:
http://marvel.com/games/play/34/create_your_own_comic
http://www.makebeliefscomix.com/
http://www.readwritethink.org/files/resources/interactives/comic/

Write a different ending to your story. Then, write about why you think this would be a good ending.

Read a Historical Fiction novel. Complete the Historical Fiction Reading Detective graphic organizer after reading.
Section Two: Reading Informational (Nonfiction) Text

Read a daily “Wonder” from Wonderopolis (http://wonderopolis.org). Write a poem in response to your Wonder. (Or, write
a summary if you prefer.)

Read an informational text that supports the fifth grade social studies concepts. Topics include:
-U.S. Geography: Regions of the U.S.
-U.S. History: Explorers
-Revolutionary War
-Revolutionary War Heroes
-U.S. History (Time Frame: 1608-1787) (Early Settlements: Jamestown –> Constitution)
-Colonial Life in Pennsylvania
-Economics Basics
NEXT, respond in one of the following ways:

If you read about a specific person in history, write a letter to a textbook publisher, explaining why the person you read
about should be included in a U.S. History textbook. Include facts from your reading to prove why the person you read
about is important.

If you read about anything else (not a person from history), complete a “I Learned…I Wonder…” graphic organizer.
Identify some of the big ideas you learned while reading, and some questions you have related to the reading. Include
5 statements in the “I Learned” column (write the facts in your own words) and 5 questions in the “I Wonder” column.

Read an informational text that supports the fifth grade science concepts. Topics include:
-Simple Machines
-Engineering (models and design)
-Scientific Method
-Mixtures and Solutions
NEXT, respond to your text:

Create a Popplet (or make a web on paper) that organizes the big ideas of the text. Get creative to show what you
learned…but put the information in your web/on your Popplet in an organized way!

If you download the free version of Popplet, take a screenshot of your finished Popplet and email it to yourself. Then,
print the picture from your email. (*Don’t use the export buttons on the free version-they export incomplete or
blurry!)

If you download the paid version of Popplet, export your Popplet as a PDF and email it to yourself. Print the PDF from
your email.

Read a nonfiction text. Once finished, write down three questions you have that would expand your learning further on the
topic. Then, find those answers. You may want to consider using Ms. Finegan’s research chart to conduct your research!

Read an article (online or paper) having to do with this summer’s Olympic Games. It can be related to the topic in any wayincluding information on a certain event, Olympic athlete, or the country in which the games are taking place! Complete a
“3-2-1 Reading Response Sheet” to show your understanding of the text you read.

Read an informational magazine. Magazines can be found at the library, can be ordered online, or borrowed from a friend!
Some great options include (but are not limited to):
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Zoobooks (http://www.amazon.com/Zoobooks/dp/B003A73T9E)
Kids Discover (http://www.kidsdiscover.com/)
National Geographic Kids (http://kids.nationalgeographic.com/)
Sports Illustrated for Kids (http://www.amazon.com/Sports-Illustrated-Kids/dp/B002PXW04Y) (http://www.sikids.com/)
Ranger Rick (http://www.amazon.com/Ranger-Rick/dp/B003I7HS4I) (http://www.nwf.org/Kids/Ranger-Rick.aspx)
Junior Baseball (http://www.amazon.com/JuniorBaseball/dp/B000063XKK/ref=sr_1_1?s=magazines&ie=UTF8&qid=1461169001&sr=1-1&keywords=junior+baseball)
Appleseeds (http://shop.cricketmedia.com/appleseeds.html)
Cobblestone (http://shop.cricketmedia.com/Cobblestone-Magazine-for-Kids.html)
After reading the magazine, choose one article to respond to. Complete a “3-2-1 Reading Response Sheet” to show your
understanding of the text you read.

Read an informational text. After reading, identify text features that can be found in your text. (If you need reminders about
what text features are, this is just one of many resources that exist for you: https://www.youtube.com/watch?v=1wyI_n20SU) Create informational text feature flashcards, a presentation using an app, or a poster to explain what the text features
are and how they help the reader.

Create an iMovie book trailer. Don’t give away the ending of the book, but get your reader excited about reading the text!
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See example projects here: https://www.youtube.com/watch?v=tR9PvHW8C-o&list=PLMFA_Ke8lY2zlQ2nylupuM1co9TQ1pfH8
There are also TONS of great example projects on WTE’s YouTube page. Check it out! 
https://www.youtube.com/user/WTEchies
iMovie has pre-made trailers that you can put your own information into. You must fit the trailer exactly, though (i.e. number of
pictures, words, videos, etc.), which can sometimes be tricky! You can also get creative and make your own using a blank format
and adding your own photos, videos, text, and special effect options.
Section Three: Vocabulary and Word Work

Complete various activities (below) to help you continue learning about idioms. Idioms are well-known sayings that mean
something different than what the words really say. Use this idiom translation booklet to help you while working on the
various tasks.
Complete an idiom translation for one idiom from each section (sections: food idioms, animal idioms, human body
idioms, color idioms, etc.). Access the template by clicking here. See a completed example here.
Create matching cards for one of the idiom sets. Write the idiom phrase on one card and its definition on a
different card. Cut out the cards. Set the cards in rows and columns face down and play memory with a
friend/adult with the cards you made. Try to match the idiom with its definition.
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Write a sentence for each idiom in one section (sections: food idioms, animal idioms, human body idioms, color
idioms, etc.) that shows your understanding of each idiom. (Example: I was down in the dumps when my team lost
the championship game in the last minute of the game!)
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Create a comic strip that demonstrates your understanding of the idiom. One character in the comic strip should
use the idiom in dialogue or thought. Create enough boxes of your comic strip to make the story clear. Draw your
comic strip by hand or use an online tool. There are many to choose from, including:
http://marvel.com/games/play/34/create_your_own_comic
http://www.makebeliefscomix.com/
http://www.readwritethink.org/files/resources/interactives/comic/

Visit “IXL” online (https://www.ixl.com/) to practice various language arts/grammar skills from 3rd grade to keep your skills
sharp-or if you’re ready for a challenge-check out some of the 4th grade skills! The free version limits you to a certain number
of problems per day, so check it out on multiple days! 

Play “Word Invasion” – a Parts of Speech game. Parts of speech include: nouns, pronouns, verbs, adjectives, adverbs, and
prepositions. If you are unsure about a certain part of speech, NO PROBLEM! You can choose which parts of speech you
want to include in your game. Simply uncheck any that you don’t know about.

Create a Four Square Vocabulary Map for two new vocabulary words that you found while reading (fiction or nonfiction texttry to make sure the words are not nouns). See an example of how to set up your map and what to include in each section
here. You can use this graphic organizer if you want, or create your own template, like the example, on an app like Popplet.
A great place to go to find kid-friendly definitions is Longman’s Dictionary. http://www.ldoceonline.com/

Create a comic strip that correctly uses a new vocabulary word that you learned while reading, but uses it in a different
sentence/context than it is used in the book. The comic strip should demonstrate your knowledge of the word and its
definition clearly. Get creative! Include illustrations and thought/dialogue bubbles in your comic strip. Draw your comic
strip by hand or use an online tool. There are many to choose from, including:
http://marvel.com/games/play/34/create_your_own_comic
http://www.makebeliefscomix.com/
http://www.readwritethink.org/files/resources/interactives/comic/

Practice using present and past tense verbs correctly by playing the Funbrain game “2Bee or Nottoobee” game online.

Build your vocabulary skills and critical thinking with a super fun vocabulary riddle game called “Hink Pink.”
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A “Hink Pink” is a set of rhyming words that is the answer to a given clue (the clue does not rhyme, only the answer).
Examples below:

Clue: unhappy father / Hink Pink Answer: sad dad
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Clue: tight carpet / Hink Pink Answer: snug rug
Find a “Hink Pink” game to print out and play by clicking here.
Love “Hink Pink” Vocabulary Riddles? Of course you do! Challenge yourself and create some of your own by using this template!
Complete a “Shades of Meaning” activity. This is a great way to build your vocabulary and use your creativity at the same
time! “Shades of Meaning” is a term that explains how words and/or synonyms relate to each other. For example, “good”
and “great” are often considered synonyms, but really, they are different. Doing a “good” job on something is different than
doing a “great” job. You will look up words and their definitions and then organize them in a visual way to show your
learning!
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Student Template/Directions: click here
Example Student Template: click here
Example Student Project: click here
Additional Parent/Guardian Information
Hello, Parents and Guardians!
We have had a wonderful year working with your fourth grade children and are excited about all that they accomplished in
fourth grade! As a fourth grade team, we want to extend a sincere thank you for all that you did to partner with us to make your
child’s fourth grade year so memorable and successful. We know that they are set up to continue to grow and achieve in fifth grade
as they leave our classrooms, but we also know the negative affect that summer has on students who do not continue to engage in
academic-related activities.
We hope that you will take the time to review the information in this packet and encourage you to assist your child in
creating a plan of action to achieve an “Olympic Medal” in the Fifth Grade Summer Reading Olympics!
Continued practice over the summer is an integral part of your child’s success in school. Research for years has proven the
necessity for students to purposefully engage in academic-related tasks over the summer. Academic-related tasks do not necessarily
mean your child needs to sit down and complete numerous worksheets every day…there are TONS of engaging ways for children to
continue to learn and grow over the summer! We hope that the activities we put together will help you facilitate your child’s ability to
keep moving forward throughout the summer…and that they will be motivated by the fun variety of activities.
Consider this quote from the article “Bridging the Summer Reading Gap” by Anne McGill-Franzen and Richard L. Allington:
“While the statistics on summer reading loss seem discouraging, there are answers. Studies suggest that children who read as few as
six books over the summer maintain the level of reading skills they achieved during the preceding school year. Reading more books
leads to even greater success.” (To read the entire article, click here: http://www.scholastic.com/teachers/article/bridging-summerreading-gap)
Knowing the importance of simply reading books over the summer, many of the tasks we have put together have to do with
the reading of either fiction or nonfiction text. However, we see every day in our classroom the positive impact that rich vocabulary
development can have on our students’ ability to achieve. Consider this fact from the “Nation’s Report Card” findings: “Students who
performed well on the vocabulary questions also performed well in reading comprehension. For example, fourth-grade students
performing above the 75th percentile in reading comprehension in 2011 also had the highest average vocabulary score. Lowerperforming fourth-graders at or below the 25th percentile in reading comprehension had the lowest average vocabulary score. Similar
differences were found in the results for grade 8 in 2011 and for grade 12 in 2009.”
https://nces.ed.gov/nationsreportcard/pdf/main2011/2013452.pdf
We know that many of our students tend to reach for a fiction text (often, a chapter book) during independent reading;
however, as a parent, it is important for you to understand the importance of reading nonfiction text. Nonfiction texts offer students
the opportunity to build their content-specific vocabulary knowledge and expand their background knowledge. Additionally,
nonfiction texts require students to use different “attack skills” to those used while reading fiction text. Imagine reading a newspaper
or magazine article. As proficient readers, our eyes bounce around from the text to accompanying pictures, maps, sidebars, etc.
There are many different features of nonfiction text that students must learn to utilize and navigate while reading. The more practice
students have navigating nonfiction text, the better! One way to get your child excited about reading nonfiction text is to get a kid’s
magazine into his/her hands! Parent’s Choice did a great job reviewing magazines…check out their findings here:
http://www.parents-choice.org/award.cfm?p_code=p_per&thePage=magazine
We hope that most of all, you and your children are able to spend some quality time together this summer having fun and
making memories. We look forward to hearing about all of the future success your children will undoubtedly have! Thank you again
for your partnership this year, and thank you in advance for any assistance you can provide to help your child avoid the “Summer
Slide.”
It is not what we do for our children, but what we
teach them to do for themselves that will make
them successful human beings.
Most Sincerely,
Miss Poulos
Mr. Rodriguez
Ms. Southmayd