Bookshop Reading Teacher’s Guide
Grade 4 Guided Instructional Reading–Books Pacing Chart/
Scope & Sequence
How to Use This Chart
The 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 appropriate 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 specific 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
1
Level
Title/Genre/
Text Type
Session 1 Focuses
Session 2 Focus
Reciprocal Reading &
Additional Instruction
Early Established Stage (K – O)
2
L
Why Roadrunners Only
Die of Old Age
Fiction: Legend
Inference: Connections
Combine context with relevant prior knowledge to
create personal meaning from text
Summarizing & Synthesizing: Summarizing Fiction
Summarize fiction text by identifying important
details (plot ideas, sequence of events, character
traits, and other information) and synthesizing into
coherent understandings
Summarizing & Synthesizing:
Summarizing Fiction
Summarize 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 Heart
Nonfiction: Biography
Comprehension Monitoring: Predictions
Continue to develop, confirm, or adjust predictions
or understandings during reading
Determining Importance: Main Idea
Identify main idea by determining what is important
in text
Determining Importance: Main Idea
Identify 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 Cove
Fiction: Fantasy
Inference: Justify inference
Return to text to explain and justify inferential thinking
Visualizing: 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 Crab
Nonfiction: Report
3
Comprehension Monitoring: Predictions
Continue to develop, confirm, or adjust predictions
or understandings during reading
Questioning: Generating
4 questions of self
Ask questions of self by assessing prior knowledge
or clarifying overall understandings
Questioning: Generating questions of self
Ask questions of self by assessing
prior knowledge or clarifying overall
5understandings
7
6
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
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1
Tabs at the top of each spread clearly
indicate the contents of each column.
5
There are two focuses in Session 1. The
second of the two repeats in Session 2.
2
The reading level of each book appears in
the first column. Books are ordered from
easy to hard.
6
3
Each title is accompanied by its genre and
text type in the second column.
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.
4
The global comprehension strategy
precedes each teaching focus in Columns 3
and 4.
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bookshop Reading Grade 4
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Why Roadrunners Only
Die of Old Age
Fiction: Legend
Dorothea Lange:
Photographer With
a Heart
Nonfiction: Biography
Songs of Dolphin Cove
Fiction: Fantasy
The Strange Life of
the Land Hermit Crab
Nonfiction: Report
L
M
M
Title/Genre/
Text Type
L
Level
Session 2 Focus
Comprehension Monitoring: Predictions
Continue to develop, confirm, or adjust predictions
or understandings during reading
Questioning: Generating questions of self
Ask questions of self by assessing prior knowledge
or clarifying overall understandings
Inference: Justify inference
Return to text to explain and justify inferential thinking
Visualizing: Descriptive Language
Link descriptive language in text to personal
experience and knowledge to create sensory images
to deepen connection with text
Comprehension Monitoring: Predictions
Continue to develop, confirm, or adjust predictions
or understandings during reading
Determining Importance: Main Idea
Identify main idea by determining what is important
in text
Inference: Connections
Combine context with relevant prior knowledge to
create personal meaning from text
Summarizing & Synthesizing: Summarizing Fiction
Summarize fiction text by identifying important
details (plot ideas, sequence of events, character
traits, and other information) and synthesizing into
coherent understandings
Questioning: Generating questions of self
Ask questions of self by assessing
prior knowledge or clarifying overall
understandings
Visualizing: Descriptive Language
Link descriptive language in text to personal
experience and knowledge to create sensory
images to deepen connection with text
Determining Importance: Main Idea
Identify main idea by determining what is
important in text
Summarizing & Synthesizing:
Summarizing Fiction
Summarize fiction text by identifying
important details (plot ideas, sequence
of events, character traits, and other
information) and synthesizing into
coherent understandings
Early Established Stage (K – O)
Session 1 Focuses
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
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
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Compound words
(ferryboat)
• Word Study: Greek roots (photo
and graph)
• Writing: Write a critical review
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Using new words in
discussion (pounce)
• Word Study: Suffix -y
• Writing: Write a pourquoi tale
Reciprocal Reading &
Additional Instruction
Bookshop Grade 4 Guided Instructional Reading–Books Pacing Chart/Scope & Sequence
Guided Instructional Reading–Books Pacing Chart/Scope & Sequence
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How to Be Nice (and
Other Lessons I Didn’t
Learn)
Fiction: Realistic Fiction
Mango’s Revenge
Fiction: Animal Story
O
Peanuts! Peanut
Butter!
Nonfiction: Report
N
O
Teddy’s Bear
Nonfiction: Explanation
Title/Genre/
Text Type
N
Level
Summarizing/Synthesizing: Summarizing fiction
Summarize fiction by identifying important details and
synthesizing into coherent understandings
Determining Importance: Point of view
Understand different points of view or make
judgments about a range of characters in fiction
Comprehension Monitoring: Identify purpose;
monitor success
Establish a purpose for reading and analyze whether or
not purpose was met
Determining Importance: Main idea
Identify main idea by determining what is important
in text (whole book, chapter, passage, or text type)
Inference: Predictions
Preview text to activate and connect prior knowledge
to text to make predictions prior to and/or during
reading
Comprehension Monitoring: Identify purpose,
monitor success
Establish purpose for reading and analyze whether
or not purpose was met
Determining Importance: Main Idea
Locate details in text to support and justify main idea
Questioning: Generate/answer questions of text
Generate questions of texts and read with a clear
focus to identify answers (explicit or implicit) in text
Session 1 Focuses
Determining Importance: Point of view
Understand different points of view or make
judgments about a range of characters in
fiction
Determining Importance: Main idea
Identify main idea by determining what
is important in text (whole book, chapter,
passage, or text type)
Comprehension Monitoring: Identify
purpose, monitor success
Establish purpose for reading and analyze
whether or not purpose was met
Questioning: Generate/answer questions
of text
Generate questions of texts and read with a
clear focus to identify answers (explicit or
implicit) in text
Session 2 Focus
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Using new words in
different ways (billowing)
• Word Study: Base words
• Writing: Create a character web for an
animal and have partner develop it into
a story
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Use context clues
(sarcastic)
• Word Study: Suffixes
• Writing: Write about a time students
felt unsure
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Using context clues for
meaning (nutrients)
• Word Study: Prefixes and suffixes
(dis- and -ment)
• Writing: Letter of gratitude to G. W.
Carver
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Analyze common
expressions (traffic-stopper)
• Word Study: Suffixes (-ful)
• Writing: Write an opinion of
Roosevelt’s decision not to shoot
the bear
Reciprocal Reading &
Additional Instruction
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bookshop Reading Grade 4
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Tea Leaves
Fiction: Realistic Fiction
Fatima
Fiction: Realistic Fiction
The Mystery of the
Jubilee Emerald
Fiction: Mystery
Demeter and
Persephone
Fiction: Myth
O
O
O
Title/Genre/
Text Type
O
Level
Comprehension Monitoring: Metacognition
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)
Session 2 Focus
Comprehension Monitoring: Rereading
Reread to clarify meaning or concepts
Inference: Cause and effect
Infer cause-and-effect relationships implied in text
Questioning: Generate/answer questions of text
Generate questions of text and read with a clear focus
to identify answers (explicit or implicit) in text
Summarizing/Synthesizing: Summarizing fiction
Summarize fiction text by identifying important
details and synthesizing into coherent
understandings
Inference: Connections
Combine context with relevant prior knowledge to create
personal meaning from text
Comprehension Monitoring: Predictions
Continue to develop, confirm, or adjust predictions
or understandings during reading
Inference: Cause and effect
Infer cause-and-effect relationships implied
in text
Summarizing/Synthesizing: Summarizing
fiction
Summarize fiction text by identifying
important details and synthesizing into
coherent understandings
Comprehension Monitoring: Predictions
Continue to develop, confirm, or adjust
predictions or understandings during reading
Established Stage (O – T)
Inference: Connections
Combine context with relevant prior knowledge to create
personal meaning from text
Comprehension Monitoring: Metacognition
Actively engage in reading by recognizing and
attending to thought processes that occur before,
during, and after reading
Session 1 Focuses
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Multiple-meaning words
(spring)
• Word Study: Compound words
• Writing: Write a new ending
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Internalizing definitions
(glimpse)
• Word Study: Word origins
• Writing: Write a critical review of a
mystery
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Relating to similar words
(stammered)
• Word Study: Greek and Latin roots
• Writing: Rewrite story from another
point of view
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Examining word families
(descended)
• Word Study: Compound words
• Writing: Write a letter to the main
character
Reciprocal Reading &
Additional Instruction
Guided Instructional Reading-Books Pacing Chart
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The Little Mermaid
Fiction: Fairy Tale
P
Herbert Fieldmouse:
Secret Agent
Fiction: Animal Story
P
Mysterious Spinners
Fiction: Legend
Almost Undone
Fiction: Fantasy
P
P
Dreams by Day, Dreams
by Night
Fiction: Poetry
Title/Genre/
Text Type
P
Level
Text Structure: Fiction: story structure
Use elements of story structure (characterization, setting,
theme, plot, chapter titles) to predict, construct meaning,
and deepen understanding
Determining Importance: Point of view
Make critical judgments as part of personal response
when establishing individual point of view
Comprehension Monitoring: Predictions
Preview text to activate and connect to prior knowledge
to make predictions prior to and/or during reading
Determining Importance: Main idea
Locate details in text to support and justify main idea
Comprehension Monitoring: Predictions
Continue to develop, confirm, or adjust predictions or
understandings during reading
Text Structure: Fiction: story structure
Use elements of story structure (characterization,
setting, theme, plot, chapter titles) to predict,
construct meaning, and deepen understanding
Visualizing: Similes, metaphors, personification,
hyperbole
Identify and understand the purpose of similes,
metaphors, personification, and hyperbole in context
Inference: Justify inference
Return to text to explain and justify inferential thinking
Comprehension Monitoring: Rereading
Reread to clarify meaning or concepts
Visualizing: Similes, metaphors, personification,
hyperbole
Identify and understand the purpose of similes,
metaphors, personification, and hyperbole in context
Session 1 Focuses
Determining Importance: Point of view
Make critical judgments as part of personal
response when establishing individual point
of view
Determining Importance: Main idea
Locate details in text to support and justify
main idea
Text Structure: Fiction: story structure
Use elements of story structure
(characterization, setting, theme, plot, chapter
titles) to predict, construct meaning, and
deepen understanding
Inference: Justify inference
Return to text to explain and justify inferential
thinking
Visualizing: Similes, metaphors,
personification, hyperbole
Identify and understand the purpose of
similes, metaphors, personification, and
hyperbole in context
Session 2 Focus
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Integrate context clues and
prior knowledge (emerge)
• Word Study: Compound words
• Writing: Rewrite the ending of the
fairy tale
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Using new words in
discussion (prosperity)
• Word Study: Prefixes
• Writing: Write a legend to explain a
natural or cultural phenomenon
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Multiple-meaning words
(operation)
• Word Study: Suffixes
• Writing: Write a sequel to the story
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Using new words in
different ways (dislodged)
• Word Study: Latin roots
• Writing: Write a short play based on a
story in this collection
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Multiple-meaning words
(swallow)
• Word Study: Suffixes
• Writing: Write a poem about a dream
Reciprocal Reading &
Additional Instruction
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bookshop Reading Grade 4
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Council Fire
Fiction: Historical Fiction
Should Kids Play Video
Games?
Nonfiction: Persuasive
Wings!
Nonfiction: Explanation
e–(t) mail
Fiction: Science Fiction
P
P
Q
Title/Genre/
Text Type
P
Level
Making Connections: Text-to-text
Link features of text to knowledge of texts (text types,
plot lines, features, structures) to deepen understanding
Making Connections: Predictions
Preview text to activate and connect prior knowledge to
text to make predictions prior to and/or during reading
Text Structure: Nonfiction Text Structures
Use nonfiction text structures (chronology, cause
and effect, point of view, intent) to predict, construct
meaning, and deepen understanding
Synthesizing & Summarizing: Text Features
Interpret visual information in nonfiction, such as
graphs, diagrams, photographs, process steps, and
tables, and link with text to form new understandings
Determining Importance: Main idea
Locate details in text to support and justify main idea
Questioning: Generate questions of self
Ask questions of self by accessing prior knowledge
or clarifying overall understandings
Comprehension Monitoring: Rereading
Reread to clarify meaning or concepts
Determining Importance: Point of View
Understand different points of view or make
judgments about a range of characters in fiction
Session 1 Focuses
Making Connections: Predictions
Preview text to activate and connect prior
knowledge to text to make predictions prior to
and/or during reading
Synthesizing & Summarizing: Text Features
Interpret visual information in nonfiction,
such as graphs, diagrams, photographs,
process steps, and tables, and link with text
to form new understandings
Questioning: Generate questions of self
Ask questions of self by accessing
prior knowledge or clarifying overall
understandings
Determining Importance: Point of View
Understand different points of view or
make judgments about a range of
characters in fiction
Session 2 Focus
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Refining Multiple-meaning
words in context (brilliance)
• Word Study: Compound words
• Writing: Rewrite a portion of the story
from Ojrek’s perspective
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Related words (thermals,
updraft)
• Word Study: Compound words
(fiberglass, shatterproof)
• Writing: Prepare a set of questions for
Yves Rossy
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Using new words in
context (persuasive, debate)
• Word Study: Compound words
• Writing: Choose an issue with clear
pro and con arguments and write
your opinion
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Applying new words
(aisle)
• Word Study: Suffixes (-hood)
• Writing: Write a speech Peacemaker
might have given
Reciprocal Reading &
Additional Instruction
Guided Instructional Reading–Books Pacing Chart/Scope & Sequence
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Art Works! Stencils,
Prints, and Special
Effects
Nonfiction: Procedure
Story-Writing
Handbook
Nonfiction: Procedure
Q
The Horse Jar
Fiction: Realistic Fiction
Q
Q
Young Robin’s Hood
Fiction: Adventure
Title/Genre/
Text Type
Q
Level
Inference: Author purpose/bias
Identify intent, bias, purpose, or other authorial
devices and critically evaluate their influence on
the reader
Summarizing & Synthesizing: Summarizing nonfiction
Summarize nonfiction by identifying and reorganizing
important ideas into new understandings
Questioning: Generate questions of self
Ask questions of self by accessing prior knowledge to
clarify overall understandings
Summarizing/Synthesizing: Text features
Interpret visual information in nonfiction, such as
diagrams, photographs, and process steps, and link
with text to form new understandings
Text Structure: Fiction story structure
Use elements of story structure in fiction texts
(characterization, setting, theme, plot, chapter titles)
in order to predict, construct meaning, and deepen
understanding
Inference: Text: world
Activate understanding gained from sources other
than personal experience to make text-to-world
connections to deepen understanding of the text
Determining Importance: Point of view
Understand different points of view or make
judgments about a range of characters in fiction
Inference: Author purpose/bias
Identify intent, bias, purpose, or other authorial
devices, and critically evaluate their influence on
the reader
Session 1 Focuses
Summarizing & Synthesizing:
Summarizing nonfiction
Summarize nonfiction by identifying and
reorganizing important ideas into new
understandings
Summarizing/Synthesizing: Text features
Interpret visual information in nonfiction, such
as diagrams, photographs, and process steps,
and link with text to form new understandings
Inference: Text: world
Activate understanding gained from
sources other than personal experience to
make text-to-world connections to deepen
understanding of the text
Inference: Author purpose/bias
Identify intent, bias, purpose, or other
authorial devices, and critically evaluate their
influence on the reader
Session 2 Focus
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Making word
associations (protagonist, antagonist)
• Word Study: Greek and Latin roots
(imago)
• Writing: Write a set of steps for peer
editors to follow
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Connecting synonyms
(pastel)
• Word Study: Prefixes
• Writing: Write step-by-step
instructions for an art or craft project
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Linking new words with
synonyms (gratitude)
• Word Study: Latin roots (cert)
• Writing: Create a glossary of horse
terms
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Adjectives (daring, clever)
• Word Study: Suffixes
• Writing: Write a notice using book’s
archaic language
Reciprocal Reading &
Additional Instruction
162
bookshop Reading Grade 4
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How Advertising Works
Nonfiction: Explanation
Maria Sanz de Sautuola
Nonfiction: Biography
Nicolaus Copernicus:
The Earth Is a Planet
Nonfiction: Biography
Itchy Mitch
Fiction: Graphic Novel
Q
R
R
Title/Genre/
Text Type
Q
Level
Questioning: Generate questions of self
Ask questions of self by accessing prior knowledge to
clarify overall understandings
Inference: Cause and effect
Infer cause-and-effect relationships implied in text
Determining Importance: Main idea
Identify main idea by determining what is important in
text (whole book, chapter, passage, or text type)
Making Connections: Text-to-world
Activate understandings gained from sources other
than personal experience to make text-to-world
connections to deepen understanding of text
Questioning: Generate/answer questions of author
Ask questions of author to understand author’s bias,
purpose, or point of view
Summarizing/Synthesizing: Summarizing nonfiction
Summarize nonfiction by identifying and reorganizing
important ideas and information into new
understandings
Determining Importance: Note-taking strategies
Use note-taking strategies to record main ideas,
supporting details, relevant background knowledge, and
questions
Questioning: Generate/answer questions of author
Ask questions of author to understand author’s bias,
purpose, or point of view
Session 1 Focuses
Inference: Cause and effect
Infer cause-and-effect relationships implied
in text
Making Connections: Text-to-world
Activate understandings gained from
sources other than personal experience to
make text-to-world connections to deepen
understanding of text
Summarizing/Synthesizing: Summarizing
nonfiction
Summarize nonfiction by identifying and
reorganizing important ideas and information
into new understandings
Questioning: Generate/answer questions
of author
Ask questions of author to understand
author’s bias, purpose, or point of view
Session 2 Focus
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Linking new words to
synonyms and antonyms (summon)
• Word Study: Prefixes
• Writing: Write a diary entry for one
character
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Defining words in context
(vantage point)
• Word Study: Latin roots
• Writing: Write three journal entries
Copernicus might have written
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Multiple-meaning words
in context (touch up)
• Word Study: Greek and Latin roots
• Writing: Interview partners and write
short biographies
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Using new words in
context (strategy)
• Word Study: Base words and suffixes
• Writing: Write original ad copy for an
existing product
Reciprocal Reading &
Additional Instruction
Guided Instructional Reading–Books Pacing Chart/Scope & Sequence
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Doris Free
Fiction: Historical Fiction
How to Start Your Own
Business
Nonfiction: Procedure
Facts on Film: How to
Make a Documentary
Nonfiction: Procedure
Dashing Through the
Snow: The Story of the
Jr. Iditarod
Nonfiction: Report
R
R
R
Title/Genre/
Text Type
R
Level
Questioning: Generate/answer questions of text
Generate questions of texts and read with a clear focus
to identify answers (explicit or implicit) in text
Determining Importance: Note-taking strategies
Use note-taking strategies to record main ideas,
supporting details, relevant background knowledge,
and questions
Inference: Connections
Combine context with relevant prior knowledge to
create personal meaning from text
Text Structure: Nonfiction text structures
Use nonfiction text structures (chronology, cause
and effect, point of view, intent) to predict, construct
meaning, and deepen understanding
Questioning: Generate/answer questions of text
Generate questions of texts and read with a clear focus
to identify answers (explicit or implicit) in text
Summarizing/Synthesizing: Summarize nonfiction
Summarize nonfiction by identifying and reorganizing
important ideas and information into new
understandings
Making Connections: Text-to-text
Link features of text to knowledge of texts (text types,
plot lines, features, structures) to deepen understanding
Visualizing: Descriptive language
Link descriptive language in text to personal experience
and knowledge to create sensory images to deepen
connection with text
Session 1 Focuses
Determining Importance: Note-taking
strategies
Use note-taking strategies to record main
ideas, supporting details, relevant background
knowledge, and questions
Text Structure: Nonfiction text structures
Use nonfiction text structures (chronology,
cause and effect, point of view, intent) to
predict, construct meaning, and deepen
understanding
Summarizing/Synthesizing: Summarize
nonfiction
Summarize nonfiction by identifying and
reorganizing important ideas and information
into new understandings
Visualizing: Descriptive language
Link descriptive language in text to personal
experience and knowledge to create sensory
images to deepen connection with text
Session 2 Focus
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Using prior knowledge and
context (makeshift)
• Word Study: Suffixes
• Writing: Write a want ad for a dog sled
musher
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Easily confused words
(affect, effect)
• Word Study: Suffixes
• Writing: Prepare questions for an
interview for a documentary
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Analyze common
expressions (grinding away)
• Word Study: Greek and Latin roots
• Writing: Write a persuasive letter
seeking investors in your new business
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Idiomatic expressions
(in the same boat)
• Word Study: Prefixes
• Writing: Rewrite the story as a play and
perform it
Reciprocal Reading &
Additional Instruction
164
bookshop Reading Grade 4
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Kids You Ought to
Know
Nonfiction: Biography
FlipSides: Should
We Use Green Energy
Sources That Endanger
Animals?
Nonfiction: Persuasive
Angel Island
Nonfiction: Report
A Glint of Gold
Fiction: Mystery
R
R
S
Title/Genre/
Text Type
R
Level
Inference: Text to text
Link features of text to knowledge of texts (text
types, plot lines, features, structures) to deepen
understanding
Text Structure: Fiction story structure
Use elements of story structure in fiction texts in
order to predict, construct meaning, and deepen
understanding
Making Connections: Text-to-self/world
Distinguish between fact and opinion
Summarizing/Synthesizing: Compare and contrast
Identify similarities and differences within text or
across texts to deepen understanding
Visualizing: Fact and opinion
Distinguish between fact and opinion
Summarizing & Synthesizing: Cross-text
understandings
Synthesize important information or understandings
across texts to create new understandings
Making Connections: Text-to-self
Link to personal experience to construct meaning and
deepen understanding
Comprehension Monitoring: Identify purpose;
monitor success
Establish a purpose for reading and analyze whether
or not purpose was met
Session 1 Focuses
Text Structure: Fiction story structure
Use elements of story structure in fiction
texts in order to predict, construct meaning,
and deepen understanding
Summarizing/Synthesizing: Compare and
contrast
Identify similarities and differences within text
or across texts to deepen understanding
Summarizing & Synthesizing: Cross-text
understandings
Synthesize important information or
understandings across texts to create new
understandings
Comprehension Monitoring: Identify
purpose; monitor success
Establish a purpose for reading and analyze
whether or not purpose was met
Session 2 Focus
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Words with multiple
definitions (dumbfounded)
• Word Study: Prefixes (dis-)
• Writing: Write e-mails from Natalie
and Austin to their mother
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Topic-specific words
(immigration, discrimination, prejudice)
• Word Study: Affixes
• Writing: Write a speech
commemorating the immigrants
of Angel Island
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Topic-specific vocabulary
(global-warming words)
• Word Study: Greek roots (therm,
hydro)
• Writing: Answer questions about the
book and state opinion of topic
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Examining words in
context (hematology)
• Word Study: Suffixes
• Writing: Write a short biography
Reciprocal Reading &
Additional Instruction
Guided Instructional Reading–Books Pacing Chart/Scope & Sequence
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With Courage: Seven
Women Who Changed
America
Nonfiction: Biography
FlipSides: Should
There Be Presidential
Term Limits?
Nonfiction: Persuasive
With One Sky Above Us
Nonfiction: Report
S
S
Time Spinner
Fiction: Science Fiction
S
S
A Name of Honor
Fiction: Historical Fiction
Title/Genre/
Text Type
S
Level
Questioning: Generate/answer questions of author
Ask questions of author to understand author’s bias,
purpose, or point of view
Inference: Cause and effect
Infer cause-and-effect relationships implied in text
Making Connections: Text-to-self/world
Differentiate between fact and opinion
Summarizing/Synthesizing: Cross-text
understandings
Synthesize important information or understandings
across texts to create new understandings
Text Structure: Nonfiction text structures
Use nonfiction text structures (chronology, cause
and effect, point of view, intent) to predict, construct
meaning, and deepen understanding
Making Connections: Text-to-text
Relate to text outside personal experience by making
text-to-text connections to construct meaning
Making Connections: Predictions
Continue to develop, confirm, or adjust predictions or
understandings during reading
Determining Importance: Point of view
Make critical judgments as part of personal response
when establishing individual points of view
Comprehension Monitoring: Metacognition
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)
Making Connections: Text-to-self
Link to personal experience to construct meaning
and deepen understanding
Session 1 Focuses
Inference: Cause and effect
Infer cause-and-effect relationships implied
in text
Summarizing/Synthesizing: Cross-text
understandings
Synthesize important information or
understandings across texts to create new
understandings
Making Connections: Text-to-text
Relate to text outside personal experience by
making text-to-text connections to construct
meaning
Determining Importance: Point of view
Make critical judgments as part of personal
response when establishing individual points
of view
Making Connections: Text-to-self
Link to personal experience to construct
meaning and deepen understanding
Session 2 Focus
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary
• Word Study
• Writing
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Common expressions
(lame duck)
• Word Study: Suffixes
• Writing: Choose a side in this argument
and write a persuasive opinion piece
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Synonyms (scandal)
• Word Study: Base words
• Writing: Summarize the
accomplishments of one woman in
the book
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Integrate context clues and
prior knowledge (infuriating)
• Word Study: Using a thesaurus
• Writing: Write a critical review of
the book
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Concept-related words
(honor)
• Word Study: Suffixes
• Writing: Research and write about the
origin of students’ given or family names
Reciprocal Reading &
Additional Instruction
166
bookshop Reading Grade 4
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America’s Forests and
Woodlands
Nonfiction: Report
Willie Covan Loved to
Dance!
Nonfiction: Biography
Masher & Crasher:
A Jetboard Adventure
Fiction: Science Fiction
Fog Valley
Fiction: Adventure
T
T
T
Title/Genre/
Text Type
S
Level
Determining Importance: Note-taking (main ideas,
supporting details, questions)
Use note-taking strategies to record main ideas,
supporting details, relevant background knowledge,
and questions
Inference: Text to self
Link to personal experience to construct meaning
and deepen understanding
Visualizing: Similes, metaphors, personification,
hyperbole
Identify and understand the purpose of similes,
metaphors, personification, and hyperbole
in context
Inference: Awareness of known/unknown
Relate to text outside personal experience by making
text-to-text connections to construct meaning
Making Connections: Text-to-text
Link features of text to knowledge of texts (text types,
plot lines, features, structures)
Text Structure: Literary devices
Analyze use of literary devices such as figurative
language, rhythm, rhyme, pattern, alliteration,
onomatopoeia, assonance, imagery, repetition
Visualizing: Descriptive language
Link descriptive language in text to personal experience
and knowledge to create sensory images to deepen
connection with text
Comprehension Monitoring: Rereading
Reread to clarify meaning or concepts
Session 1 Focuses
Inference: Text to self
Link to personal experience to construct
meaning and deepen understanding
Inference: Awareness of known/unknown
Relate to text outside personal experience by
making text-to-text connections to construct
meaning
Text Structure: Literary devices
Analyze use of literary devices such as
figurative language, rhythm, rhyme, pattern,
alliteration, onomatopoeia, assonance,
imagery, repetition
Comprehension Monitoring: Rereading
Reread to clarify meaning or concepts
Session 2 Focus
Reciprocal Reading (see pp. 88–93)
Additional Instruction
Vocabulary: Use new words in
sentences (jostling)
Word Study: Prefixes (over-)
Writing: Write an additional chapter for
the book
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary
• Word Study
• Writing
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Synonyms (sauntered)
• Word Study: Multi-syllabic words
• Writing: Write a paragraph or
description using specified literary
devices
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Using words in different
contexts (variety)
• Word Study: Comparative adjectives
• Writing: Write about a real or imagined
hike in a forest; write a poem about
forests or trees
Reciprocal Reading &
Additional Instruction
Guided Instructional Reading–Books Pacing Chart/Scope & Sequence
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Sagebrush and
Paintbrush: The Story
of Charlie Russell, the
Cowboy Artist
Nonfiction: Biography
FlipSides: Are
Organized Sports
Better for Kids Than
Pick-up Games?
Nonfiction: Persuasive
Atlas of Endangered
Species
Nonfiction: Reference
Thrill Rides! All About
Roller Coasters
Nonfiction: Explanation
T
T
T
Title/Genre/
Text Type
T
Level
Comprehension Monitoring: Note-taking strategies
Use note-taking strategies to record main ideas,
supporting details, relevant background knowledge,
and questions
Inference: Author purpose/bias
Identify intent, bias, purpose, or other authorial
devices, and critically evaluate their influence
Text Structure: Nonfiction text structures
Use nonfiction text structures (chronology, cause
and effect, point of view, intent) to predict, construct
meaning, and deepen understanding
Summarizing/Synthesizing: Text features
Interpret visual information in nonfiction, such as
diagrams, photographs, and process steps, and link
with text to form new understandings
Making Connections: Text-to-self/world
Distinguish between fact and opinion
Making Connections: Text-to-text
Relate to text outside personal experience by making
text-to-text connections to construct meaning
Determining Importance: Main idea
Locate details in text to support and justify main idea
Making Connections: Text-to-world
Activate understandings gained from sources other
than personal experience to make text-to-world
connections to deepen understanding of text
Session 1 Focuses
Inference: Author purpose/bias
Identify intent, bias, purpose, or other
authorial devices, and critically evaluate their
influence
Summarizing/Synthesizing: Text features
Interpret visual information in nonfiction, such
as diagrams, photographs, and process steps,
and link with text to form new understandings
Making Connections: Text-to-text
Relate to text outside personal experience by
making text-to-text connections to construct
meaning
Making Connections: Text-to-world
Activate understandings gained from
sources other than personal experience to
make text-to-world connections to deepen
understanding of text
Session 2 Focus
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Making word
associations (incredible, tornado,
hurricane)
• Word Study: Compound words
• Writing: Research and write the
history of another type of amusement
park ride
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Concept-related words
(extinction, endangered, threatened,
etc.)
• Word Study: Base words
• Writing: Write a detailed report about
an endangered animal
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Words in context
(bleachers)
• Word Study: Suffixes
• Writing: Write a persuasive essay
Reciprocal Reading (see pp. 88–93)
Additional Instruction
• Vocabulary: Using new words in
different contexts (reservations)
• Word Study: Multiple-meaning words
• Writing: Write the story one of Russell’s
paintings tells
Reciprocal Reading &
Additional Instruction
NO T ES
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Bookshop Reading Teacher’s Guide
Grade 4 Small Group Guided Instructional Reading–
Text Cards Pacing Chart/Scope & Sequence
How to Use This Chart
The 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 number, 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.
3
Bookshop Grade 4 Guided Instructional Reading–Text Cards Pacing Chart / Scope & Sequence
1
2
Level
Session 1
O/P
Card 1A: Masks: A Southwestern Native
American Tradition
Nonfiction: Report
Teaching Focus: Ask questions of self by
accessing prior knowledge in order to clarifying
overall understandings
Card 1B: Preserving Pacific Northwest History
Through Totems
Nonfiction: Report
Teaching Focus: Interpret visual information
in nonfiction, such as graphs, diagrams,
photographs, and tables, and link with text to
form new understandings
Vocabulary: replicas and house frontal pole
Cards 1A and 1B
Teaching Focus: Synthesize
important information or
understandings across texts to create
new understandings
Word Work: Affixes
O/P
Card 2A: SIT! Your Puppy’s First Command
Nonfiction: Procedure
Teaching Focus: Use nonfiction text structures
(chronology, cause and effect, point of view,
intent) to predict, construct meaning, and
deepen understanding
Card 2B: What Dogs Know
Nonfiction: Report
Teaching Focus: Locate details in the text to
support and justify main idea
Vocabulary: adaptive
Cards 2A and 2B
Teaching Focus: Identify similarities
and differences within texts or across
texts to deepen understanding
Word Work: Root words and affixes
O/P
Card 3A: A Water Supply Emergency Plan for
the City of Preito, Nevada
Nonfiction: Procedure
Teaching 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 Fires
Nonfiction: Report
Teaching Focus: Continue to develop, confirm,
or adjust predictions or understandings during
reading
Vocabulary: arson
Cards 3A and 3B
Teaching Focus: Relate to text
outside personal experience by
making text-to-text connections to
construct meaning
Word Work: Compound words
4
Session 2
Session 3
5
Card 4B: Ruby Bridges: Reflecting Back on650
Cards 4A and 4B
Card 4A: Young Ruby Bridges Steps Into
Years
History
Teaching Focus: Synthesize
Nonfiction: Biography
Nonfiction: Memoir
important information or
Teaching Focus: Combine context with relevant
understandings across texts to create
Teaching Focus: Make critical judgments as
prior knowledge to create personal meaning from new understandings
part of personal response when establishing
4
Tabs at the
top of
There is a different
specific teaching focus
text
individual
pointeach
of viewpage clearly indicate
Word Work: Latin roots
Vocabulary: segregate
the contents of each column of the chart.
for each session of the guided instructional
O/P
1
2
3
reading
lessonCards
plan.
Card 5A: Jan Matzeliger Shoes the Masses
Card 5B: Henry Ford: Getting
America Rolling
5A and 5B
The O/P
reading
level of each pair of text cards
Nonfiction: Biography
Nonfiction: Report
Teaching Focus: Identify similarities
5 to
Focus:column.
Activate understandings
Teaching Focus: Reread
clarify meaning
or 3 and
differences
within
texts or across
The
Session
focus
is for
cross-text
appears inTeaching
the first
Text cards are
gained from sources other than personal
concepts
texts to deepen understanding
instruction using
both cards.
ordered from
easy
to text-to-world
hard. connections Vocabulary: “the great multitude”
experience
to make
Word Work: Latin roots
to deepen understanding of text
6 Topics for word work and vocabulary are
Each text card is accompanied by its number,
Card 6A: Settling the Might Misi Sipi
Card 6B: Saving the Columbia River Salmon
Cards 6A and 6B)
Q/R
genre, andNonfiction:
text type
Reportin Columns 2 and 3.Nonfiction: Transactional noted.
Teaching Focus: Identify similarities
Q/R
BR_BM1_GR4_2-CM1.indd 169
Teaching Focus: Identify the main idea by
determining what is important in text
Teaching Focus: Infer cause-and-effect
relationships implied in text
Vocabulary: hydroelectric
and differences within texts or across
texts to deepen understanding
Word Work: Compound words
Card 7A: Precious Stones
Nonfiction: Explanation
Teaching 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 Fossils
Nonfiction: Report
Teaching Focus: Ask questions of self by accessing
prior knowledge to clarify overall understandings
Vocabulary: petrified
Cards 7A and 7B
Teaching Focus: Synthesize
important information or
understandings across texts to create
new understandings
Word Work: Greek roots
169
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Bookshop Grade 4 Guided Instructional Reading–Text Cards Pacing Chart / Scope & Sequence
170
Level
Session 1
Session 2
Session 3
O/P
Card 1A: Masks: A Southwestern Native
American Tradition
Nonfiction: Report
Teaching Focus: Ask questions of self by
accessing prior knowledge in order to clarifying
overall understandings
Card 1B: Preserving Pacific Northwest History
Through Totems
Nonfiction: Report
Teaching Focus: Interpret visual information
in nonfiction, such as graphs, diagrams,
photographs, and tables, and link with text to
form new understandings
Vocabulary: replicas and house frontal pole
Cards 1A and 1B
Teaching Focus: Synthesize
important information or
understandings across texts to create
new understandings
Word Work: Affixes
O/P
Card 2A: SIT! Your Puppy’s First Command
Nonfiction: Procedure
Teaching Focus: Use nonfiction text structures
(chronology, cause and effect, point of view,
intent) to predict, construct meaning, and
deepen understanding
Card 2B: What Dogs Know
Nonfiction: Report
Teaching Focus: Locate details in the text to
support and justify main idea
Vocabulary: adaptive
Cards 2A and 2B
Teaching Focus: Identify similarities
and differences within texts or across
texts to deepen understanding
Word Work: Root words and affixes
O/P
Card 3A: A Water Supply Emergency Plan for
the City of Preito, Nevada
Nonfiction: Procedure
Teaching 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 Fires
Nonfiction: Report
Teaching Focus: Continue to develop, confirm,
or adjust predictions or understandings during
reading
Vocabulary: arson
Cards 3A and 3B
Teaching Focus: Relate to text
outside personal experience by
making text-to-text connections to
construct meaning
Word Work: Compound words
O/P
Card 4A: Young Ruby Bridges Steps Into
History
Nonfiction: Biography
Teaching Focus: Make critical judgments as
part of personal response when establishing
individual point of view
Card 4B: Ruby Bridges: Reflecting Back on 50
Years
Nonfiction: Memoir
Teaching Focus: Combine context with relevant
prior knowledge to create personal meaning from
text
Vocabulary: segregate
Cards 4A and 4B
Teaching Focus: Synthesize
important information or
understandings across texts to create
new understandings
Word Work: Latin roots
O/P
Card 5A: Jan Matzeliger Shoes the Masses
Nonfiction: Biography
Teaching 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 Rolling
Nonfiction: Report
Teaching Focus: Reread to clarify meaning or
concepts
Vocabulary: “the great multitude”
Cards 5A and 5B
Teaching Focus: Identify similarities
and differences within texts or across
texts to deepen understanding
Word Work: Latin roots
Q/R
Card 6A: Settling the Might Misi Sipi
Nonfiction: Report
Teaching Focus: Identify the main idea by
determining what is important in text
Card 6B: Saving the Columbia River Salmon
Nonfiction: Transactional
Teaching Focus: Infer cause-and-effect
relationships implied in text
Vocabulary: hydroelectric
Cards 6A and 6B)
Teaching Focus: Identify similarities
and differences within texts or across
texts to deepen understanding
Word Work: Compound words
Q/R
Card 7A: Precious Stones
Nonfiction: Explanation
Teaching 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 Fossils
Nonfiction: Report
Teaching Focus: Ask questions of self by accessing
prior knowledge to clarify overall understandings
Vocabulary: petrified
Cards 7A and 7B
Teaching Focus: Synthesize
important information or
understandings across texts to create
new understandings
Word Work: Greek roots
bookshop Reading Grade 4
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Bookshop Grade 4 Guided Instructional Reading–Text Cards Pacing Chart / Scope & Sequence (cont.)
Level
Session 1
Session 2
Session 3
Q/R
Card 8A: Circling Crater Rim Drive
Nonfiction: Virtual Tour
Teaching Focus: Generate questions of texts
and read with a clear focus to identify answers
(explicit and implicit) in text
Card 8B: The Hawaiian Hotspot
Nonfiction: Explanation
Teaching Focus: Summarize nonfiction by
identifying and reorganizing important ideas and
information into new understandings
Vocabulary: seamount
Cards 8A and 8B
Teaching Focus: Relate to text
outside personal experience by
making text-to-text connections to
construct meaning
Word Work: Hawaiian language
Q/R
Card 9A: The Big Cheese
Nonfiction: Report
Teaching 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 Girl
Nonfiction: Memoir
Teaching Focus: Locate details in text to
support and justify the main idea
Vocabulary: millgirls
Cards 9A and 9B
Teaching 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 Body
Nonfiction: Explanation
Teaching 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 Food
Nonfiction: Transactional
Teaching Focus: Distinguish between fact and
opinion
Vocabulary: epidemic
Cards 10A and 10B
Teaching Focus: Identify similarities
and differences within texts or across
texts to deepen understanding
Word Work: Latin roots
S/T
Card 11A: Is There a Horse in Elise’s Future?
Preparing a Budget
Nonfiction: Procedure
Teaching Focus: Use note-taking strategies to
record main ideas, supporting details, relevant
background knowledge, and questions
Card 11B: Credit Card Perils
Nonfiction: Explanation
Teaching Focus: Establish a purpose for
reading and analyze whether or not the purpose
was met
Vocabulary: credit and debit
Cards 11A and 11B
Teaching Focus: Synthesize
important information or
understandings across texts to create
new understandings
Word Work: Latin roots
S/T
Card 12A: How Meteorologists Forecast the
Weather
Nonfiction: Explanation
Teaching 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
Forecasters
Nonfiction: Report
Teaching Focus: Preview text to activate and
connect to prior knowledge to make predictions
prior to or during reading
Vocabulary: ominously
Cards 12A and 12B
Teaching Focus: Relate to text
outside personal experience by
making text-to-text connections to
construct meaning
Word Work: Greek roots
S/T
Card 13A: Graphing Immigration to America
Nonfiction: Report
Teaching 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 City
Nonfiction: Report
Teaching Focus: Identify intent, bias, purpose,
or other authorial devices and critically evaluate
their influence on the reader
Vocabulary: ethnic
Cards 13A and 13B
Teaching Focus: Synthesize
important information or
understandings across texts to create
new understandings
Word Work: Latin roots
S/T
Card 14A: Wind Power!
Nonfiction: Explanation
Teaching 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: Memoir
Teaching Focus: Analyze use of literary devices
such as figurative language, rhythm, rhyme,
pattern, alliteration, onomatopoeia, assonance,
imagery, and repetition
Vocabulary: black lung diseas
Cards 14A and 14B
Teaching Focus: Synthesize
important information or
understandings across texts to create
new understandings
Word Work: Latin roots
Guided Instructional Reading–Text Cards Pacing Chart/Scope & Sequence
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