grade 4 guided instructional reading–books pacing chart ...€¦ · rereading reread to clarify...
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B o o k s h o p R e a d i n g T e a c h e R ’ s g u i d e
Grade 4 Guided Instructional Reading–Books Pacing Chart/ Scope & Sequence
How to Use This ChartThe Guided Instructional Reading–Books Pacing Chart/Scope & Sequence presents a sequenced list
(simple to more complex text gradient) containing each of the 35 Grade 4 leveled readers.
The specific teaching focus from each of the two lesson plan sessions is catalogued under the appro-priate global comprehension strand (e.g., Comprehension Monitoring, Making Inferences, Summarizing/Synthesizing). Focuses have been assigned in a systematic and scaffolded manner, resulting in an effective sequence of instruction for small group guided instructional reading. In addition, the additional instruction featured on page 6 of each lesson plan is summarized.
Use this chart as a quick reference for order of difficulty, genre and text type, teaching focuses, and spe-cific books and text cards at each reading level, and as a guide to instructional options for each individual student. Once specific starting points for instruction are established for each group, the chart enables teachers to navigate multiple instructional pathways (scope & sequence) for small group instruction across the entire year.
Bookshop Grade 4 Guided Instructional Reading–Books Pacing Chart/Scope & Sequence
Level Title/Genre/ Text Type Session 1 Focuses Session 2 Focus Reciprocal Reading &
Additional Instruction
Early Established Stage (K – O)
L Why Roadrunners Only Die of Old AgeFiction: Legend
Inference: ConnectionsCombine context with relevant prior knowledge to create personal meaning from textSummarizing & Synthesizing: Summarizing FictionSummarize fiction text by identifying important details (plot ideas, sequence of events, character traits, and other information) and synthesizing into coherent understandings
Summarizing & Synthesizing: Summarizing FictionSummarize fiction text by identifying important details (plot ideas, sequence of events, character traits, and other information) and synthesizing into coherent understandings
Reciprocal Reading (see pp. 88–93)Additional Instruction• Vocabulary: Using new words in
discussion (pounce)• Word Study: Suffix -y• Writing: Write a pourquoi tale
L Dorothea Lange: Photographer With a HeartNonfiction: Biography
Comprehension Monitoring: PredictionsContinue to develop, confirm, or adjust predictions or understandings during readingDetermining Importance: Main IdeaIdentify main idea by determining what is important in text
Determining Importance: Main IdeaIdentify main idea by determining what is important in text
Reciprocal Reading (see pp. 88–93)Additional Instruction• Vocabulary: Compound words
(ferryboat)• Word Study: Greek roots (photo
and graph)• Writing: Write a critical review
M Songs of Dolphin CoveFiction: Fantasy
Inference: Justify inferenceReturn to text to explain and justify inferential thinkingVisualizing: Descriptive Language Link descriptive language in text to personal experience and knowledge to create sensory images to deepen connection with text
Visualizing: Descriptive Language Link descriptive language in text to personal experience and knowledge to create sensory images to deepen connection with text
Reciprocal Reading (see pp. 88–93)Additional Instruction• Vocabulary: Synonyms and antonyms
(dawdled/moved slowly/rushed)• Word Study: Greek and Latin roots
(aqua and mar)• Writing: Use five senses to write
poem or rap
M The Strange Life of the Land Hermit CrabNonfiction: Report
Comprehension Monitoring: PredictionsContinue to develop, confirm, or adjust predictions or understandings during readingQuestioning: Generating questions of selfAsk questions of self by assessing prior knowledge or clarifying overall understandings
Questioning: Generating questions of selfAsk questions of self by assessing prior knowledge or clarifying overall understandings
Reciprocal Reading (see pp. 88–93)Additional Instruction• Vocabulary: Multiple-meaning words
(inches)• Word Study: Suffixes (-like)• Writing: Research another kind of
crab and compare it to the hermit crab
1
2
3 4 5
7
6
154
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1 Tabs at the top of each spread clearly indicate the contents of each column.
2 The reading level of each book appears in the first column. Books are ordered from easy to hard.
3 Each title is accompanied by its genre and text type in the second column.
4 The global comprehension strategy precedes each teaching focus in Columns 3 and 4.
5 There are two focuses in Session 1. The second of the two repeats in Session 2.
6 Page 6 of every lesson plan includes suggestions for additional targeted instruction in the areas of word study and vocabulary, as well as ideas for writing.
7 Guidelines for adapting the reciprocal reading strategy for any lesson plan appear on pages 88-93 of this guide.
155
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156 bookshop Reading gRade 4
Book
shop
Gra
de 4
Gui
ded
Inst
ruct
iona
l Rea
ding
–Boo
ks P
acin
g Ch
art/S
cope
& S
eque
nce
Leve
lTi
tle/
Gen
re/
Text
Typ
eSe
ssio
n 1 F
ocus
esSe
ssio
n 2
Focu
sRe
cipr
ocal
Rea
din
g &
Ad
dit
iona
l Ins
truc
tion
Early
Est
ablis
hed
Stag
e (K
– O
)
LW
hy R
oadr
unne
rs O
nly
Die
of O
ld A
geFi
ctio
n: L
egen
d
Infe
renc
e: C
onne
ctio
nsCo
mbi
ne c
onte
xt w
ith re
leva
nt p
rior k
now
ledg
e to
cr
eate
per
sona
l mea
ning
from
text
Sum
mar
izin
g &
Syn
thes
izin
g: S
umm
arizi
ng F
ictio
nSu
mm
arize
fict
ion
text
by
iden
tifyi
ng im
porta
nt
deta
ils (p
lot i
deas
, seq
uenc
e of
eve
nts,
cha
ract
er
traits
, and
oth
er in
form
atio
n) a
nd s
ynth
esizi
ng in
to
cohe
rent
und
erst
andi
ngs
Sum
mar
izin
g &
Syn
thes
izin
g:
Sum
mar
izing
Fic
tion
Sum
mar
ize fi
ctio
n te
xt b
y id
entif
ying
im
porta
nt d
etai
ls (p
lot i
deas
, seq
uenc
e of
eve
nts,
cha
ract
er tr
aits
, and
oth
er
info
rmat
ion)
and
syn
thes
izing
into
co
here
nt u
nder
stan
ding
s
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Usi
ng n
ew w
ords
in
disc
ussi
on (p
ounc
e)•
Wor
d St
udy:
Suf
fix -y
• W
ritin
g: W
rite
a po
urqu
oi ta
le
LDo
roth
ea L
ange
:
Phot
ogra
pher
With
a
Hear
tNo
nfict
ion:
Bio
grap
hy
Com
preh
ensi
on M
onito
ring:
Pre
dict
ions
Cont
inue
to d
evel
op, c
onfir
m, o
r adj
ust p
redi
ctio
ns
or u
nder
stan
ding
s du
ring
read
ing
Dete
rmin
ing
Impo
rtanc
e: M
ain
Idea
Iden
tify
mai
n id
ea b
y de
term
inin
g w
hat i
s im
porta
nt
in te
xt
Dete
rmin
ing
Impo
rtanc
e: M
ain
Idea
Iden
tify
mai
n id
ea b
y de
term
inin
g w
hat i
s im
porta
nt in
text
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Com
poun
d w
ords
(fe
rryb
oat)
• W
ord
Stud
y: G
reek
root
s (p
hoto
an
d gr
aph)
• W
ritin
g: W
rite
a cr
itica
l rev
iew
MSo
ngs
of D
olph
in C
ove
Fict
ion:
Fan
tasy
Infe
renc
e: J
ustif
y in
fere
nce
Retu
rn to
text
to e
xpla
in a
nd ju
stify
infe
rent
ial t
hink
ing
Visu
aliz
ing:
Des
crip
tive
Lang
uage
Li
nk d
escr
iptiv
e la
ngua
ge in
text
to p
erso
nal
expe
rienc
e an
d kn
owle
dge
to c
reat
e se
nsor
y im
ages
to
dee
pen
conn
ectio
n w
ith te
xt
Visu
aliz
ing:
Des
crip
tive
Lang
uage
Li
nk d
escr
iptiv
e la
ngua
ge in
text
to p
erso
nal
expe
rienc
e an
d kn
owle
dge
to c
reat
e se
nsor
y im
ages
to d
eepe
n co
nnec
tion
with
text
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Syn
onym
s an
d an
tony
ms
(daw
dled
/mov
ed s
low
ly/ru
shed
)•
Wor
d St
udy:
Gre
ek a
nd L
atin
root
s (a
qua
and
mar
)•
Writ
ing:
Use
five
sen
ses
to w
rite
poem
or r
ap
MTh
e St
rang
e Li
fe o
f th
e La
nd H
erm
it Cr
abNo
nfict
ion:
Rep
ort
Com
preh
ensi
on M
onito
ring:
Pre
dict
ions
Cont
inue
to d
evel
op, c
onfir
m, o
r adj
ust p
redi
ctio
ns
or u
nder
stan
ding
s du
ring
read
ing
Ques
tioni
ng:
Gene
ratin
g qu
estio
ns o
f sel
fAs
k qu
estio
ns o
f sel
f by
asse
ssin
g pr
ior k
now
ledg
e or
cla
rifyi
ng o
vera
ll un
ders
tand
ings
Ques
tioni
ng:
Gene
ratin
g qu
estio
ns o
f sel
fAs
k qu
estio
ns o
f sel
f by
asse
ssin
g pr
ior k
now
ledg
e or
cla
rifyi
ng o
vera
ll un
ders
tand
ings
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Mul
tiple
-mea
ning
wor
ds
(inch
es)
• W
ord
Stud
y: S
uffix
es (-
like)
• W
ritin
g: R
esea
rch
anot
her k
ind
of
crab
and
com
pare
it to
the
herm
it cr
ab
BR_BM1_GR4_2-CM1.indd 156 10/15/09 5:04:41 PM
Leve
lTi
tle/
Gen
re/
Text
Typ
eSe
ssio
n 1 F
ocus
esSe
ssio
n 2
Focu
sRe
cipr
ocal
Rea
din
g &
Ad
dit
iona
l Ins
truc
tion
NTe
ddy’
s Be
arNo
nfict
ion:
Exp
lana
tion
Dete
rmin
ing
Impo
rtanc
e: M
ain
Idea
Loca
te d
etai
ls in
text
to s
uppo
rt an
d ju
stify
mai
n id
eaQu
estio
ning
: Ge
nera
te/a
nsw
er q
uest
ions
of t
ext
Gene
rate
que
stio
ns o
f tex
ts a
nd re
ad w
ith a
cle
ar
focu
s to
iden
tify
answ
ers
(exp
licit
or im
plic
it) in
text
Ques
tioni
ng:
Gene
rate
/ans
wer
que
stio
ns
of te
xtGe
nera
te q
uest
ions
of t
exts
and
read
with
a
clea
r foc
us to
iden
tify
answ
ers
(exp
licit
or
impl
icit)
in te
xt
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Ana
lyze
com
mon
ex
pres
sion
s (tr
affic
-sto
pper
)•
Wor
d St
udy:
Suf
fixes
(-fu
l)•
Writ
ing:
Writ
e an
opi
nion
of
Roos
evel
t’s d
ecis
ion
not t
o sh
oot
the
bear
NPe
anut
s! P
eanu
t Bu
tter
!No
nfict
ion:
Rep
ort
Infe
renc
e: P
redi
ctio
nsPr
evie
w te
xt to
act
ivat
e an
d co
nnec
t prio
r kno
wle
dge
to te
xt to
mak
e pr
edic
tions
prio
r to
and/
or d
urin
g re
adin
gCo
mpr
ehen
sion
Mon
itorin
g: I
dent
ify p
urpo
se,
mon
itor s
ucce
ss
Esta
blis
h pu
rpos
e fo
r rea
ding
and
ana
lyze
whe
ther
or
not
pur
pose
was
met
Com
preh
ensi
on M
onito
ring:
Ide
ntify
pu
rpos
e, m
onito
r suc
cess
Es
tabl
ish
purp
ose
for r
eadi
ng a
nd a
naly
ze
whe
ther
or n
ot p
urpo
se w
as m
et
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Usi
ng c
onte
xt c
lues
for
mea
ning
(nut
rient
s)•
Wor
d St
udy:
Pre
fixes
and
suf
fixes
(d
is- a
nd -m
ent)
• W
ritin
g: L
ette
r of g
ratit
ude
to G
. W.
Carv
er
OHo
w to
Be
Nice
(and
Ot
her L
esso
ns I
Didn
’t Le
arn)
Fi
ctio
n: R
ealis
tic F
ictio
n
Com
preh
ensi
on M
onito
ring:
Ide
ntify
pur
pose
; m
onito
r suc
cess
Esta
blis
h a
purp
ose
for r
eadi
ng a
nd a
naly
ze w
heth
er o
r no
t pur
pose
was
met
Dete
rmin
ing
Impo
rtanc
e: M
ain
idea
Iden
tify
mai
n id
ea b
y de
term
inin
g w
hat i
s im
porta
nt
in te
xt (w
hole
boo
k, c
hapt
er, p
assa
ge, o
r tex
t typ
e)
Dete
rmin
ing
Impo
rtanc
e: M
ain
idea
Iden
tify
mai
n id
ea b
y de
term
inin
g w
hat
is im
porta
nt in
text
(who
le b
ook,
cha
pter
, pa
ssag
e, o
r tex
t typ
e)
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Use
con
text
clu
es
(sar
cast
ic)
• W
ord
Stud
y: S
uffix
es•
Writ
ing:
Writ
e ab
out a
tim
e st
uden
ts
felt
unsu
re
OM
ango
’s R
even
ge
Fict
ion:
Ani
mal
Sto
rySu
mm
ariz
ing/
Synt
hesi
zing
: Su
mm
arizi
ng fi
ctio
nSu
mm
arize
fict
ion
by id
entif
ying
impo
rtant
det
ails
and
sy
nthe
sizin
g in
to c
oher
ent u
nder
stan
ding
sDe
term
inin
g Im
porta
nce:
Poi
nt o
f vie
wUn
ders
tand
diff
eren
t poi
nts
of v
iew
or m
ake
judg
men
ts a
bout
a ra
nge
of c
hara
cter
s in
fict
ion
Dete
rmin
ing
Impo
rtanc
e: P
oint
of v
iew
Unde
rsta
nd d
iffer
ent p
oint
s of
vie
w o
r mak
e ju
dgm
ents
abo
ut a
rang
e of
cha
ract
ers
in
fictio
n
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Usi
ng n
ew w
ords
in
diffe
rent
way
s (b
illow
ing)
• W
ord
Stud
y: B
ase
wor
ds•
Writ
ing:
Cre
ate
a ch
arac
ter w
eb fo
r an
anim
al a
nd h
ave
partn
er d
evel
op it
into
a
stor
y
157guided instructional Reading–Books Pacing Chart/Scope & Sequence
BR_BM1_GR4_2-CM1.indd 157 10/15/09 5:04:42 PM
158 bookshop Reading gRade 4
Leve
lTi
tle/
Gen
re/
Text
Typ
eSe
ssio
n 1 F
ocus
esSe
ssio
n 2
Focu
sRe
cipr
ocal
Rea
din
g &
Ad
dit
iona
l Ins
truc
tion
OTe
a Le
aves
Fi
ctio
n: R
ealis
tic F
ictio
nIn
fere
nce:
Con
nect
ions
Co
mbi
ne co
ntex
t with
rele
vant
prio
r kno
wle
dge t
o cre
ate
pers
onal
mea
ning
from
text
Com
preh
ensi
on M
onito
ring:
Met
acog
nitio
nAc
tivel
y en
gage
in re
adin
g by
reco
gnizi
ng a
nd
atte
ndin
g to
thou
ght p
roce
sses
that
occ
ur b
efor
e,
durin
g, a
nd a
fter r
eadi
ng
Com
preh
ensi
on M
onito
ring:
Met
acog
nitio
nAc
tivel
y eng
age i
n re
adin
g by
reco
gnizi
ng an
d at
tend
ing
to th
ough
t pro
cess
es th
at o
ccur
be
fore
, dur
ing,
and
afte
r rea
ding
(pre
dict
ing,
m
onito
ring
for a
nd re
pairi
ng m
eani
ng
loss
, que
stio
ning
, inf
errin
g, v
isua
lizin
g,
synt
hesi
zing)
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Exa
min
ing
wor
d fa
mili
es
(des
cend
ed)
• W
ord
Stud
y: C
ompo
und
wor
ds•
Writ
ing:
Writ
e a
lette
r to
the
mai
n ch
arac
ter
Esta
blis
hed
Stag
e (O
– T
)
OFa
tima
Fict
ion:
Rea
listic
Fic
tion
Infe
renc
e: C
onne
ctio
nsCo
mbi
ne co
ntex
t with
rele
vant
prio
r kno
wle
dge t
o cre
ate
pers
onal
mea
ning
from
text
Com
preh
ensi
on M
onito
ring:
Pre
dict
ions
Cont
inue
to d
evel
op, c
onfir
m, o
r adj
ust p
redi
ctio
ns
or u
nder
stan
ding
s du
ring
read
ing
Com
preh
ensi
on M
onito
ring:
Pre
dict
ions
Cont
inue
to d
evel
op, c
onfir
m, o
r adj
ust
pred
ictio
ns o
r und
erst
andi
ngs d
urin
g re
adin
g
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Rel
atin
g to
sim
ilar w
ords
(s
tam
mer
ed)
• W
ord
Stud
y: G
reek
and
Lat
in ro
ots
• W
ritin
g: R
ewrit
e st
ory
from
ano
ther
po
int o
f vie
w
OTh
e M
yste
ry o
f the
Ju
bile
e Em
eral
d Fi
ctio
n: M
yste
ry
Ques
tioni
ng:
Gene
rate
/ans
wer
que
stio
ns o
f tex
tGe
nera
te q
uest
ions
of t
ext a
nd re
ad w
ith a
cle
ar fo
cus
to id
entif
y an
swer
s (e
xplic
it or
impl
icit)
in te
xtSu
mm
ariz
ing/
Synt
hesi
zing
: Su
mm
arizi
ng fi
ctio
nSu
mm
arize
fict
ion
text
by
iden
tifyi
ng im
porta
nt
deta
ils a
nd s
ynth
esizi
ng in
to c
oher
ent
unde
rsta
ndin
gs
Sum
mar
izin
g/Sy
nthe
sizi
ng:
Sum
mar
izing
fic
tion
Sum
mar
ize fi
ctio
n te
xt b
y id
entif
ying
im
porta
nt d
etai
ls a
nd s
ynth
esizi
ng in
to
cohe
rent
und
erst
andi
ngs
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Int
erna
lizin
g de
finiti
ons
(glim
pse)
• W
ord
Stud
y: W
ord
orig
ins
• W
ritin
g: W
rite
a cr
itica
l rev
iew
of a
m
yste
ry
ODe
met
er a
nd
Pers
epho
ne
Fict
ion:
Myt
h
Com
preh
ensi
on M
onito
ring:
Rer
eadi
ngRe
read
to c
larif
y m
eani
ng o
r con
cept
sIn
fere
nce:
Cau
se a
nd e
ffect
Infe
r cau
se-a
nd-e
ffect
rela
tions
hips
impl
ied
in te
xt
Infe
renc
e: C
ause
and
effe
ctIn
fer c
ause
-and
-effe
ct re
latio
nshi
ps im
plie
d in
text
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Mul
tiple
-mea
ning
wor
ds
(spr
ing)
• W
ord
Stud
y: C
ompo
und
wor
ds•
Writ
ing:
Writ
e a
new
end
ing
BR_BM1_GR4_2-CM1.indd 158 10/15/09 5:04:42 PM
Leve
lTi
tle/
Gen
re/
Text
Typ
eSe
ssio
n 1 F
ocus
esSe
ssio
n 2
Focu
sRe
cipr
ocal
Rea
din
g &
Ad
dit
iona
l Ins
truc
tion
PDr
eam
s by
Day
, Dre
ams
by N
ight
Fi
ctio
n: P
oetr
y
Com
preh
ensi
on M
onito
ring:
Rer
eadi
ngRe
read
to c
larif
y m
eani
ng o
r con
cept
sVi
sual
izin
g: S
imile
s, m
etap
hors
, per
soni
ficat
ion,
hy
perb
ole
Iden
tify
and
unde
rsta
nd th
e pu
rpos
e of
sim
iles,
m
etap
hors
, per
soni
ficat
ion,
and
hyp
erbo
le in
con
text
Visu
aliz
ing:
Sim
iles,
met
apho
rs,
pers
onifi
catio
n, h
yper
bole
Iden
tify
and
unde
rsta
nd th
e pu
rpos
e of
si
mile
s, m
etap
hors
, per
soni
ficat
ion,
and
hy
perb
ole
in c
onte
xt
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Mul
tiple
-mea
ning
wor
ds
(sw
allo
w)
• W
ord
Stud
y: S
uffix
es•
Writ
ing:
Writ
e a
poem
abo
ut a
dre
am
PAl
mos
t Und
one
Fict
ion:
Fan
tasy
Visu
aliz
ing:
Sim
iles,
met
apho
rs, p
erso
nific
atio
n,
hype
rbol
eId
entif
y an
d un
ders
tand
the
purp
ose
of s
imile
s,
met
apho
rs, p
erso
nific
atio
n, a
nd h
yper
bole
in c
onte
xtIn
fere
nce:
Jus
tify
infe
renc
eRe
turn
to te
xt to
exp
lain
and
just
ify in
fere
ntia
l thi
nkin
g
Infe
renc
e: J
ustif
y in
fere
nce
Retu
rn to
text
to e
xpla
in a
nd ju
stify
infe
rent
ial
thin
king
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Usi
ng n
ew w
ords
in
diffe
rent
way
s (d
islo
dged
)•
Wor
d St
udy:
Lat
in ro
ots
• W
ritin
g: W
rite
a sh
ort p
lay
base
d on
a
stor
y in
this
col
lect
ion
PHe
rber
t Fie
ldm
ouse
:
Secr
et A
gent
Fi
ctio
n: A
nim
al S
tory
Com
preh
ensi
on M
onito
ring:
Pre
dict
ions
Cont
inue
to d
evel
op, c
onfir
m, o
r adj
ust p
redi
ctio
ns o
r un
ders
tand
ings
dur
ing
read
ing
Text
Stru
ctur
e: F
ictio
n: s
tory
stru
ctur
eUs
e el
emen
ts o
f sto
ry s
truct
ure
(cha
ract
eriza
tion,
se
tting
, the
me,
plo
t, ch
apte
r titl
es) t
o pr
edic
t, co
nstru
ct m
eani
ng, a
nd d
eepe
n un
ders
tand
ing
Text
Stru
ctur
e: F
ictio
n: s
tory
stru
ctur
eUs
e el
emen
ts o
f sto
ry s
truct
ure
(cha
ract
eriza
tion,
setti
ng, th
eme,
plot
, cha
pter
tit
les)
to p
redi
ct, c
onst
ruct
mea
ning
, and
de
epen
und
erst
andi
ng
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Mul
tiple
-mea
ning
wor
ds
(ope
ratio
n)•
Wor
d St
udy:
Suf
fixes
• W
ritin
g: W
rite
a se
quel
to th
e st
ory
PM
yste
rious
Spi
nner
s Fi
ctio
n: L
egen
dCo
mpr
ehen
sion
Mon
itorin
g: P
redi
ctio
nsPr
evie
w te
xt to
activ
ate a
nd co
nnec
t to
prio
r kno
wle
dge
to m
ake
pred
ictio
ns p
rior t
o an
d/or
dur
ing
read
ing
Dete
rmin
ing
Impo
rtanc
e: M
ain
idea
Loca
te d
etai
ls in
text
to s
uppo
rt an
d ju
stify
mai
n id
ea
Dete
rmin
ing
Impo
rtanc
e: M
ain
idea
Loca
te d
etai
ls in
text
to s
uppo
rt an
d ju
stify
m
ain
idea
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Usi
ng n
ew w
ords
in
disc
ussi
on (p
rosp
erity
)•
Wor
d St
udy:
Pre
fixes
• W
ritin
g: W
rite
a le
gend
to e
xpla
in a
na
tura
l or c
ultu
ral p
heno
men
on
PTh
e Li
ttle
Mer
mai
d Fi
ctio
n: F
airy
Tal
eTe
xt S
truct
ure:
Fic
tion:
sto
ry s
truct
ure
Use e
lem
ents
of st
ory s
truct
ure (
char
acte
rizat
ion,
setti
ng,
them
e, pl
ot, c
hapt
er tit
les)
to pr
edic
t, co
nstru
ct m
eani
ng,
and
deep
en u
nder
stan
ding
Dete
rmin
ing
Impo
rtanc
e: P
oint
of v
iew
Mak
e cr
itica
l jud
gmen
ts a
s pa
rt of
per
sona
l res
pons
e w
hen
esta
blis
hing
indi
vidu
al p
oint
of v
iew
Dete
rmin
ing
Impo
rtanc
e: P
oint
of v
iew
Mak
e cr
itica
l jud
gmen
ts a
s pa
rt of
per
sona
l re
spon
se w
hen
esta
blis
hing
indi
vidu
al p
oint
of
vie
w
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Int
egra
te co
ntex
t clu
es an
d pr
ior k
now
ledg
e (e
mer
ge)
• W
ord
Stud
y: C
ompo
und
wor
ds•
Writ
ing:
Rew
rite
the
endi
ng o
f the
fa
iry ta
le
159guided instructional Reading-Books Pacing Chart
BR_BM1_GR4_2-CM1.indd 159 10/15/09 5:04:42 PM
160 bookshop Reading gRade 4
Leve
lTi
tle/
Gen
re/
Text
Typ
eSe
ssio
n 1 F
ocus
esSe
ssio
n 2
Focu
sRe
cipr
ocal
Rea
din
g &
Ad
dit
iona
l Ins
truc
tion
PCo
unci
l Fire
Fict
ion:
His
toric
al F
ictio
nCo
mpr
ehen
sion
Mon
itorin
g: R
erea
ding
Re
read
to c
larif
y m
eani
ng o
r con
cept
sDe
term
inin
g Im
porta
nce:
Poi
nt o
f Vie
wUn
ders
tand
diff
eren
t poi
nts
of v
iew
or m
ake
judg
men
ts a
bout
a ra
nge
of c
hara
cter
s in
fict
ion
Dete
rmin
ing
Impo
rtanc
e: P
oint
of V
iew
Unde
rsta
nd d
iffer
ent p
oint
s of
vie
w o
r m
ake
judg
men
ts a
bout
a ra
nge
of
char
acte
rs in
fict
ion
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
App
lyin
g ne
w w
ords
(a
isle
)•
Wor
d St
udy:
Suf
fixes
(-ho
od)
• W
ritin
g: W
rite
a sp
eech
Pea
cem
aker
m
ight
hav
e gi
ven
PSh
ould
Kid
s Pl
ay V
ideo
Ga
mes
? No
nfict
ion:
Per
suas
ive
Dete
rmin
ing
Impo
rtanc
e: M
ain
idea
Loca
te d
etai
ls in
text
to s
uppo
rt an
d ju
stify
mai
n id
eaQu
estio
ning
: Ge
nera
te q
uest
ions
of s
elf
Ask
ques
tions
of s
elf b
y ac
cess
ing
prio
r kno
wle
dge
or c
larif
ying
ove
rall
unde
rsta
ndin
gs
Ques
tioni
ng:
Gene
rate
que
stio
ns o
f sel
fAs
k qu
estio
ns o
f sel
f by
acce
ssin
g pr
ior k
now
ledg
e or
cla
rifyi
ng o
vera
ll un
ders
tand
ings
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Usi
ng n
ew w
ords
in
cont
ext (
pers
uasi
ve, d
ebat
e)•
Wor
d St
udy:
Com
poun
d w
ords
• W
ritin
g: C
hoos
e an
issu
e w
ith c
lear
pr
o an
d co
n ar
gum
ents
and
writ
e
your
opi
nion
P W
ings
!No
nfict
ion:
Exp
lana
tion
Text
Stru
ctur
e: N
onfic
tion
Text
Stru
ctur
esUs
e no
nfict
ion
text
stru
ctur
es (c
hron
olog
y, c
ause
an
d ef
fect
, poi
nt o
f vie
w, i
nten
t) to
pre
dict
, con
stru
ct
mea
ning
, and
dee
pen
unde
rsta
ndin
gSy
nthe
sizi
ng &
Sum
mar
izin
g: T
ext F
eatu
res
Inte
rpre
t vis
ual i
nfor
mat
ion
in n
onfic
tion,
suc
h as
gr
aphs
, dia
gram
s, p
hoto
grap
hs, p
roce
ss s
teps
, and
ta
bles
, and
link
with
text
to fo
rm n
ew u
nder
stan
ding
s
Synt
hesi
zing
& S
umm
ariz
ing:
Tex
t Fea
ture
sIn
terp
ret v
isua
l inf
orm
atio
n in
non
fictio
n,
such
as
grap
hs, d
iagr
ams,
pho
togr
aphs
, pr
oces
s st
eps,
and
tabl
es, a
nd li
nk w
ith te
xt
to fo
rm n
ew u
nder
stan
ding
s
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Rel
ated
wor
ds (t
herm
als,
up
draf
t)•
Wor
d St
udy:
Com
poun
d w
ords
(fi
berg
lass
, sha
tterp
roof
)•
Writ
ing:
Pre
pare
a s
et o
f que
stio
ns fo
r Yv
es R
ossy
Qe–
(t) m
ail
Fict
ion:
Sci
ence
Fic
tion
Mak
ing
Conn
ectio
ns:
Text
-to-te
xtLi
nk fe
atur
es o
f tex
t to
know
ledg
e of
text
s (te
xt ty
pes,
pl
ot lin
es, fe
atur
es, s
truct
ures
) to d
eepe
n und
erst
andi
ngM
akin
g Co
nnec
tions
: Pr
edic
tions
Prev
iew
text
to a
ctiv
ate
and
conn
ect p
rior k
now
ledg
e to
te
xt to
mak
e pr
edic
tions
prio
r to
and/
or d
urin
g re
adin
g
Mak
ing
Conn
ectio
ns:
Pred
ictio
nsPr
evie
w te
xt to
act
ivat
e an
d co
nnec
t prio
r kn
owle
dge t
o te
xt to
mak
e pre
dict
ions
prio
r to
and/
or d
urin
g re
adin
g
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Refi
ning
Mul
tiple
-mea
ning
w
ords
in c
onte
xt (b
rillia
nce)
• W
ord
Stud
y: C
ompo
und
wor
ds•
Writ
ing:
Rew
rite
a po
rtion
of t
he s
tory
fro
m O
jrek’s
per
spec
tive
BR_BM1_GR4_2-CM1.indd 160 10/15/09 5:04:43 PM
Leve
lTi
tle/
Gen
re/
Text
Typ
eSe
ssio
n 1 F
ocus
esSe
ssio
n 2
Focu
sRe
cipr
ocal
Rea
din
g &
Ad
dit
iona
l Ins
truc
tion
QYo
ung
Robi
n’s
Hood
Fi
ctio
n: A
dven
ture
Dete
rmin
ing
Impo
rtanc
e: P
oint
of v
iew
Unde
rsta
nd d
iffer
ent p
oint
s of
vi
ew o
r mak
e ju
dgm
ents
abo
ut a
rang
e of
cha
ract
ers
in fi
ctio
nIn
fere
nce:
Aut
hor p
urpo
se/b
ias
Iden
tify
inte
nt, b
ias,
pur
pose
, or o
ther
aut
horia
l de
vice
s, a
nd c
ritic
ally
eva
luat
e th
eir i
nflue
nce
on
the
read
er
Infe
renc
e: A
utho
r pur
pose
/bia
sId
entif
y in
tent
, bia
s, p
urpo
se, o
r oth
er
auth
oria
l dev
ices
, and
crit
ical
ly e
valu
ate
thei
r in
fluen
ce o
n th
e re
ader
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Adj
ectiv
es (d
arin
g, c
leve
r)•
Wor
d St
udy:
Suf
fixes
• W
ritin
g: W
rite
a no
tice
usin
g bo
ok’s
arch
aic
lang
uage
QTh
e Ho
rse
Jar
Fict
ion:
Rea
listic
Fic
tion
Text
Stru
ctur
e: F
ictio
n st
ory
stru
ctur
eUs
e el
emen
ts o
f sto
ry s
truct
ure
in fi
ctio
n te
xts
(cha
ract
eriza
tion,
set
ting,
them
e, p
lot,
chap
ter t
itles
) in
ord
er to
pre
dict
, con
stru
ct m
eani
ng, a
nd d
eepe
n un
ders
tand
ing
Infe
renc
e: T
ext:
wor
ldAc
tivat
e un
ders
tand
ing
gain
ed fr
om s
ourc
es o
ther
th
an p
erso
nal e
xper
ienc
e to
mak
e te
xt-to
-wor
ld
conn
ectio
ns to
dee
pen
unde
rsta
ndin
g of
the
text
Infe
renc
e: T
ext:
wor
ldAc
tivat
e un
ders
tand
ing
gain
ed fr
om
sour
ces
othe
r tha
n pe
rson
al e
xper
ienc
e to
m
ake
text
-to-w
orld
con
nect
ions
to d
eepe
n un
ders
tand
ing
of th
e te
xt
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Lin
king
new
wor
ds w
ith
syno
nym
s (g
ratit
ude)
• W
ord
Stud
y: L
atin
root
s (c
ert)
• W
ritin
g: C
reat
e a
glos
sary
of h
orse
te
rms
QAr
t Wor
ks! S
tenc
ils,
Prin
ts, a
nd S
peci
al
Effe
cts
Nonfi
ctio
n: P
roce
dure
Ques
tioni
ng:
Gene
rate
que
stio
ns o
f sel
fAs
k qu
estio
ns o
f sel
f by
acce
ssin
g pr
ior k
now
ledg
e to
cl
arify
ove
rall
unde
rsta
ndin
gsSu
mm
ariz
ing/
Synt
hesi
zing
: Te
xt fe
atur
esIn
terp
ret v
isua
l inf
orm
atio
n in
non
fictio
n, s
uch
as
diag
ram
s, p
hoto
grap
hs, a
nd p
roce
ss s
teps
, and
link
w
ith te
xt to
form
new
und
erst
andi
ngs
Sum
mar
izin
g/Sy
nthe
sizi
ng:
Text
feat
ures
Inte
rpre
t vis
ual in
form
atio
n in n
onfic
tion,
such
as
diag
ram
s, ph
otog
raph
s, an
d pro
cess
step
s,
and
link w
ith te
xt to
form
new
und
erst
andi
ngs
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Con
nect
ing
syno
nym
s (p
aste
l)•
Wor
d St
udy:
Pre
fixes
• W
ritin
g: W
rite
step
-by-
step
in
stru
ctio
ns fo
r an
art o
r cra
ft pr
ojec
t
QSt
ory-
Writ
ing
Hand
book
Nonfi
ctio
n: P
roce
dure
Infe
renc
e: A
utho
r pur
pose
/bia
sId
entif
y in
tent
, bia
s, p
urpo
se, o
r oth
er a
utho
rial
devi
ces
and
criti
cally
eva
luat
e th
eir i
nflue
nce
on
the
read
erSu
mm
ariz
ing
& S
ynth
esiz
ing:
Sum
mar
izing
non
fictio
nSu
mm
arize
non
fictio
n by
iden
tifyi
ng a
nd re
orga
nizin
g im
porta
nt id
eas
into
new
und
erst
andi
ngs
Sum
mar
izin
g &
Syn
thes
izin
g:
Sum
mar
izing
non
fictio
nSu
mm
arize
non
fictio
n by
iden
tifyi
ng a
nd
reor
gani
zing
impo
rtant
idea
s in
to n
ew
unde
rsta
ndin
gs
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Mak
ing
wor
d as
soci
atio
ns (p
rota
goni
st, a
ntag
onis
t)•
Wor
d St
udy:
Gre
ek a
nd L
atin
root
s (im
ago)
• W
ritin
g: W
rite
a se
t of s
teps
for p
eer
edito
rs to
follo
w
161guided instructional Reading–Books Pacing Chart/Scope & Sequence
BR_BM1_GR4_2-CM1.indd 161 10/15/09 5:04:43 PM
162 bookshop Reading gRade 4
Leve
lTi
tle/
Gen
re/
Text
Typ
eSe
ssio
n 1 F
ocus
esSe
ssio
n 2
Focu
sRe
cipr
ocal
Rea
din
g &
Ad
dit
iona
l Ins
truc
tion
QHo
w A
dver
tisin
g W
orks
Nonfi
ctio
n: E
xpla
natio
nDe
term
inin
g Im
porta
nce:
Not
e-ta
king
stra
tegi
esUs
e no
te-ta
king
stra
tegi
es to
reco
rd m
ain
idea
s,
supp
ortin
g det
ails
, rel
evan
t bac
kgro
und k
now
ledg
e, an
d qu
estio
nsQu
estio
ning
: Ge
nera
te/a
nsw
er q
uest
ions
of a
utho
rAs
k qu
estio
ns o
f aut
hor t
o un
ders
tand
aut
hor’s
bia
s,
purp
ose,
or p
oint
of v
iew
Ques
tioni
ng:
Gene
rate
/ans
wer
que
stio
ns
of a
utho
rAs
k qu
estio
ns o
f aut
hor t
o un
ders
tand
au
thor
’s bi
as, p
urpo
se, o
r poi
nt o
f vie
w
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Usi
ng n
ew w
ords
in
cont
ext (
stra
tegy
)•
Wor
d St
udy:
Bas
e w
ords
and
suf
fixes
• W
ritin
g: W
rite
orig
inal
ad
copy
for a
n ex
istin
g pr
oduc
t
QM
aria
San
z de
Sau
tuol
a No
nfict
ion:
Bio
grap
hyQu
estio
ning
: Ge
nera
te/a
nsw
er q
uest
ions
of a
utho
rAs
k qu
estio
ns o
f aut
hor t
o un
ders
tand
aut
hor’s
bia
s,
purp
ose,
or p
oint
of v
iew
Sum
mar
izin
g/Sy
nthe
sizi
ng:
Sum
mar
izing
non
fictio
nSu
mm
arize
non
fictio
n by
iden
tifyi
ng a
nd re
orga
nizin
g im
porta
nt id
eas
and
info
rmat
ion
into
new
un
ders
tand
ings
Sum
mar
izin
g/Sy
nthe
sizi
ng:
Sum
mar
izing
no
nfict
ion
Sum
mar
ize n
onfic
tion
by id
entif
ying
and
re
orga
nizin
g im
porta
nt id
eas a
nd in
form
atio
n in
to n
ew u
nder
stan
ding
s
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Mul
tiple
-mea
ning
wor
ds
in c
onte
xt (t
ouch
up)
• W
ord
Stud
y: G
reek
and
Lat
in ro
ots
• W
ritin
g: I
nter
view
par
tner
s an
d w
rite
shor
t bio
grap
hies
RNi
cola
us C
oper
nicu
s:
The
Eart
h Is
a P
lane
t No
nfict
ion:
Bio
grap
hy
Dete
rmin
ing
Impo
rtanc
e: M
ain
idea
Iden
tify
mai
n id
ea b
y de
term
inin
g w
hat i
s im
porta
nt in
te
xt (w
hole
boo
k, c
hapt
er, p
assa
ge, o
r tex
t typ
e)M
akin
g Co
nnec
tions
: Te
xt-to
-wor
ldAc
tivat
e un
ders
tand
ings
gai
ned
from
sou
rces
oth
er
than
per
sona
l exp
erie
nce
to m
ake
text
-to-w
orld
co
nnec
tions
to d
eepe
n un
ders
tand
ing
of te
xt
Mak
ing
Conn
ectio
ns:
Text
-to-w
orld
Activ
ate
unde
rsta
ndin
gs g
aine
d fro
m
sour
ces
othe
r tha
n pe
rson
al e
xper
ienc
e to
m
ake
text
-to-w
orld
con
nect
ions
to d
eepe
n un
ders
tand
ing
of te
xt
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Defi
ning
wor
ds in
con
text
(v
anta
ge p
oint
)•
Wor
d St
udy:
Lat
in ro
ots
• W
ritin
g: W
rite
thre
e jo
urna
l ent
ries
Cope
rnic
us m
ight
hav
e w
ritte
n
RItc
hy M
itch
Fict
ion:
Gra
phic
Nov
elQu
estio
ning
: Ge
nera
te q
uest
ions
of s
elf
Ask
ques
tions
of s
elf b
y ac
cess
ing
prio
r kno
wle
dge
to
clar
ify o
vera
ll un
ders
tand
ings
Infe
renc
e: C
ause
and
effe
ctIn
fer c
ause
-and
-effe
ct re
latio
nshi
ps im
plie
d in
text
Infe
renc
e: C
ause
and
effe
ctIn
fer c
ause
-and
-effe
ct re
latio
nshi
ps im
plie
d in
text
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Lin
king
new
wor
ds to
sy
nony
ms
and
anto
nym
s (s
umm
on)
• W
ord
Stud
y: P
refix
es•
Writ
ing:
Writ
e a
diar
y en
try
for o
ne
char
acte
r
BR_BM1_GR4_2-CM1.indd 162 10/15/09 5:04:44 PM
Leve
lTi
tle/
Gen
re/
Text
Typ
eSe
ssio
n 1 F
ocus
esSe
ssio
n 2
Focu
sRe
cipr
ocal
Rea
din
g &
Ad
dit
iona
l Ins
truc
tion
RDo
ris F
ree
Fict
ion:
His
toric
al F
ictio
nM
akin
g Co
nnec
tions
: Te
xt-to
-text
Link
feat
ures
of t
ext t
o kn
owle
dge
of te
xts
(text
type
s,
plot
lines
, feat
ures
, stru
ctur
es) t
o dee
pen u
nder
stan
ding
Visu
aliz
ing:
Des
crip
tive
lang
uage
Link
des
crip
tive l
angu
age i
n te
xt to
per
sona
l exp
erie
nce
and
know
ledg
e to
cre
ate
sens
ory
imag
es to
dee
pen
conn
ectio
n w
ith te
xt
Visu
aliz
ing:
Des
crip
tive
lang
uage
Link
des
crip
tive
lang
uage
in te
xt to
per
sona
l ex
perie
nce
and
know
ledg
e to
cre
ate
sens
ory
imag
es to
dee
pen
conn
ectio
n w
ith te
xt
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Idi
omat
ic e
xpre
ssio
ns
(in th
e sa
me
boat
)•
Wor
d St
udy:
Pre
fixes
• W
ritin
g: R
ewrit
e th
e st
ory
as a
pla
y an
d pe
rfor
m it
RHo
w to
Sta
rt Y
our O
wn
Busi
ness
No
nfict
ion:
Pro
cedu
re
Ques
tioni
ng:
Gene
rate
/ans
wer
que
stio
ns o
f tex
tGe
nera
te q
uest
ions
of t
exts
and
read
with
a c
lear
focu
s to
iden
tify
answ
ers
(exp
licit
or im
plic
it) in
text
Sum
mar
izin
g/Sy
nthe
sizi
ng:
Sum
mar
ize n
onfic
tion
Sum
mar
ize n
onfic
tion
by id
entif
ying
and
reor
gani
zing
impo
rtant
idea
s an
d in
form
atio
n in
to n
ew
unde
rsta
ndin
gs
Sum
mar
izin
g/Sy
nthe
sizi
ng:
Sum
mar
ize
nonfi
ctio
nSu
mm
arize
non
fictio
n by
iden
tifyi
ng a
nd
reor
gani
zing
impo
rtant
idea
s and
info
rmat
ion
into
new
und
erst
andi
ngs
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Ana
lyze
com
mon
ex
pres
sion
s (g
rindi
ng a
way
)•
Wor
d St
udy:
Gre
ek a
nd L
atin
root
s•
Writ
ing:
Writ
e a
pers
uasi
ve le
tter
seek
ing
inve
stor
s in
you
r new
bus
ines
s
RFa
cts
on F
ilm:
How
to
Mak
e a
Docu
men
tary
Nonfi
ctio
n: P
roce
dure
Infe
renc
e: C
onne
ctio
nsCo
mbi
ne c
onte
xt w
ith re
leva
nt p
rior k
now
ledg
e to
cr
eate
per
sona
l mea
ning
from
text
Text
Stru
ctur
e: N
onfic
tion
text
stru
ctur
esUs
e no
nfict
ion
text
stru
ctur
es (c
hron
olog
y, c
ause
an
d ef
fect
, poi
nt o
f vie
w, i
nten
t) to
pre
dict
, con
stru
ct
mea
ning
, and
dee
pen
unde
rsta
ndin
g
Text
Stru
ctur
e: N
onfic
tion
text
stru
ctur
esUs
e no
nfict
ion
text
stru
ctur
es (c
hron
olog
y,
caus
e an
d ef
fect
, poi
nt o
f vie
w, i
nten
t) to
pr
edic
t, co
nstru
ct m
eani
ng, a
nd d
eepe
n un
ders
tand
ing
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Eas
ily c
onfu
sed
wor
ds
(affe
ct, e
ffect
)•
Wor
d St
udy:
Suf
fixes
• W
ritin
g: P
repa
re q
uest
ions
for a
n in
terv
iew
for a
doc
umen
tary
RDa
shin
g Th
roug
h th
e Sn
ow:
The
Stor
y of
the
Jr. I
dita
rod
Nonfi
ctio
n: R
epor
t
Ques
tioni
ng:
Gene
rate
/ans
wer
que
stio
ns o
f tex
tGe
nera
te q
uest
ions
of t
exts
and
read
with
a c
lear
focu
s to
iden
tify
answ
ers
(exp
licit
or im
plic
it) in
text
Dete
rmin
ing
Impo
rtanc
e: N
ote-
taki
ng s
trate
gies
Use
note
-taki
ng s
trate
gies
to re
cord
mai
n id
eas,
su
ppor
ting
deta
ils, r
elev
ant b
ackg
roun
d kn
owle
dge,
an
d qu
estio
ns
Dete
rmin
ing
Impo
rtanc
e: N
ote-
taki
ng
stra
tegi
esUs
e no
te-ta
king
stra
tegi
es to
reco
rd m
ain
idea
s, su
ppor
ting
deta
ils, r
elev
ant b
ackg
roun
d kn
owle
dge,
and
que
stio
ns
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Usi
ng pr
ior k
now
ledg
e and
co
ntex
t (m
akes
hift)
• W
ord
Stud
y: S
uffix
es•
Writ
ing:
Writ
e a
wan
t ad
for a
dog
sle
d m
ushe
r
163guided instructional Reading–Books Pacing Chart/Scope & Sequence
BR_BM1_GR4_2-CM1.indd 163 10/15/09 5:04:44 PM
164 bookshop Reading gRade 4
Leve
lTi
tle/
Gen
re/
Text
Typ
eSe
ssio
n 1 F
ocus
esSe
ssio
n 2
Focu
sRe
cipr
ocal
Rea
din
g &
Ad
dit
iona
l Ins
truc
tion
RKi
ds Y
ou O
ught
to
Know
No
nfict
ion:
Bio
grap
hy
Mak
ing
Conn
ectio
ns:
Text
-to-s
elf
Link
to p
erso
nal e
xper
ienc
e to
con
stru
ct m
eani
ng a
nd
deep
en u
nder
stan
ding
Com
preh
ensi
on M
onito
ring:
Ide
ntify
pur
pose
; m
onito
r suc
cess
Esta
blis
h a
purp
ose
for r
eadi
ng a
nd a
naly
ze w
heth
er
or n
ot p
urpo
se w
as m
et
Com
preh
ensi
on M
onito
ring:
Ide
ntify
pu
rpos
e; m
onito
r suc
cess
Esta
blis
h a
purp
ose
for r
eadi
ng a
nd a
naly
ze
whe
ther
or n
ot p
urpo
se w
as m
et
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Exa
min
ing
wor
ds in
co
ntex
t (he
mat
olog
y)•
Wor
d St
udy:
Suf
fixes
• W
ritin
g: W
rite
a sh
ort b
iogr
aphy
RFl
ipSi
des:
Sho
uld
We
Use
Gree
n En
ergy
So
urce
s Th
at E
ndan
ger
Anim
als?
Nonfi
ctio
n: P
ersu
asiv
e
Visu
aliz
ing:
Fac
t and
opi
nion
Dist
ingu
ish
betw
een
fact
and
opi
nion
Sum
mar
izin
g &
Syn
thes
izin
g: C
ross
-text
un
ders
tand
ings
Synt
hesi
ze im
porta
nt in
form
atio
n or
und
erst
andi
ngs
acro
ss te
xts
to c
reat
e ne
w u
nder
stan
ding
s
Sum
mar
izin
g &
Syn
thes
izin
g: C
ross
-text
un
ders
tand
ings
Synt
hesi
ze im
porta
nt in
form
atio
n or
un
ders
tand
ings
acr
oss
text
s to
cre
ate
new
un
ders
tand
ings
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Top
ic-s
peci
fic v
ocab
ular
y (g
loba
l-war
min
g w
ords
)•
Wor
d St
udy:
Gre
ek ro
ots
(ther
m,
hydr
o)•
Writ
ing:
Ans
wer
que
stio
ns a
bout
the
book
and
sta
te o
pini
on o
f top
ic
RAn
gel I
slan
d No
nfict
ion:
Rep
ort
Mak
ing
Conn
ectio
ns:
Text
-to-s
elf/w
orld
Dist
ingu
ish
betw
een
fact
and
opi
nion
Sum
mar
izin
g/Sy
nthe
sizi
ng:
Com
pare
and
con
trast
Iden
tify
sim
ilarit
ies
and
diffe
renc
es w
ithin
text
or
acro
ss te
xts
to d
eepe
n un
ders
tand
ing
Sum
mar
izin
g/Sy
nthe
sizi
ng:
Com
pare
and
co
ntra
stId
entif
y sim
ilarit
ies a
nd d
iffer
ence
s with
in te
xt
or a
cros
s te
xts
to d
eepe
n un
ders
tand
ing
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Top
ic-s
peci
fic w
ords
(im
mig
ratio
n, d
iscr
imin
atio
n, p
reju
dice
)•
Wor
d St
udy:
Affi
xes
• W
ritin
g: W
rite
a sp
eech
co
mm
emor
atin
g th
e im
mig
rant
s
of A
ngel
Isla
nd
SA
Glin
t of G
old
Fict
ion:
Mys
tery
Infe
renc
e: T
ext t
o te
xtLi
nk fe
atur
es o
f tex
t to
know
ledg
e of
text
s (te
xt
type
s, p
lot l
ines
, fea
ture
s, s
truct
ures
) to
deep
en
unde
rsta
ndin
gTe
xt S
truct
ure:
Fic
tion
stor
y st
ruct
ure
Use
elem
ents
of s
tory
stru
ctur
e in
fict
ion
text
s in
or
der t
o pr
edic
t, co
nstru
ct m
eani
ng, a
nd d
eepe
n un
ders
tand
ing
Text
Stru
ctur
e: F
ictio
n st
ory
stru
ctur
eUs
e el
emen
ts o
f sto
ry s
truct
ure
in fi
ctio
n te
xts
in o
rder
to p
redi
ct, c
onst
ruct
mea
ning
, an
d de
epen
und
erst
andi
ng
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Wor
ds w
ith m
ultip
le
defin
ition
s (d
umbf
ound
ed)
• W
ord
Stud
y: P
refix
es (d
is-)
• W
ritin
g: W
rite
e-m
ails
from
Nat
alie
an
d Au
stin
to th
eir m
othe
r
BR_BM1_GR4_2-CM1.indd 164 10/15/09 5:04:45 PM
165guided instructional Reading–Books Pacing Chart/Scope & Sequence
Leve
lTi
tle/
Gen
re/
Text
Typ
eSe
ssio
n 1 F
ocus
esSe
ssio
n 2
Focu
sRe
cipr
ocal
Rea
din
g &
Ad
dit
iona
l Ins
truc
tion
SA
Nam
e of
Hon
or
Fict
ion:
His
toric
al F
ictio
nCo
mpr
ehen
sion
Mon
itorin
g: M
etac
ogni
tion
Activ
ely e
ngag
e in
read
ing
by re
cogn
izing
and
atte
ndin
g to
thou
ght p
roce
sses
that
occ
ur b
efor
e, d
urin
g, a
nd
afte
r rea
ding
(pre
dict
ing,
mon
itorin
g fo
r and
repa
iring
m
eani
ng lo
ss, q
uest
ioni
ng, i
nfer
ring,
vis
ualiz
ing,
sy
nthe
sizin
g)M
akin
g Co
nnec
tions
: Te
xt-to
-sel
fLi
nk to
per
sona
l exp
erie
nce
to c
onst
ruct
mea
ning
an
d de
epen
und
erst
andi
ng
Mak
ing
Conn
ectio
ns:
Text
-to-s
elf
Link
to p
erso
nal e
xper
ienc
e to
con
stru
ct
mea
ning
and
dee
pen
unde
rsta
ndin
g
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Con
cept
-rel
ated
wor
ds
(hon
or)
• W
ord
Stud
y: S
uffix
es•
Writ
ing:
Res
earc
h an
d w
rite
abou
t the
or
igin
of s
tude
nts’
giv
en o
r fam
ily n
ames
STi
me
Spin
ner
Fict
ion:
Sci
ence
Fic
tion
Mak
ing
Conn
ectio
ns:
Pred
ictio
nsCo
ntin
ue to
dev
elop
, con
firm
, or a
djus
t pre
dict
ions
or
unde
rsta
ndin
gs d
urin
g re
adin
gDe
term
inin
g Im
porta
nce:
Poi
nt o
f vie
wM
ake
criti
cal j
udgm
ents
as
part
of p
erso
nal r
espo
nse
whe
n es
tabl
ishi
ng in
divi
dual
poi
nts
of v
iew
Dete
rmin
ing
Impo
rtanc
e: P
oint
of v
iew
Mak
e cr
itica
l jud
gmen
ts a
s pa
rt of
per
sona
l re
spon
se w
hen
esta
blis
hing
indi
vidu
al p
oint
s of
vie
w
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Int
egra
te co
ntex
t clu
es an
d pr
ior k
now
ledg
e (in
furia
ting)
• W
ord
Stud
y: U
sing
a th
esau
rus
• W
ritin
g: W
rite
a cr
itica
l rev
iew
of
the
book
SW
ith C
oura
ge: S
even
W
omen
Who
Cha
nged
Am
eric
a No
nfict
ion:
Bio
grap
hy
Text
Stru
ctur
e: N
onfic
tion
text
stru
ctur
esUs
e no
nfict
ion
text
stru
ctur
es (c
hron
olog
y, c
ause
an
d ef
fect
, poi
nt o
f vie
w, i
nten
t) to
pre
dict
, con
stru
ct
mea
ning
, and
dee
pen
unde
rsta
ndin
gM
akin
g Co
nnec
tions
: Te
xt-to
-text
Rela
te to
text
out
side
per
sona
l exp
erie
nce
by m
akin
g te
xt-to
-text
con
nect
ions
to c
onst
ruct
mea
ning
Mak
ing
Conn
ectio
ns:
Text
-to-te
xtRe
late
to te
xt o
utsi
de p
erso
nal e
xper
ienc
e by
m
akin
g te
xt-to
-text
con
nect
ions
to c
onst
ruct
m
eani
ng
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Syn
onym
s (s
cand
al)
• W
ord
Stud
y: B
ase
wor
ds•
Writ
ing:
Sum
mar
ize th
e ac
com
plis
hmen
ts o
f one
wom
an in
th
e bo
ok
SFl
ipSi
des:
Sho
uld
Ther
e Be
Pre
side
ntia
l Te
rm L
imits
? No
nfict
ion:
Per
suas
ive
Mak
ing
Conn
ectio
ns:
Text
-to-s
elf/w
orld
Diffe
rent
iate
bet
wee
n fa
ct a
nd o
pini
onSu
mm
ariz
ing/
Synt
hesi
zing
: Cr
oss-
text
un
ders
tand
ings
Synt
hesi
ze im
porta
nt in
form
atio
n or
und
erst
andi
ngs
acro
ss te
xts
to c
reat
e ne
w u
nder
stan
ding
s
Sum
mar
izin
g/Sy
nthe
sizi
ng:
Cros
s-te
xt
unde
rsta
ndin
gsSy
nthe
size
impo
rtant
info
rmat
ion
or
unde
rsta
ndin
gs a
cros
s te
xts
to c
reat
e ne
w
unde
rsta
ndin
gs
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Com
mon
exp
ress
ions
(la
me
duck
)•
Wor
d St
udy:
Suf
fixes
• W
ritin
g: C
hoos
e a si
de in
this
argu
men
t an
d w
rite
a pe
rsua
sive
opi
nion
pie
ce
S W
ith O
ne S
ky A
bove
Us
Nonfi
ctio
n: R
epor
tQu
estio
ning
: Ge
nera
te/a
nsw
er q
uest
ions
of a
utho
rAs
k qu
estio
ns o
f aut
hor t
o un
ders
tand
aut
hor’s
bia
s,
purp
ose,
or p
oint
of v
iew
In
fere
nce:
Cau
se a
nd e
ffect
Infe
r cau
se-a
nd-e
ffect
rela
tions
hips
impl
ied
in te
xt
Infe
renc
e: C
ause
and
effe
ctIn
fer c
ause
-and
-effe
ct re
latio
nshi
ps im
plie
d in
text
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary
• W
ord
Stud
y•
Writ
ing
BR_BM1_GR4_2-CM1.indd 165 10/15/09 5:04:45 PM
166 bookshop Reading gRade 4
Leve
lTi
tle/
Gen
re/
Text
Typ
eSe
ssio
n 1 F
ocus
esSe
ssio
n 2
Focu
sRe
cipr
ocal
Rea
din
g &
Ad
dit
iona
l Ins
truc
tion
SAm
eric
a’s
Fore
sts
and
Woo
dlan
ds
Nonfi
ctio
n: R
epor
t
Visu
aliz
ing:
Des
crip
tive
lang
uage
Link
des
crip
tive l
angu
age i
n te
xt to
per
sona
l exp
erie
nce
and
know
ledg
e to
cre
ate
sens
ory
imag
es to
dee
pen
conn
ectio
n w
ith te
xtCo
mpr
ehen
sion
Mon
itorin
g: R
erea
ding
Rere
ad to
cla
rify
mea
ning
or c
once
pts
Com
preh
ensi
on M
onito
ring:
Rer
eadi
ngRe
read
to c
larif
y m
eani
ng o
r con
cept
sRe
cipr
ocal
Rea
ding
(see
pp.
88–
93)
Addi
tiona
l Ins
truct
ion
• V
ocab
ular
y: U
sing
wor
ds in
diff
eren
t co
ntex
ts (v
arie
ty)
• W
ord
Stud
y: C
ompa
rativ
e ad
ject
ives
• W
ritin
g: W
rite
abou
t a re
al o
r im
agin
ed
hike
in a
fore
st; w
rite
a po
em a
bout
fo
rest
s or
tree
s
TW
illie
Cov
an L
oved
to
Danc
e!
Nonfi
ctio
n: B
iogr
aphy
Mak
ing
Conn
ectio
ns:
Text
-to-te
xt
Link
feat
ures
of t
ext t
o kn
owle
dge
of te
xts
(text
type
s,
plot
line
s, fe
atur
es, s
truct
ures
)Te
xt S
truct
ure:
Lite
rary
dev
ices
Anal
yze
use
of li
tera
ry d
evic
es s
uch
as fi
gura
tive
lang
uage
, rhy
thm
, rhy
me,
pat
tern
, alli
tera
tion,
on
omat
opoe
ia, a
sson
ance
, im
ager
y, re
petit
ion
Text
Stru
ctur
e: L
itera
ry d
evic
esAn
alyz
e us
e of
lite
rary
dev
ices
suc
h as
fig
urat
ive
lang
uage
, rhy
thm
, rhy
me,
pat
tern
, al
liter
atio
n, o
nom
atop
oeia
, ass
onan
ce,
imag
ery,
repe
titio
n
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Syn
onym
s (s
aunt
ered
)•
Wor
d St
udy:
Mul
ti-sy
llabi
c w
ords
• W
ritin
g: W
rite
a pa
ragr
aph
or
desc
riptio
n us
ing
spec
ified
lite
rary
de
vice
s
TM
ashe
r & C
rash
er:
A Je
tboa
rd A
dven
ture
Fict
ion:
Sci
ence
Fic
tion
Visu
aliz
ing:
Sim
iles,
met
apho
rs, p
erso
nific
atio
n,
hype
rbol
eId
entif
y an
d un
ders
tand
the
purp
ose
of s
imile
s,
met
apho
rs, p
erso
nific
atio
n, a
nd h
yper
bole
in
con
text
In
fere
nce:
Aw
aren
ess
of k
now
n/un
know
n Re
late
to te
xt o
utsi
de p
erso
nal e
xper
ienc
e by
mak
ing
text
-to-te
xt c
onne
ctio
ns to
con
stru
ct m
eani
ng
Infe
renc
e: A
war
enes
s of
kno
wn/
unkn
own
Rela
te to
text
out
side
per
sona
l exp
erie
nce
by
mak
ing
text
-to-te
xt c
onne
ctio
ns to
con
stru
ct
mea
ning
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary
• W
ord
Stud
y•
Writ
ing
TFo
g Va
lley
Fict
ion:
Adv
entu
reDe
term
inin
g Im
porta
nce:
Not
e-ta
king
(mai
n id
eas,
su
ppor
ting
deta
ils, q
uest
ions
) Us
e no
te-ta
king
stra
tegi
es to
reco
rd m
ain
idea
s,
supp
ortin
g de
tails
, rel
evan
t bac
kgro
und
know
ledg
e,
and
ques
tions
Infe
renc
e: T
ext t
o se
lfLi
nk to
per
sona
l exp
erie
nce
to c
onst
ruct
mea
ning
an
d de
epen
und
erst
andi
ng
Infe
renc
e: T
ext t
o se
lfLi
nk to
per
sona
l exp
erie
nce
to c
onst
ruct
m
eani
ng a
nd d
eepe
n un
ders
tand
ing
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
nVo
cabu
lary
: Us
e ne
w w
ords
in
sent
ence
s (jo
stlin
g)W
ord
Stud
y: P
refix
es (o
ver-
)W
ritin
g: W
rite
an a
dditi
onal
cha
pter
for
the
book
BR_BM1_GR4_2-CM1.indd 166 10/15/09 5:04:46 PM
167guided instructional Reading–Books Pacing Chart/Scope & Sequence
Leve
lTi
tle/
Gen
re/
Text
Typ
eSe
ssio
n 1 F
ocus
esSe
ssio
n 2
Focu
sRe
cipr
ocal
Rea
din
g &
Ad
dit
iona
l Ins
truc
tion
TSa
gebr
ush
and
Pain
tbru
sh:
The
Stor
y of
Cha
rlie
Russ
ell,
the
Cow
boy
Artis
t No
nfict
ion:
Bio
grap
hy
Dete
rmin
ing
Impo
rtanc
e: M
ain
idea
Loca
te d
etai
ls in
text
to s
uppo
rt an
d ju
stify
mai
n id
eaM
akin
g Co
nnec
tions
: Te
xt-to
-wor
ldAc
tivat
e un
ders
tand
ings
gai
ned
from
sou
rces
oth
er
than
per
sona
l exp
erie
nce
to m
ake
text
-to-w
orld
co
nnec
tions
to d
eepe
n un
ders
tand
ing
of te
xt
Mak
ing
Conn
ectio
ns:
Text
-to-w
orld
Activ
ate
unde
rsta
ndin
gs g
aine
d fro
m
sour
ces
othe
r tha
n pe
rson
al e
xper
ienc
e to
m
ake
text
-to-w
orld
con
nect
ions
to d
eepe
n un
ders
tand
ing
of te
xt
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Usi
ng n
ew w
ords
in
diffe
rent
con
text
s (r
eser
vatio
ns)
• W
ord
Stud
y: M
ultip
le-m
eani
ng w
ords
• W
ritin
g: W
rite t
he st
ory o
ne o
f Rus
sell’s
pa
intin
gs te
lls
TFl
ipSi
des:
Are
Or
gani
zed
Spor
ts
Bett
er fo
r Kid
s Th
an
Pick
-up
Gam
es?
No
nfict
ion:
Per
suas
ive
Mak
ing
Conn
ectio
ns:
Text
-to-s
elf/w
orld
Dist
ingu
ish
betw
een
fact
and
opi
nion
Mak
ing
Conn
ectio
ns:
Text
-to-te
xtRe
late
to te
xt o
utsi
de p
erso
nal e
xper
ienc
e by
mak
ing
text
-to-te
xt c
onne
ctio
ns to
con
stru
ct m
eani
ng
Mak
ing
Conn
ectio
ns:
Text
-to-te
xtRe
late
to te
xt o
utsi
de p
erso
nal e
xper
ienc
e by
m
akin
g te
xt-to
-text
con
nect
ions
to c
onst
ruct
m
eani
ng
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Wor
ds in
con
text
(b
leac
hers
)•
Wor
d St
udy:
Suf
fixes
• W
ritin
g: W
rite
a pe
rsua
sive
ess
ay
TAt
las
of E
ndan
gere
d Sp
ecie
s No
nfict
ion:
Ref
eren
ce
Text
Stru
ctur
e: N
onfic
tion
text
stru
ctur
esUs
e no
nfict
ion
text
stru
ctur
es (c
hron
olog
y, c
ause
an
d ef
fect
, poi
nt o
f vie
w, i
nten
t) to
pre
dict
, con
stru
ct
mea
ning
, and
dee
pen
unde
rsta
ndin
gSu
mm
ariz
ing/
Synt
hesi
zing
: Te
xt fe
atur
esIn
terp
ret v
isua
l inf
orm
atio
n in
non
fictio
n, s
uch
as
diag
ram
s, p
hoto
grap
hs, a
nd p
roce
ss s
teps
, and
link
w
ith te
xt to
form
new
und
erst
andi
ngs
Sum
mar
izin
g/Sy
nthe
sizi
ng:
Text
feat
ures
Inte
rpre
t vis
ual in
form
atio
n in n
onfic
tion,
such
as
diag
ram
s, ph
otog
raph
s, an
d pro
cess
step
s,
and
link w
ith te
xt to
form
new
und
erst
andi
ngs
Reci
proc
al R
eadi
ng (s
ee p
p. 8
8–93
)Ad
ditio
nal I
nstru
ctio
n•
Voc
abul
ary:
Con
cept
-rel
ated
wor
ds
(ext
inct
ion,
end
ange
red,
thre
aten
ed,
etc.
)•
Wor
d St
udy:
Bas
e w
ords
• W
ritin
g: W
rite
a de
taile
d re
port
abou
t an
end
ange
red
anim
al
TTh
rill R
ides
! All
Abou
t Ro
ller C
oast
ers
Nonfi
ctio
n: E
xpla
natio
n
Com
preh
ensi
on M
onito
ring:
Not
e-ta
king
stra
tegi
esUs
e no
te-ta
king
stra
tegi
es to
reco
rd m
ain
idea
s,
supp
ortin
g de
tails
, rel
evan
t bac
kgro
und
know
ledg
e,
and
ques
tions
Infe
renc
e: A
utho
r pur
pose
/bia
sId
entif
y in
tent
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B o o k s h o p R e a d i n g T e a c h e R ’ s g u i d e
Grade 4 Small Group Guided Instructional Reading– Text Cards Pacing Chart/Scope & Sequence
How to Use This ChartThe Guided Instructional Reading–Text Cards Pacing Chart/Scope & Sequence presents a sequenced list
(simple to more complex text gradient) containing each of the 28 Grade 4 InfoPairs nonfiction leveled text cards.
The specific teaching focus for each of the three lesson plan sessions is catalogued under the card num-ber, title, genre, and text type. Focuses have been assigned in a systematic manner, resulting in an effective sequence of instruction in the nonfiction genre for small group guided instructional reading. In addition, topics for vocabulary and word work are indicated in Sessions 2 and 3.
Use this chart as a quick reference for order of difficulty, text types, teaching focuses, and specific text cards at each reading level, and as a guide to instructional options for each individual student. To find InfoPairs text cards sorted by teaching focus or global comprehension strategy, refer to the Small Group Guided Reading Instructional Focus Chart.
Level Session 1 Session 2 Session 3O/P Card 1A: Masks: A Southwestern Native
American TraditionNonfiction: ReportTeaching Focus: Ask questions of self by accessing prior knowledge in order to clarifying overall understandings
Card 1B: Preserving Pacific Northwest History Through TotemsNonfiction: ReportTeaching Focus: Interpret visual information in nonfiction, such as graphs, diagrams, photographs, and tables, and link with text to form new understandingsVocabulary: replicas and house frontal pole
Cards 1A and 1BTeaching Focus: Synthesize important information or understandings across texts to create new understandingsWord Work: Affixes
O/P Card 2A: SIT! Your Puppy’s First CommandNonfiction: ProcedureTeaching Focus: Use nonfiction text structures (chronology, cause and effect, point of view, intent) to predict, construct meaning, and deepen understanding
Card 2B: What Dogs KnowNonfiction: ReportTeaching Focus: Locate details in the text to support and justify main ideaVocabulary: adaptive
Cards 2A and 2BTeaching Focus: Identify similarities and differences within texts or across texts to deepen understandingWord Work: Root words and affixes
O/P Card 3A: A Water Supply Emergency Plan for the City of Preito, NevadaNonfiction: ProcedureTeaching Focus: Actively engage in reading by recognizing and attending to thought processes that occur before, during, and after reading (predicting, monitoring for and repairing meaning loss, questioning, inferring, visualizing, synthesizing)
Card 3B: Smoking Out Forest FiresNonfiction: ReportTeaching Focus: Continue to develop, confirm, or adjust predictions or understandings during readingVocabulary: arson
Cards 3A and 3BTeaching Focus: Relate to text outside personal experience by making text-to-text connections to construct meaningWord Work: Compound words
O/P Card 4A: Young Ruby Bridges Steps Into HistoryNonfiction: BiographyTeaching Focus: Make critical judgments as part of personal response when establishing individual point of view
Card 4B: Ruby Bridges: Reflecting Back on 50 YearsNonfiction: MemoirTeaching Focus: Combine context with relevant prior knowledge to create personal meaning from textVocabulary: segregate
Cards 4A and 4BTeaching Focus: Synthesize important information or understandings across texts to create new understandingsWord Work: Latin roots
O/P Card 5A: Jan Matzeliger Shoes the MassesNonfiction: BiographyTeaching Focus: Activate understandings gained from sources other than personal experience to make text-to-world connections to deepen understanding of text
Card 5B: Henry Ford: Getting America RollingNonfiction: ReportTeaching Focus: Reread to clarify meaning or conceptsVocabulary: “the great multitude”
Cards 5A and 5BTeaching Focus: Identify similarities and differences within texts or across texts to deepen understandingWord Work: Latin roots
Q/R Card 6A: Settling the Might Misi SipiNonfiction: ReportTeaching Focus: Identify the main idea by determining what is important in text
Card 6B: Saving the Columbia River SalmonNonfiction: TransactionalTeaching Focus: Infer cause-and-effect relationships implied in textVocabulary: hydroelectric
Cards 6A and 6B)Teaching Focus: Identify similarities and differences within texts or across texts to deepen understandingWord Work: Compound words
Q/R Card 7A: Precious StonesNonfiction: ExplanationTeaching Focus: Link descriptive language in text to personal experience and knowledge to create sensory images to deepen connection with text
Card 7B: Ten Fun Facts About FossilsNonfiction: ReportTeaching Focus: Ask questions of self by accessing prior knowledge to clarify overall understandingsVocabulary: petrified
Cards 7A and 7BTeaching Focus: Synthesize important information or understandings across texts to create new understandingsWord Work: Greek roots
Bookshop Grade 4 Guided Instructional Reading–Text Cards Pacing Chart / Scope & Sequence
1 Tabs at the top of each page clearly indicate the contents of each column of the chart.
2 The reading level of each pair of text cards appears in the first column. Text cards are ordered from easy to hard.
3 Each text card is accompanied by its number, genre, and text type in Columns 2 and 3.
4 There is a different specific teaching focus for each session of the guided instructional reading lesson plan.
5 The Session 3 focus is for cross-text instruction using both cards.
6 Topics for word work and vocabulary are noted.
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3
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170 bookshop Reading gRade 4
Level Session 1 Session 2 Session 3O/P Card 1A: Masks: A Southwestern Native
American TraditionNonfiction: ReportTeaching Focus: Ask questions of self by accessing prior knowledge in order to clarifying overall understandings
Card 1B: Preserving Pacific Northwest History Through TotemsNonfiction: ReportTeaching Focus: Interpret visual information in nonfiction, such as graphs, diagrams, photographs, and tables, and link with text to form new understandingsVocabulary: replicas and house frontal pole
Cards 1A and 1BTeaching Focus: Synthesize important information or understandings across texts to create new understandingsWord Work: Affixes
O/P Card 2A: SIT! Your Puppy’s First CommandNonfiction: ProcedureTeaching Focus: Use nonfiction text structures (chronology, cause and effect, point of view, intent) to predict, construct meaning, and deepen understanding
Card 2B: What Dogs KnowNonfiction: ReportTeaching Focus: Locate details in the text to support and justify main ideaVocabulary: adaptive
Cards 2A and 2BTeaching Focus: Identify similarities and differences within texts or across texts to deepen understandingWord Work: Root words and affixes
O/P Card 3A: A Water Supply Emergency Plan for the City of Preito, NevadaNonfiction: ProcedureTeaching Focus: Actively engage in reading by recognizing and attending to thought processes that occur before, during, and after reading (predicting, monitoring for and repairing meaning loss, questioning, inferring, visualizing, synthesizing)
Card 3B: Smoking Out Forest FiresNonfiction: ReportTeaching Focus: Continue to develop, confirm, or adjust predictions or understandings during readingVocabulary: arson
Cards 3A and 3BTeaching Focus: Relate to text outside personal experience by making text-to-text connections to construct meaningWord Work: Compound words
O/P Card 4A: Young Ruby Bridges Steps Into HistoryNonfiction: BiographyTeaching Focus: Make critical judgments as part of personal response when establishing individual point of view
Card 4B: Ruby Bridges: Reflecting Back on 50 YearsNonfiction: MemoirTeaching Focus: Combine context with relevant prior knowledge to create personal meaning from textVocabulary: segregate
Cards 4A and 4BTeaching Focus: Synthesize important information or understandings across texts to create new understandingsWord Work: Latin roots
O/P Card 5A: Jan Matzeliger Shoes the MassesNonfiction: BiographyTeaching Focus: Activate understandings gained from sources other than personal experience to make text-to-world connections to deepen understanding of text
Card 5B: Henry Ford: Getting America RollingNonfiction: ReportTeaching Focus: Reread to clarify meaning or conceptsVocabulary: “the great multitude”
Cards 5A and 5BTeaching Focus: Identify similarities and differences within texts or across texts to deepen understandingWord Work: Latin roots
Q/R Card 6A: Settling the Might Misi SipiNonfiction: ReportTeaching Focus: Identify the main idea by determining what is important in text
Card 6B: Saving the Columbia River SalmonNonfiction: TransactionalTeaching Focus: Infer cause-and-effect relationships implied in textVocabulary: hydroelectric
Cards 6A and 6B)Teaching Focus: Identify similarities and differences within texts or across texts to deepen understandingWord Work: Compound words
Q/R Card 7A: Precious StonesNonfiction: ExplanationTeaching Focus: Link descriptive language in text to personal experience and knowledge to create sensory images to deepen connection with text
Card 7B: Ten Fun Facts About FossilsNonfiction: ReportTeaching Focus: Ask questions of self by accessing prior knowledge to clarify overall understandingsVocabulary: petrified
Cards 7A and 7BTeaching Focus: Synthesize important information or understandings across texts to create new understandingsWord Work: Greek roots
Bookshop Grade 4 Guided Instructional Reading–Text Cards Pacing Chart / Scope & Sequence
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Bookshop Grade 4 Guided Instructional Reading–Text Cards Pacing Chart / Scope & Sequence (cont.)
Level Session 1 Session 2 Session 3Q/R Card 8A: Circling Crater Rim Drive
Nonfiction: Virtual TourTeaching Focus: Generate questions of texts and read with a clear focus to identify answers (explicit and implicit) in text
Card 8B: The Hawaiian HotspotNonfiction: ExplanationTeaching Focus: Summarize nonfiction by identifying and reorganizing important ideas and information into new understandingsVocabulary: seamount
Cards 8A and 8BTeaching Focus: Relate to text outside personal experience by making text-to-text connections to construct meaningWord Work: Hawaiian language
Q/R Card 9A: The Big CheeseNonfiction: ReportTeaching Focus: Analyze use of literary devices such as figurative language, rhythm, rhyme, pattern, alliteration, onomatopoeia, assonance, imagery, and repetition
Card 9B: A Reflection by Harriet Robinson: New England Mill GirlNonfiction: MemoirTeaching Focus: Locate details in text to support and justify the main ideaVocabulary: millgirls
Cards 9A and 9BTeaching Focus: Relate to text outside personal experience by making text-to-text connections to construct meaning Word Work: Latin roots
Q/R Card 10A: Fuel for Your Growing BodyNonfiction: ExplanationTeaching Focus: Interpret visual information in nonfiction, such as graphs, diagrams, photographs, and tables, and link with text to form new understandings
Card 10B: Nutrition Facts: Debating Junk FoodNonfiction: Transactional Teaching Focus: Distinguish between fact and opinionVocabulary: epidemic
Cards 10A and 10BTeaching Focus: Identify similarities and differences within texts or across texts to deepen understandingWord Work: Latin roots
S/T Card 11A: Is There a Horse in Elise’s Future? Preparing a BudgetNonfiction: ProcedureTeaching Focus: Use note-taking strategies to record main ideas, supporting details, relevant background knowledge, and questions
Card 11B: Credit Card PerilsNonfiction: ExplanationTeaching Focus: Establish a purpose for reading and analyze whether or not the purpose was metVocabulary: credit and debit
Cards 11A and 11BTeaching Focus: Synthesize important information or understandings across texts to create new understandingsWord Work: Latin roots
S/T Card 12A: How Meteorologists Forecast the WeatherNonfiction: ExplanationTeaching Focus: Interpret visual information in nonfiction, such as graphs, diagrams, photographs, and tables, and link with text to form new understandings
Card 12B: Storm Chasers and Tornado ForecastersNonfiction: ReportTeaching Focus: Preview text to activate and connect to prior knowledge to make predictions prior to or during readingVocabulary: ominously
Cards 12A and 12BTeaching Focus: Relate to text outside personal experience by making text-to-text connections to construct meaningWord Work: Greek roots
S/T Card 13A: Graphing Immigration to AmericaNonfiction: ReportTeaching Focus: Interpret visual information in nonfiction, such as graphs and diagrams, and link with text to form new understandings
Card 13B: The Faces of New York CityNonfiction: ReportTeaching Focus: Identify intent, bias, purpose, or other authorial devices and critically evaluate their influence on the readerVocabulary: ethnic
Cards 13A and 13BTeaching Focus: Synthesize important information or understandings across texts to create new understandingsWord Work: Latin roots
S/T Card 14A: Wind Power!Nonfiction: ExplanationTeaching Focus: Interpret visual information in nonfiction, such as graphs and diagrams, and link with text to form new understandings
Card 14B: NIMBY or YIMBY?Nonfiction: MemoirTeaching Focus: Analyze use of literary devices such as figurative language, rhythm, rhyme, pattern, alliteration, onomatopoeia, assonance, imagery, and repetitionVocabulary: black lung diseas
Cards 14A and 14BTeaching Focus: Synthesize important information or understandings across texts to create new understandingsWord Work: Latin roots
171guided instructional Reading–Text Cards Pacing Chart/Scope & Sequence
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