The resources are also available as Google Docs that you may customize if you would like.
Explore
ABOUT
My Books Every Day is a books-to-home literacy program with ready-to-go resources for reading and family engagement.
- Students do activities that help develop life skills, boost confidence, and make personal connections to books.
- Families strengthen reading at home with story-centered questions to spark book talks.
- Teachers support independent reading with:
- Literacy messages to send home
- Discussion questions to build book connections and community in the classroom
- Literacy messages to send home
- Discussion questions to build book connections and community in the classroom
Grade 4 Booklist
HOW TO START
1
Review the Materials
- Classroom Conversations include creative activities to connect at-home reading to the classroom.
- Family Communications include messages you can copy and paste to send literacy tips and book information to families. Some messages invite families to write back to spark positive two-way communication.
2
Choose the Materials
Decide if you will be using all or some resources.
- If you use the Classroom Conversations activity prompts, it is helpful to send the Book-Specific Messages first so families will have read the same book at the same time.
- Classroom Conversations can be used in whole group, small group, or to support teaching comprehension strategies like making connections.
3
Plan Your Schedule
Schedule your messages and activities. You may wish to do one picture book per week and one chapter book every two weeks, if applicable.
- There is a sample messaging schedule in the Kickoff Messages document.
4
Enjoy the Conversation
Have fun discussing with students how books connect to our lives and act as models for handling life’s ups and downs. Learn new things about your students, which can generate opportunities to deepen your relationship and their trust in you.
Self-Awareness Pack
The Self-Awareness book pack features characters who learn about themselves by interacting with others and exploring their world. Use these resources to help students see themselves in the stories, make connections, and build confidence.
Classroom Conversations
Family Communications
Classroom Conversations
Use these prompts to build connections to books, energize the classroom community, and learn more about your students. Students will tap into creativity while activating writing, speaking, and listening skills.
Astronaut Annie
As Annie prepares for Career Day at school, all her family members give her gifts based on what they think she wants to be. When Career Day arrives, she reveals her true goal of wanting to become an astronaut.
Discuss the Book
1. CREATE
Annie’s family members share their belongings with her to help for Career Day. Make a comic or write a paragraph showing a time when someone shared something special with YOU and how you felt.
2. POLL
Which of Annie’s family members’ dream jobs do you find more interesting?
reporter
baker
mountain climber
basketball player
Why? What experiences do you think someone with that job would have? What skills would they need that you can start working on right now? (Examples: being observant, patient, etc.)
3. DISCUSS
Annie tells her grandma that they’re both brave and that Annie will be brave on Friday. In what ways was Annie being brave? Do you remember a time when you had to be brave? What thoughts help you to be brave?
4. WRITE
How do you think Annie’s family reacted to her Career Day surprise of wanting to be an astronaut? What do you think Annie and her family said to each other when Annie left the stage? Write a conversation of at least six sentences.
Save a copy of the prompts via Google Docs.
Hey, Wall: A Story of Art and Community
An old, neglected wall takes up one block in Ángel’s neighborhood. With the help of his neighbors, he designs a mural that celebrates what makes his community special.
Discuss the Book
1. WRITE
The narrator, Ángel, speaks to the wall in his neighborhood. What do you think the wall would say back to him? Write at least five sentences.
2. POLL
The chairs are too big for Noah to move by himself. Stella and Noah work as a team to lift them. What are some other jobs in the classroom that are easier or more fun to do as a team? What about at home?
3. DISCUSS
How does the new mural on the wall change the neighborhood? Is there a place in your community or school that you would like to see change? How would you transform it?
4. CREATE
Before they begin painting their community mural, Ángel and the other characters sketch and plan. If you were going to make a mural for a wall in your playground, what would you include? Draw a sketch, then label how the different parts represent your school community.
Save a copy of the prompts via Google Docs.
Jasmine Toguchi, Drummer Girl
Jasmine has lots of talents, from tree-climbing to mochi-making, but none of them feel right for her school’s talent show. When Jasmine decides to tackle a new talent, she discovers it’s going to take courage, hard work, practice, and perseverance (sticking with it)!
Discuss the Book
1. DISCUSS | Chapters 1–3
Jasmine finds it hard to show friendship to Maggie, “especially when she brags a lot.” What does it mean to brag? What are some examples? What is the difference between bragging versus feeling confident in your abilities or proud of your achievements? Share your ideas with your classmates.
2. CREATE | Chapters 4–6
Jasmine feels happy when she’s making collages. Make a collage of your own using cut and pasted images, words, colors and textures. Try to use at least one or two things that represent or inspire you, just like Jasmine did!
3. POLL | Chapters 7–9
Which talent from the story would you be most excited to try, practice, or get better at?
Yo-yo
Taiko
Performing a song with sign language
A different talent
Why? And what would you do if you got frustrated or lost confidence while practicing?
4. WRITING | Chapters 10–13
Jasmine feels empathy (she understands what it must feel like) for Maggie when she messes up her talent on stage. Can you think of a time you felt empathy for someone who was feeling sad, embarrassed, or angry? What happened? How did you feel? What did you do? Write a short journal about your experience.
Save a copy of the prompts via Google Docs.
Definitely Dominguita: All for One
Dominguita discovers that someone is trying to ruin a friend’s quinceañera. With inspiration from The Three Musketeers, she works with her friends and family to solve the mystery and save the special day.
Discuss the Book
1. POLL | Chapters 1–4
Which trait do you think best describes Dom?
creative
brave
problem solver
helpful
How does she show these traits in her life? Discuss your answer with the class.
2. WRITE | Chapters 5–7
What do you think Leni would say to Vinnie if she knew that he was trying to ruin her party? Write five or six sentences from Leni’s point of view.
3. CREATE | Chapters 8–10
Make a comic or write a paragraph showing the musketeers’ plan to save Leni’s party. Be sure to show how people work together.
4. DISCUSS | Chapters 11–13
When the musketeers offer to help at the party, Abuela suggests that they pass around the appetizers “with panache.” People with panache act with energy and like what they are doing is “the most important and glamorous thing in the world.” Do you think Dom has panache in the book? What examples show that? How can you act with panache? What would it look like to do homework or chores with panache? How can doing something with panache change how you feel about it?
Save a copy of the prompts via Google Docs.
Simon B. Rhymin’
Simon dreams of hip-hop glory. He’s got rhythm, beats, and bars swirling in his head. Just one problem—he’s struggling to find his voice. With a little nudge and a whole lot of nerves, Simon uses his talent to bring his community together.
Discuss the Book
1. CREATE | Chapters 1–5
Mr. James challenges Simon’s class to present on an issue that’s timely—something that’s important to kids, is a part of their world and is happening now. For example: homelessness, the environment, bullying, equality. What’s an issue that feels timely and important to you? Design a poster that raises awareness about your issue and inspires others to act.
2. DISCUSS | Chapters 6–9
Simon wonders if it’s OK to be joking around with Sunny. He doesn’t want it to seem like he’s making fun of him. What’s the difference between having fun with someone and making fun of someone? Can you think of some examples that help to show the difference? Why should we steer clear of making fun of others?
3. POLL | Chapters 10–15
Maria has lots of great strategies for shutting down bullying behavior. Which strategies do you think are most helpful? Or does it depend on the situation?
Stay cool and ignore a bully
Use the buddy system
Talk to an adult you trust
I have a different idea
Talk about your ideas with your classmates.
4. WRITE | Chapters 16–20
Sunny feels really good when he’s singing. He says, “Nobody else has this voice. It’s what makes me me.” What’s something unique or special that makes you you? Write a short journal entry about it.
Save a copy of the prompts via Google Docs.
Family Communications
Copy and paste these messages to communicate with families in English and Spanish. You’ll find messages to:
- Kick off the program
- Introduce each book
- Provide literacy strategies for the home
Introduce the program and inform families of books and communications coming home.
Excite families with messages that introduce each book and encourage book discussion at home.
Build families’ skills with literacy strategies and encourage engagement with questions that elicit two-way conversations about reading.
Additional Family Resources
Interested in viewing additional family materials? Here are digital copies of the print materials families received with the book packs.
Student Journal
Family Guide
Family Site
If you’d like, you may review the Family site in English and Spanish.
Username: mybooks
Password: reader
Challenges and Solutions Pack
The Challenges and Solutions book pack features characters who are figuring out how to tackle problems or face the unexpected. Use these resources to help students strengthen their problem-solving skills and build resilience.
Classroom Conversations
Family Communications
Classroom Conversations
Use these prompts to build connections to books, energize the classroom community, and learn more about your students. Students will tap into creativity while activating writing, speaking, and listening skills.
Mia Mayhem vs. the Super Bully
Mia, a young superhero, is excited about her first superspeed training class at superhero school. But a bully on her relay team accuses Mia of not belonging, leading her to lose her shadow and, worse, to snap at her friends.
Discuss the Book
1. POLL | Chapters 1–2
Mia keeps her superhero identity a secret from her non-superhero friends. Do you think you’d be able to keep a secret like that?
Yes
No
What do you think it’s like for Mia? What might be hard about keeping the secret? What might be fun or easy about it?
2. DISCUSS | Chapters 3–5
How is Hugo not being a team player? How could he better manage his frustration and support his teammates during the race?
3. WRITE | Chapters 6–7
What do you think Mia should do to solve her problems? If you could meet Mia, what words would you use to be kind and not hurt her feelings as you give her advice?
4. CREATE | Chapters 8–10
Make a comic showing what you think happens after the end of the book. Be sure to show what might happen in Mia’s next adventure. Will other characters from this book appear?
Save a copy of the prompts via Google Docs.
Desmond Cole Ghost Patrol: The Haunted House Next Door
Desmond Cole is ready to tackle the spooky and spine-tingling supernatural next door with a little help and problem-solving skills from his new best friend and Ghost Patrol partner, Andres Miedoso!
Discuss the Book
1. WRITE | Chapters 1–2
When Andres explores his new basement, the author uses descriptive details to make it spooky. The basement is dark and shadowy, with creaky stairs and clanking pipes. Choose a setting for a spooky story. Then describe the setting for your readers with things you can see, smell, hear, feel…and fear!
2. POLL | Chapters 3–4
Which strange occurrence from the story feels creepiest to you?
Hearing a tap-tap-tap from behind the wall
Feeling an arctic chill in your room at night
Furniture floating in your living space
A monster coming to life from silverware
Why? What would you do if you experienced something like that in real life?
3. CREATE | Chapters 5–7
It seems that Desmond’s mom’s lasagna is pretty yucky—enough to make a ghost burp and slime and be sick all over! Use your imagination to create a recipe that’s good enough to gross out a ghost. Write the list of ingredients you’ll need and the steps required to make it. Include a drawing of your disgusting delicacy!
4. DISCUSS | Chapters 8–10
Desmond tells the ghost to leave, but the ghost doesn’t want to; it doesn’t have anywhere else to go. Andres suggests the ghost can stay…as long as it promises not to do any more spooky stuff. Can you think of a time you and a friend, classmate, or family member wanted two different outcomes, but you solved the problem with a compromise (a solution both of you could agree on)?
Save a copy of the prompts via Google Docs.
Power Forward
Zayd is desperate to be on the gold basketball team, but his parents think his violin lessons are more important. After he makes a mistake that nearly costs him the chance to try out for the team, he learns to stand up for what he really wants.
Discuss the Book
1. WRITE | Chapters 1–5
At Zayd’s concert, things don’t go as planned, but he is able to bounce back. Write five to six sentences about a time when something in your life did not go as planned. Include how you were able to bounce back (or what you could do now to bounce back).
2. POLL | Chapters 6–10
Zayd is disappointed that he will have to miss basketball tryouts after skipping orchestra practice. What advice would you give to Zayd about what to do next?
Have a family discussion with his parents about why he wants to play basketball
Write a letter to his parents to explain why he did what he did
Ask the coach whether he can try out at a different time
Other
Explain your thinking.
3. CREATE | Chapters 11–15
Create a comic or write a paragraph showing your favorite scene from the book so far. Include a challenge that a character faces and how he or she tackles it.
4. DISCUSS | Chapters 16–19
Zayd’s fortune cookie says, “You must power forward to achieve your dreams.” How does Zayd learn this lesson throughout the story?
Save a copy of the prompts via Google Docs.
Frida Kahlo and Her Animalitos
The famous painter Frida Kahlo has many pets throughout her life that inspire her art. When she faces challenges, her animals and her painting help her to persevere!
Discuss the Book
1. DISCUSS
What are some ways that Frida shows early on that she might want to become a painter? How does her imagination help her?
2. POLL
Which of Frida’s pets would you want to adopt?
A parrot
A fawn
A cat
A pair of spider monkeys
Explain why you chose that pet. What would you do together? What would be the benefits about having that animal as a pet? What might be challenging about it?
3. WRITE
Frida turns to her art when she is happy as well as when she is sad. Write about something that you like to do whether you are feeling happy or sad. Write at least five sentences. Be sure to describe how that activity makes you feel. Does it feel different to do it when you’re happy and when you are sad?
4. CREATE
When Frida was sick or in pain, she painted in bed using her special easel and mirror. Where would you want to be creative no matter what? What tools or decorations would you keep there? Draw a picture or map to show your ideas for your creative space. Then write a caption to explain your drawing.
Save a copy of the prompts via Google Docs.
Big Foot and Little Foot
Hugo is a young Sasquatch who longs for adventure. Boone is a young boy who longs to see a Sasquatch. As Big Foot and Little Foot explore the ins and outs of each other’s very different worlds, they learn that, deep down, maybe they’re not so different after all.
Discuss the Book
1. CREATE | Chapters 1–5
Hide and Go Sneak is everyone’s favorite subject at Hugo’s school. Make a comic about the parts of the school day YOU look forward to the most. Be sure to share why you like those parts of the school day.
2. WRITE | Chapters 6–10
Hugo wishes he was a human. Flip the idea around! Write five sentences about the sasquatch adventures or activities you would be most excited to try if you could be a sasquatch for a day.
3. POLL | Chapters 11–16
Sasquatches have lots of activities when they celebrate the Frog Moon Festival. Which foods, activities, and traditions would you be most excited to try at the festival?
Wear scary masks
Participate in races and games
Eat walnut pie, mushroom casserole, acorn-butter cookies, and gooseberry pie
Complete Acts of Bravery
Explain why. Are these activities similar to things you’ve done before? How are they different?
4. DISCUSS | Chapters 17–22
Why does Hugo think it could be a bad idea for Boone to meet the other sasquatches? In your opinion, was it a good idea to bring Boone to the Frog Moon Festival? Why?
Save a copy of the prompts via Google Docs.
Family Communications
Copy and paste these messages to communicate with families in English and Spanish. You’ll find messages to:
- Kick off the program
- Introduce each book
- Provide literacy strategies for the home
Introduce the program and inform families of books and communications coming home.
Excite families with messages that introduce each book and encourage book discussion at home.
Build families’ skills with literacy strategies and encourage engagement with questions that elicit two-way conversations about reading.
Additional Family Resources
Interested in viewing additional family materials? Here are digital copies of the print materials families received with the book packs.
Student Journal
Family Guide
Family Site
If you’d like, you may review the Family site in English and Spanish.
Username: mybooks
Password: reader
Exploring With STEM Pack
The Exploring With STEM book pack features characters who develop life skills through STEM situations. Use these resources to help students engage their curiosity, set goals, and build growth-mindset and life skills.
Classroom Conversations
Family Communications
Classroom Conversations
Use these prompts to build connections to books, energize the classroom community, and learn more about your students. Students will tap into creativity while activating writing, speaking, and listening skills.
The DATA Set: A Case of the Clones
Olive’s got a bad feeling. Her friends Cesar, Laura, and Gabe aren’t acting like themselves at all. It turns out Dr. Bunsen has cloned her friends! How will these science-minded kids solve this problem?
Discuss the Book
1. POLL | Pages 7–40
The friends from the DATA Set are feeling a little bit overwhelmed. From homework to chores, they have so much stuff to do! What keeps you busiest after school?
Homework
Chores
Sports/clubs
Projects/hobbies
Talk with your classmates about what’s keeping them busy too. How do you manage everything?
2. CREATE | Pages 41–46
Dr. Bunsen invented the Juice-o-Tronic 2000, a large contraption that makes juice taste like whatever you’re craving! Try creating an invention of your own. What is it called? What does it do? How does it help people? Now draw up the blueprints! Be sure to label the parts to show how it works.
3. WRITE | Pages 67–100
Dr. Bunsen's Clone-o-Matic can replicate (make a copy of) anything! Write an advertisement promoting the invention. Use persuasive (convincing) language and two to three examples of how people could use the Clone-o-Matic in their lives.
4. DISCUSS | Pages 101–127
Olive gives her friends from the DATA Set the silent treatment because she thinks they’re playing a mean trick on her. What is the silent treatment? What are some different ways to work out a disagreement or bad feelings between friends?
Save a copy of the prompts via Google Docs.
The Astronaut With a Song for the Stars, The Story of Dr. Ellen Ochoa
Follow along with the real-life story of Dr. Ellen Ochoa as she works hard to become an astronaut, creates inventions, and even plays her flute in space!
Discuss the Book
1. WRITE
Ellen decides that if Sally Ride can go to space, she can do it too! Who’s someone that you look up to or admire? Write a short paragraph explaining why that person is an inspiration to you! What do they inspire you to do?
2. POLL
Which aspect of a career in STEM is most interesting to you personally?
Solving problems
Helping people
Learning new things
My own idea
Why? In the author’s chat at the end of the book, Dr. Ochoa says that science is more than just lab coats and test tubes. What do you think she means by that? Why do you think that’s an important message to share?
3. DISCUSS
In the story, Ellen says, “There’s a place in this world for both SCIENCE and ART.” Do you agree? How does science help us in life? How does art help us in life? How does Ellen’s life show the importance of both science and art? (Astronaut who plays the flute.) Can you think of other people who show that both are important?
4. CREATE
The end of the book includes a timeline of the important events in Dr. Ochoa’s life. Try creating a timeline of your own. Mark down important dates in your life (and how old you were) and things you’re proud to have done so far. Then try marking some future goals on your timeline. Imagine how you might reach those goals one day!
Save a copy of the prompts via Google Docs.
Grace Hopper, Queen of Computer Code
Grace Hopper used her curiosity and new ideas to revolutionize computer science in the very early days of computers. It took math, perseverance, daring, and even doodling!
Discuss the Book
1. POLL
Which of the experiences from Grace’s story would you be most interested to try?
Sloshing in a bathtub with all your clothes on
Riding in a biplane wearing goggles
Learning more about something you love at college
Going inside a computer that’s bigger than you are
Why? What do you think it would be like?
2. DISCUSS
Because Grace fails Latin, she isn’t allowed to start college. How does Grace fix this problem? Can you think of a time you experienced a setback like Grace did? Were you able to overcome it? How?
3. WRITE
When the computer stops working, Grace wonders if a tiny green gremlin sneaked into the machine to make mischief. Try writing a short story about a mythical and mischievous creature who causes funny problems in your day. How will you solve these silly problems?
4. CREATE
To allow her brain a chance to consider new ideas, Grace takes a break and doodles cartoons. While she draws, she thinks and asks herself questions. Try taking a brain break of your own. Fill a page with doodles. Whatever came to mind as you doodled? Did your mood change afterward? Write a sentence about what you observed about yourself at the bottom of the doodle.
Save a copy of the prompts via Google Docs.
The Boy Who Harnessed the Wind
When fourteen-year-old William’s village in Malawi was hit by a drought, everyone’s crops began to fail. With only a pile of books and scraps from the junkyard, William built a windmill, bringing electricity and irrigation to his village and its crops.
Discuss the Book
1. POLL
Which character trait do you believe helped William the most?
Dreams of building things and taking them apart
Wonders how machines work
Enjoys reading and finding information in books
Determination to build something to help his community
Why? How did the trait help him in the story? What trait do you have that you think helps you the most?
2. WRITE
William faces a lot of challenges, but he keeps going. What advice do you think William would give to YOU about a problem you're dealing with? Write five or more sentences.
3. CREATE
Fold a piece of paper in half. On one side, make a comic showing why William’s windmill is so important to his village. On the other side, draw or write a list of 5–10 things that are important to your neighborhood.
4. DISCUSS
What else would you like to learn about William and his invention? If you could meet William, what questions would you ask him?
Save a copy of the prompts via Google Docs.
Kids Who Are Changing the World
Have you ever wondered what you could do to change the world? Find out how kids are helping the environment, inventing medical devices, aiding the homeless, designing apps so kids won’t have to eat alone at lunch, and more!
Discuss the Book
1. CREATE | Chapter 1
Make a comic about Jakhil’s solution to help people without homes. Be sure to show how Jakhil grows his project over time to help more people.
2. DISCUSS | Chapter 2
Would you recommend Natalie’s Sit With Us app at your school? What problems could it help solve? How might it change your school community?
3. POLL | Chapter 3
What do you think is the biggest challenge that Gitanjali faced?
She’s not a scientist, she’s just a kid.
She doesn’t live in Flint, the city where the water problem is.
It’s expensive to test water for toxins.
Why? What kind of problem would you like to solve? How could you start?
4. WRITE | Chapter 4
Joris uses a lot of strategies to help stop cheetahs from becoming extinct. (A strategy is a plan for reaching a goal.) Think of a strategy that can solve a problem that’s important to you. Then write a paragraph (or more!) describing yourself using that strategy to solve the problem.
Save a copy of the prompts via Google Docs.
Family Communications
Copy and paste these messages to communicate with families in English and Spanish. You’ll find messages to:
- Kick off the program
- Introduce each book
- Provide literacy strategies for the home
Introduce the program and inform families of books and communications coming home.
Excite families with messages that introduce each book and encourage book discussion at home.
Build families’ skills with literacy strategies and encourage engagement with questions that elicit two-way conversations about reading.
Additional Family Resources
Interested in viewing additional family materials? Here are digital copies of the print materials families received with the book packs.
Student Journal
Family Guide
Family Site
If you’d like, you may review the Family site in English and Spanish.
Username: mybooks
Password: reader
Administrator Resources
My Books Every Day is a books-to-home literacy program with ready-to-go reading resources to support students, families, and the classroom.
Background
Students build reading identities with:
- Books for home
- Activities that help develop life skills, confidence, and problem-solving
Families strengthen reading at home with:
- Story-centered questions to spark book talks
- A digital site with literacy tips and encouragement
Teachers support independent reading with:
- Literacy messages to send home
- Discussion questions to build book connections and classroom community
Grade 4 Booklist
K-5 Booklist
Surveys
Use these survey templates to gather meaningful feedback on the program from educators and families.
