®
Guided
Reading
Mystery
810L
The Mystery of
the Jubilee Emerald
Written by Gary Alan Wassner and illustrated by Adam Gustavson
Key IDEA An encounter with a red-headed stranger is the beginning of a mysterious
adventure for Cristopher and Erica. Little do they know that the strange meeting is just the first
in a series of events that lead them into an unsolved mystery right in Cristopher’s backyard.
LITERACY STANDARDS ADDRESSED IN THIS PLAN
RL.4.1 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Refer to details and examples in a text when
explaining what the text says explicitly and
when drawing inferences from the text.
L.4.5a
Sessions 2, 3 Explain the meaning of simple similes and
metaphors (e.g., as pretty as a picture) in context.
L.4.5c
RL.4.4 MAIN FOCUS Craft & Structure Sessions 2, 3 Determine the meaning of words and phrases
as they are used in a text, including those
that allude to significant characters found in
mythology.
RL.4.7 MAIN FOCUS Integration of Knowledge & Ideas Sessions 2, 3 Make connections between the text of a story
or drama and a visual or oral presentation of
the text, identifying where each version reflects
specific descriptions and directions in the text.
RL.4.10 Range of Reading & Level of Text Complexity By the end of the year, read and comprehend
literature, including stories, dramas, and poetry,
in the grades 4–5 text complexity band
proficiently, with scaffolding as needed at the
high end of the range.
ISBN 978-1-62889-215-4
SL.4.1
Comprehension & Collaboration Sessions 1, 2, 3 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and
texts, building on others’ ideas and expressing
their own clearly.
L.4.4b Vocabulary Acquisition & Use Additional Instruction Use common, grade-appropriate Greek and
Latin affixes and roots as clues to the meaning of
a word.
L.4.5
Vocabulary Acquisition & Use Vocabulary Acquisition & Use Vocabulary Acquisition & Use Additional Instruction Demonstrate understanding of words by relating
them to their opposites (antonyms) and to words
with similar but not identical meanings (synonyms).
RF.4.3a Phonics & Word Recognition Additional Instruction Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in context
and out of context.
RF.4.4a Fluency Session 2 Read grade-level text with purpose and
understanding.
W.4.3
Text Types & Purposes Writing Task Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.
W.4.8* Research to Build & Present Knowledge Sessions 1, 2, 3 Recall information from experiences or gather
information from provided sources to answer a
question.
*standard adapted from another grade
W.4.10 Range of Writing Write routinely over extended time frames
and shorter time frames for a range of
discipline-specific tasks, purposes, and
audiences.
Session 1 Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
MONDO BOOKSHOP GRADE 4 1
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Session 1 Text Selection: pp. v–8
Learning Focus
RL.4.1
Students read closely
and refer to details and
examples in the story when
explaining what the text says
explicitly and when drawing
inferences from the text.
VOCABULARY
Introduce the word
cameo to students and
invite them to share their
understanding of it. Read the
first few paragraphs on page
v together and clarify the
word’s meaning for the class.
Then discuss how the cameo
might be important to this
story.
Key Idea: Text Selection In the prologue, we meet a family fleeing their home
just before it catches fire. Chapter 1, set in a modern-day diner, introduces a
strange man, a waitress, and two young children and their father, which sets
the scene for this book.
PREVIEWING THE TEXT Read the title and author credit with students. Ask them to use their
knowledge of mysteries to make predictions about the text.
ead the back cover quietly and take a look at the front cover. What do you
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think this mystery will be about?
a missing emerald; two kids trying to find a missing jewel; a mystery in the
backyard
RL.4.4
ELL SUPPORT
RL.4.1 Discussing the Text
Ask questions at students’
language proficiency levels
and provide the following
sentence frames for student
responses: The first page is
mostly about ____. On the
first page I learned that ____.
5 minutes
et’s start reading to see if we can solve the mystery along with the main
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characters.
READING THE TEXT CLosely 10 minutes
Explain the learning focus for students. Ask them to read pages v–vii. Check
to see how they are doing with the application of the focus. Provide support if
needed. Then have them read the rest of the selection.
ysteries usually pose many questions. Look for the answers in the text as
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we try to solve the mystery. Sometimes the answers are explicit, or stated
directly in the text. Other times, we have to figure out, or infer, the answers.
Why do you think this is true?
The author wants to keep us guessing. A mystery is like a puzzle that we
have to piece together.
s we read page v, pay attention to details that tell us precisely what is
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happening and give us clues about the characters and other events in the
story. What does the author explicitly tell us on the first page of this book?
A woman and her son are leaving their home. A mean man is making them
go. They are taking cash and a cameo with them. The boy is six years old.
What can we infer from this information?
I think the man is bad, like a robber or a kidnapper, because he is speaking
very rudely to the woman and the boy. The cameo must be an expensive
or important piece of jewelry because they are worried about having it with
them.
Corrective Feedback
Have students closely reread
the title and first chapter to
find the author’s key idea.
Encourage them to reread
together page by page, and
then stop to think and talk
through their understanding of
each page.
If you are satisfied that students can apply the focus, set the reading
assignment for this session. If you are not, prompt students to return to
page v to find more explicit and implicit details in this story.
s we read, we’ll continue to look for information that the author states
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explicitly and draw our own inferences from this text. I wonder who these
people are and why they are sneaking out. Let’s read through page 8
to find out.
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DISCUSSING THE TEXT 10 minutes
As you discuss Chapter 1, invite students to continue finding explicit details in
the text and using them to draw inferences about the characters and events.
s we discuss the story, let’s take turns citing explicit examples from the text
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and using that information to draw inferences. Try to build on each others’
ideas. What does the author tell us explicitly on pages 3 and 4?
The man is interested in sculptures. The Van Burens were a wealthy family
that had sculptures on their property. Mrs. Van Buren was pretty and had
blonde hair.
ho made some inferences they’d like to share? Remember, citing text
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evidence makes your inference stronger.
I think Mrs. Van Buren is the mom from the Prologue because the author
says both women had blonde hair. Maybe the man is the boy from the
Prologue because Mrs. Van Buren was the mom, they had sculptures in their
yard, and on page 4, the man says he resembled one of the sculptures.
Focus on the phrase “colors danced wildly everywhere” on page vi.
uthors sometimes use figurative language to make descriptions clear for
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readers. One type of figurative language is called imagery. Writers use
imagery to appeal to readers’ senses. Who can find an example of imagery
on page vi?
SL.4.1 DISCUSSION
Collaborative
DISCUSSION TIP
It may help students express
their ideas clearly as they
collaborate with different
partners if you post sentence
frames so they can organize
their thoughts. For example:
• I think
about
because
.
• I like/don’t like
because
.
RL.4.4, L.4.5 VOCABULARY
Figurative Language
“colors danced wildly everywhere”
What images does this bring to your mind?
little rainbows and sparkles moving around the walls as the light hits the
crystal.
How does this description help you visualize the scene?
I’ve seen light go through glass and create patterns on the wall, so I can
imagine exactly how their room looked and understand how it was “almost
magical.”
Confirm students’ good use of the focus and encourage them to keep it in
mind whenever they read mysteries.
ou’re doing a great job explaining the events and characters described in
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the text and using that information to draw your own inferences. Remember
to continue to draw inferences as you read the rest of this mystery.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick Start
Planner, note this session’s learning focus. Observe each student’s articulation and
use of text evidence to evaluate individuals’ effective use of the learning focus.
COMPREHENSION SHARE
When you reach the end of
a chapter, review what has
happened so far in the story.
Make notes about the most
important events and details.
TEACHER’S
CHOICE COMPREHENSION: MAKE INFERENCES
E-RESOURCE
Formative Assessment Have students use the blackline master
RL.4.1 COMPREHENSION
Make Inferences
on page 10 to make inferences using evidence from the text. Review students’
responses as you evaluate their mastery of the learning focus.
TEACHER’S
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Have students use the
blackline master on page 11 as they read. Students will collect details from the
text to answer the questions: What actions do the characters in The Mystery
of the Jubilee Emerald take to solve the mystery? How do they feel about the
actions they take? Gather text evidence that answers this question. Review
students’ collected evidence as you evaluate their mastery of the learning focus.
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W.4.8*, RL.4.1 WRITING
Gather Information
MONDO BOOKSHOP GRADE 4 3
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Session 2 Text Selection: pp. v–8
LEARNING FOCUSES
RL.4.1, RL.4.4, RL.4.7
Students return to the text
to read closely and refer to
details and examples in the
story when explaining what
the text says explicitly and
when drawing inferences
from the text. At the same
time, students determine
the meanings of unknown
words and phrases in the
text and make connections
between the text and visual
presentation of the story.
Comprehension Share
When you analyze characters
in a mystery, remember to
look for all the clues. Play
detective. Pay close attention
to what a character does, of
course. But also notice what
the character says and how
he or she says it. Is he shiftyeyed? Does she seem to be
in a big hurry? Be suspicious!
Understanding characters
can help you deepen your
understanding of the story by
keeping you engaged.
RETURNING TO THE TEXT 5 minutes
Ask students to reflect on the text read previously. Guide them to recall how
they applied the learning focus to their reading.
Let’s review our discussion from the last session.
We cited evidence to explain what the text said explicitly and used that
information to draw inferences about the characters and events in this
mystery.
any of you found specific details that allowed you to support your
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inferences with evidence from the text.
READING THE TEXT CLOSELY 10 minutes
Explain the learning focuses. Invite students to reread pages v–8. Check in
to see how well they have understood the focuses. If you are satisfied that
students can apply them, set the reading assignment for this session. If not,
provide corrective feedback as suggested on page 2 of this lesson plan.
uring our last session we read the Prologue and met the main characters
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in this story. We also paid attention to details and examples that the author
states explicitly and how we can use these details to help us make inferences
about the characters and events. Today we are going to look carefully at the
words and illustrations the author and illustrator use to tell us this story. Let’s
focus on page 3. Can anyone tell us how you figured out the meaning of a
word you weren’t sure of at first?
I wasn’t sure about sophisticated. I thought about it and reread the
sentence. The author said “sophisticated and elegant,” so I think it might
mean fancy.
How can we check to see if this is correct?
We can look it up in the dictionary.
Great idea. What did you find?
Sophisticated means “having a lot of knowledge about the world, culture,
and fashion.”
Let’s reread the sentence to see if our definition makes sense.
Explain to students that the illustrations can add to the meaning of the text by
connecting to what is stated. Invite students to reread text and examine the
illustration on page 6.
et’s look at the illustration on page 6. What part of the text do you think it
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illustrates?
It shows the man scowling at the kids and grabbing his photos.
Let’s share how this drawing helps you to understand the story.
It shows the mean look on the man’s face. I can see how old the kids are
and what they look like.
What inferences can you draw about the characters from the illustration?
Now that I see the picture, I think the strange man is a really creepy
character.
How could this illustration be improved?
I think it would be better if I could see the sculptures in the photos.
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s you read, continue to look for details in the illustrations that help explain
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the text and details in the text that could improve the illustrations. This will
help you better understand what you read.
Formative Assessment: Fluency Listen to each student read a portion of
the text. Observe students’ fluency. If students need additional practice with
fluency, provide the necessary support at the end of the session. Ask students
to note words or phrases they find challenging for discussion after the
reading.
DISCUSSING THE TEXT 10 minutes
Begin a discussion in which students explain what the text says explicitly and
use these details and examples to make inferences. Remind them to pay close
attention to words and phrases to make sure they understand the author’s
exact meaning and to examine illustrations for details that enhance the text
and supply additional content to the story.
SL.4.1 DISCUSSION
Collaborative
et’s take a closer look at pages 5–8 and discuss what is happening at this
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point in the mystery. This will help you identify explicit details and examples
from the text.
Cristopher’s dad came to pick up the kids. The strange man grabbed his
photos and left the diner.
hose are good details from the text. Let’s use those details to draw
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inferences about the story.
The strange man did not want anyone to recognize him. I know this
because the author said he pulled his hat “low over his forehead” on
page 5. I think the man accidentally dropped the scrap of paper Cristopher
picked up that said “49 Spruce Street” because page 5 said, “he hastily
stuffed the photographs in his pocket,” which tells me the man probably
didn’t realize he dropped it. I think this information is a clue to solve the
mystery and we should pay special attention to it.
ELL SUPPORT
L.4.4 Vocabulary Support
vocabulary words such as
pleaded, reluctantly, and
resembled in context using
the ELL vocabulary strategies
in Getting Started.
he explicit details we reviewed helped us draw inferences about the
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characters and the events. We were able to support our inference with details
from the text.
Have students discuss unknown words from the text selection.
hat about new words? Were there any that you could not figure out from
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the context clues?
I am not sure about the word curtly on page 2.
Who has an idea they’d like to share?
I think it means quickly or angrily because the text also says, “it was
obvious he didn’t feel like answering too many questions.”
What can you infer about the man from this information?
He isn’t very friendly and doesn’t want to talk about his personal life.
Focus on the phrase “as if he was talking about the Queen of England” on
page 3.
et’s reread the fourth paragraph on page vii. In a simile, an author compares
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two items using like or as to suggest a similarity. What two items does the
author compare in this simile?
RL.4.4, L.4.5a VOCABULARY
Word Meanings
sycamore trees and scary giants
What does this comparison tell us about the trees?
The trees were really big, and maybe the branches looked like long arms
with spooky fingers. The trees were scary at night.
MONDO BOOKSHOP GRADE 4 5
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Confirm students’ good use of the focuses and encourage them to keep the
focuses in mind whenever they read mysteries. Help students understand
the benefits of building on each other’s ideas while expressing their own in a
discussion.
e’ve discussed how we can determine the meaning of words and phrases
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from the context clues and how we can cite explicit details from the text
and illustrations and use them to draw inferences. How does listening to
and building on others’ ideas in a group discussion help you understand the
story?
When I hear someone else’s idea, it helps me think of new ideas that I can
share. Others in a group think of things I don’t, and when we put our ideas
together, we learn more about the characters and events in the story.
ow let’s break into small groups so you can share more ideas about this
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mystery.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick
Start Planner, note the session’s learning focuses. Observe each student’s
articulation and use of text evidence to evaluate individuals’ effective use of
the learning focuses.
TEACHER’S
RF.4.4a FLUENCY
Purpose and Understanding
W.4.8*, RL.4.1
WRITING
Gather Information
CHOICE FLUENCY FOLLOW-UP
Fluency Practice Use Reader’s Theater to enhance fluency and comprehension.
Follow this procedure: (1) Students take roles or portions of text. (2) Students
practice reading text. (3) Students get help from others, if necessary.
(4) Students read the text in their assigned or selected roles in a performance.
TEACHER’S
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Have students use the
blackline master on page 11 for collecting evidence as they read. Students
will continue to collect details from the text to answer the questions: What
actions do the characters in The Mystery of the Jubilee Emerald take to solve
the mystery? How do they feel about the actions they take? Gather text
evidence that answers this question. Review students’ collected evidence as
you evaluate their mastery of the learning focus.
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Session 3 Text Selection: pp. 9–29
Key Idea: Text Selection Cristopher and Erica decide to look for a crystal in the
backyard, and their imaginations turn the search into an amazing adventure.
RETURNING TO THE TEXT 5 minutes
Review what students have read about Cristopher, Erica, and the red-headed
stranger.
s we discussed the characters and events in this story, we also defined
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unknown words and phrases. How does discussing new words help you
understand the story?
It helps me know I am using the right definition so I understand exactly
what is happening.
READING THE TEXT CLOSELY LEARNING FOCUSES
RL.4.1, RL.4.4, RL.4.7
Students return to the text
to read closely and refer to
details and examples in the
story when explaining what
the text says explicitly and
when drawing inferences
from the text. At the same
time, students determine
the meanings of unknown
words and phrases in the
text and make connections
between the text and visual
presentation of the story.
10 minutes
State the learning focuses. Invite students to read pages 9–11. Check to see
how they are doing with application of the focuses. Then have students read
pages 10–29, paying specific attention to how the words and pictures work
together to tell the story.
oday we’re going to continue explaining explicit and implicit details. Who
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would like to share important details from
Chapter 2?
Cristopher and Erica discuss crystals; they decide to search Cristopher’s
yard for crystals.
What inferences can you make about the characters?
Vocabulary
RL.4.4, L.4.5a Write the
simile “It was as big as the
eggs her bird laid” (p. 18) on
the board. Explain that this
example is a simile because
the word as is used. The
author is comparing the size
of the marble to the size of
a bird’s eggs. Have students
find other examples of similes
in the story.
They are old friends because the text says “over the years,” which tells me
they’ve been playing together a long time. They seem to know each other
and understand each other really well.
Did you come across any challenging vocabulary words as you read?
Yes; I wasn’t sure what suspended meant, but then I reread the first
paragraph and figured out that it meant “to hang.”
Remember to look for context clues that help you define unknown words.
DISCUSSING THE TEXT 10 minutes
Generate a discussion that links the three learning focuses. Remind students
to look for details in the text and illustrations to help them understand what is
happening as well as to make inferences about the characters. Encourage them
to cite details from the text as they share their ideas.
et’s discuss pages 20–22. Think about the details in the text and the
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illustrations that add to our understanding of the story. As we talk, be
prepared to share examples from the text to support your ideas.
Cristopher and Erica have to wait until his mom can pick up her phone and
start talking again because they don’t want her to see them. They think
she’ll ask them to help her, so they sort of sneak by.
SL.4.1 DISCUSSION
Collaborative
TEACHER TIP
When students come upon
an unknown word or phrase,
have them use the other
words in a sentence to see
if they can figure out the
meaning.
What can you infer about the characters?
I think his mom is not good at doing two things at once. Also I think
that the family likes to take care of the yard and all the plants and stuff.
Cristopher seems to know a lot about bushes and little seedlings and
things like that. I think his parents probably taught him that because they
think it’s interesting and cool.
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MONDO BOOKSHOP GRADE 4 7
12/2/14 2:04 PM
How did the illustration on page 21 add to the story?
The illustration showed me how sneaky the kids were trying to be as they
went in the backyard because it shows them hiding behind the bushes so
Cristopher’s mom wouldn’t see them.
How does this support the text?
It helped me understand a confusing phrase. On page 20, the text says
they were “hugging the hedge” which sounded weird to me. But once I
saw the picture, I understood it meant they were staying really close to the
bushes, and it made perfect sense.
Support students as they continue to share their ideas and understanding with
the class.
ou’ll finish this book on your own. You should take notes about explicit and
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implicit details you find in the text and illustrations and inferences you make
so you can refer to them in your discussions.
W.4.8*, RL.4.1
WRITING
Respond to Question
TEACHER’S
CHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE
E-RESOURCE
Formative/Summative Assessment Have students continue to
use the blackline master on page 11 as they finish reading. Then ask them to
write a response on a separate sheet of paper that answers the questions:
What actions do the characters in The Mystery of the Jubilee Emerald take to
solve the mystery? How do they feel about the actions they take? Gather text
evidence that answers these questions. Have students use the text evidence
they collected to support their writing.
TEACHER’S
CHOICE CLOSE READING OPTIONS
E-RESOURCE
Summative Assessment Print the online blackline master for
independent close reading. Ask students to read the selection indicated on
the page independently and respond to the prompts (summarize author’s
message, identify critical vocabulary, respond to constructed response
questions) before returning for a small-group discussion. Alternatively, you can
use the completed blackline master for summative assessment.
TEACHER’S
CHOICE
Writing Task: Narrative
W.4.3
WRITING
Narrative
E-RESOURCE
Summative Assessment Review with students the elements of
a narrative. Invite students to write a journal entry describing an event in the
mystery from either Cristopher’s or Erica’s point of view. Guide them to use
the planning organizer on page 12 as they organize their thoughts and ideas.
Before writing, have students work in pairs to compare the text evidence they
gathered. Students will work independently to write their narratives.
ou have done a great job reading and understanding this story. As you
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read, you’ve been collecting text evidence and details that tell about
the characters and events in the story. Work with a partner to review
the evidence you have gathered. Then, write a journal entry from either
Cristopher’s or Erica’s point of view that describes what they were thinking
and feeling as they tell an event from the book.
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TEACHER’S
CHOICE
Additional Instruction
WORD STUDY
Greek and Latin Affixes Greek and Latin affixes are an important component
of word study. Help students find Greek and Latin affixes in words. Then
have them use the meanings of these prefixes and suffixes to determine the
meanings of the words.
L.4.4b VOCABULARY
Greek and Latin Affixes
emember that a prefix is a word part that comes at the beginning of a word,
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and a suffix is a word part that comes at the end of a word. What’s the prefix
in disappeared, and what does it mean?
dis-; means “the opposite of” or “taken away”
What’s the suffix, and what does it mean?
-ed; shows the past tense of a verb
And what’s the base word in between them?
appear
And what does that mean?
“to come into sight”; “to become visible”
Put them all together, and what does disappeared mean?
“stopped being visible”; “couldn’t be seen”
VOCABULARY
Synonyms Provide opportunities for students to see and work with a variety
of definitions that are essentially the same for selected words. This helps them
internalize definitions as opposed to simply memorizing them.
L.4.5c VOCABULARY
Synonyms
e learned that hastily means “quickly.” That’s a good definition, but can we
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say it another way?
hurriedly, rapidly, briskly, speedily, swiftly
Who can think of a sentence that uses the word hastily?
They hastily zipped up their backpacks and ran to the bus.
It is important to think through definitions and be able to state them so we’re
sure we understand the new word. Let’s try this with inmaginary.
WORD RECOGNITION
Multisyllabic Words Focus on the word protruded on page 14.
RF.4.3a PHONICS & WORD RECOGNITION
Multisyllabic Words
o read and pronounce an unfamiliar word that has many syllables, you can
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look at the parts of the word and use what you know about the sounds of the
letters, syllables, and affixes. Let’s look at the word protruded on page 14. I
might pronounce the word as prot-rud-ed, but I know that’s wrong. So what
should I do?
You can divide it into syllables.
e know that each syllable has a vowel sound: pro-trud-ed. (Write the
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syllables on chart paper or a whiteboard.) Do you see a familiar prefix?
proWhat about a suffix?
-ed
et’s say the word together. Now let’s try another word: especially on
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page 29.
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MONDO BOOKSHOP GRADE 4 9
12/2/14 2:04 PM
Name
Date
Comprehension: Make Inferences
Record important details you found about characters and events in
The Mystery of the Jubilee Emerald. Then use the details you find to draw
inferences about the mystery.
Inferences I Made
© Mondo Publishing
Details I Found
Score:
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Name
Date
Collecting Text Evidence
What actions do the characters in The Mystery of
the Jubilee Emerald take to solve the mystery?
How do they feel about the actions they take?
Use this chart to collect evidence about the characters and events in this
story. Be sure to include page references as you take notes. You may need
more than one copy of this chart.
What Characters Do, Say, and
Think During the Event
How the Characters Feel About
Their Actions
© Mondo Publishing
Page #
Score:
MONDO BOOKSHOP GRADE 4 11
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Name
Date
Writing Task: Planning Your Narrative
Think about Cristopher and Erica’s characters as you review the
evidence you have collected. Then write a journal entry describing
an event in the story from either Cristopher’s or Erica’s point of view.
Be sure to describe what your character was thinking and feeling during
the event. Plan your journal entry using this graphic organizer.
Beginning: (introduction of the narrator, event, and setting)
Middle: (event sequence that includes descriptions to explain the
character’s actions, thoughts, and feelings)
© Mondo Publishing
Ending: (solution or resolution to the problem in the story)
NOTE: Write your narrative on a separate sheet of paper or on a computer.
Reread your work when you are finished and make any necessary revisions.
Score:
12 THE MYSTERY OF THE JUBILEE EMERALD
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