®
Guided
Reading
Science
Fiction
900L
Masher and
Crasher
Written by Audrey Carangelo and illustrated by Ashley Mims
Key IDEA Skateboard ace and inventor Jay (Masher) and computer geek Perry (Crasher)
are neighbors, but not friends. Finding a strange set of blueprints brings them together as
a team to secretly build a jetboard and escape the strangers who are after the plans.
LITERACY STANDARDS Addressed in This Plan
RL.4.1* MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Ask and answer questions to demonstrate
understanding of the text using character quotes
and/or a series of actions and events as a basis
for the answers.
*standard adapted from another grade
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.4.5c
Sessions 1, 2, Additional Instruction Demonstrate understanding of words by relating
them to their opposites (antonyms) and to words
with similar but not identical meanings (synonyms).
RL.4.4 Craft & Structure Sessions 1, 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
(e.g., Herculean).
RF.4.3a Phonics & Word Recognition Additional Instruction Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology to read accurately unfamiliar
multisyllabic words in context and out of context.
RL.4.5* MAIN FOCUS Craft & Structure Sessions 2, 3 Identify how the author describes characters,
sets up major events across the story, and uses
events to establish the overall plot.
*standard adapted from another grade
RL.4.7 MAIN FOCUS Integration of Knowledge & Ideas Sessions 2, 3 ISBN 978-1-62889-213-0
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.
SL.4.3
Comprehension & Collaboration Sessions 1, 2, 3 Identify the reasons and evidence a speaker
provides to support particular points.
Vocabulary Acquisition & Use RF.4.4c Fluency Session 2 Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
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
Write routinely over extended time frames and
shorter time frames for a range of disciplinespecific tasks, purposes, and audiences.
*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 disciplinespecific tasks, purposes, and audiences.
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Session 1 Text Selection: pp. 4–20
LEARNING FOCUS
RL.4.1*
Students read closely to ask
questions and find answers
based on the text in what
the characters say and do.
Key Idea: Text Selection Jay and Perry (Masher and Crasher) are doing
community service by cleaning up a burned house. Crasher finds some
mysterious blueprints and recruits Masher to help him build a flying skateboard.
PREVIEWING THE TEXT 5 minutes
Read the title and the author and illustrator credits with students. Discuss the
front cover and then read the back cover.
et’s read the text on the front cover and look at the illustration. Who would
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like to share what they see?
VOCABULARY
RL4.4 Point out the word
arch-nemesis on page 4.
Explain that arch means
“extreme” and that nemesis
is derived from the name
of the Greek goddess of
retribution or revenge. Ask
students to look for context
clues that help determine a
meaning in the story, such as
enemy and opponent.
A boy is skateboarding. The skateboard looks different, like it’s powered by
something in the back. Maybe that’s the jetboard in the title. The other boy
looks scared for him.
What do you think the words masher and crasher mean?
Maybe that’s how the boy rides the skateboard. Maybe it’s the boys’
names.
Let’s read the back cover and see what more we can learn.
Masher and Crasher are the boys’ names. I don’t think they’re friends, but
they get into danger together. And I think they build that jet-propelled
skateboard.
READING THE TEXT CLOSELY ELL SUPPORT
RL.4.1* Discussing the Text
Ask questions at students’
language proficiency levels
and provide the following
sentence frames for student
responses:
B: Why did ___? How did
___? Where is ___? The
author wrote that ___.
I/A: I wonder why ___
happened. ___ happened
because ___. I know because
the text says ___.
10 minutes
Explain the learning focus for students. Ask them to pose questions they may
have about the first section on baseball. Then have them read page 4 through
the last full paragraph on page 5. Check to see how they are doing with the
application of the focus and provide support, if needed.
ou can see by the contents page that this is a chapter book. We’ll be
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reading and then discussing the first two chapters. To start, let’s read pages
4 and 5. Think of questions you have about the text and how we might
answer them using what the characters say and do. Who would like to share a
question?
I wonder why the boys are not happy to see each other.
How can you tell they are not happy?
They talk sarcastically to each other. Jay says he doesn’t want to be there
with Perry.
Anyone else?
I want to know why the house burned. Why is there a mysterious laboratory
in the basement? Why do the boys have to clean up the place?
Let’s see if we can find any answers in what we’ve read so far.
Corrective Feedback
Have students closely reread
the title, back cover, and pages
4–5 to identify questions and
look for answers. Encourage
them to silently reread,
stopping at key points to think
and talk together about their
understandings.
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Jay says he has to do the cleaning or his mom is sending him to a math
camp, which he says is lame.
If you are satisfied that students can apply the focus, have them finish reading
through page 20. If not, ask: What did Perry tell about himself that surprised
Jay? Have students reread page 13 to find the answer.
s we read today, we’ll think about questions we have. We’ll look for answers
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in what the characters say and in the story events. Note the pages where
you find answers to your questions so you can support your ideas in our
discussion.
12/17/14 5:25 PM
DISCUSSING THE TEXT 10 minutes
Invite students to share the answers they found to their questions about the
story on pages 4–20. Encourage students to listen carefully for the reasons and
evidence a speaker provides.
s we discuss the story, listen carefully to the reasons and evidence a speaker
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gives to support their points about the story. What questions have you
answered through the characters’ words and actions so far?
We found out why Perry is doing community service.
What evidence supports your thinking?
On page 13, Jay wants to know why Perry doesn’t have his own computer.
Perry says he’s still being punished for hacking the school computer and
changing grades.
SL.4.3 DISCUSSION
Collaboration
DISCUSSION TIP
Suggest that students use
self-stick notes to mark
pages where they found
critical points in the story that
helped them answer their
questions.
What does each character say about this action?
Jay says, “That was so cool!” and Perry says, “It was so dumb.”
Who can share what this scene tells us about the characters?
They are beginning to trust each other.
Focus on the word slimy on page 5.
n author helps you imagine what the characters experience by using vivid
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words, including synonyms, or words that have similar meanings. On page 5,
how does the author describe the soot on the stairs?
L.4.5c VOCABULARY
Synonyms
slimy
What’s a synonym for slimy in the same sentence?
slippery
Now find another synonym on page 6.
greasy
As you read, look for descriptive synonyms.
Confirm students’ good use of the focus and encourage them to keep it in
mind whenever they read realistic fiction.
sking questions and finding the answers helps you better understand what
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you are reading. Remember to do this whenever you read realistic fiction.
Now you can read the rest of the baseball section on your own.
COMPREHENSION SHARE
The author uses italics in two
ways. They are used to show
what a character is thinking
rather than saying. They are
also used in dialogue when a
character emphasizes a word.
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.
TEACHER’S
CHOICE COMPREHENSION: ASK AND ANSWER QUESTIONS
E-RESOURCE
Formative Assessment Have students use the blackline master
on page 10 to ask questions about the main characters and to find their
answers using evidence from the text. Ask them to cite page references to
support their evidence. Review students’ responses as you evaluate their
mastery of the learning focus.
RL.4.1* COMPREHENSION
Ask and Answer Questions
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 question: How do Masher and Crasher work together? Review
students’ collected evidence as you evaluate their mastery of the learning focus.
W.4.8*, RL.4.1* WRITING
Gather Information
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Session 2 Text Selection: pp. 4–20
LEARNING FOCUSES
RL.4.1*, RL.4.5*, RL.4.7
Students return to the text
to continue to ask questions,
using character quotes
and actions as a basis for
answers, and to identify
how the author describes
characters and sets up major
story events to establish the
plot. They will also connect
the visuals to the part of the
story illustrated.
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 of the story from the last session.
We read and asked questions about what was happening in the story. We
used what the characters said about each other and story events to help us
figure out the answers and understand the story.
sking questions about a story before and during reading helps us better
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understand what we read.
READING THE TEXT CLOSELY 10 minutes
Explain the learning focuses for this session. Invite students to reread pages
7–8 and focus on the dialogue to understand the characters and how the
author uses major story events to establish the plot. Then have them turn to
page 18 to study the illustration and connect it to the text. Check to see how
well they understood the focuses. If you are satisfied that students can apply
them, have students reread pages 4–20. If not, provide corrective feedback as
suggested on page 2 of this lesson plan.
ELL SUPPORT
L.4.4 Vocabulary Support
idiomatic language such as
I don’t know your deal, dig in,
and forget it in context using
the ELL vocabulary strategies
in Getting Started.
et’s reread pages 7 and 8. The author doesn’t tell us much about the
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characters, so we need to pay attention to what the characters say and do
to learn about them. On these two pages, what do we learn about Jay and
Perry from what their mothers and Bax say?
They are good boys. They need to think about something other than
themselves. Perry spends a lot of time in front of a computer and wears
mostly black. Jay spends all his time on a skateboard and gets hurt a lot.
Who can share what we learn about how the boys view each other?
Jay thinks Perry isn’t fair and is a geek. Perry thinks Jay is a dumb jock.
They fight over things.
ow let’s look at how the author uses events to create the plot. What is
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happening when the story starts?
The boys are cleaning out a house that burned. They find a laboratory in
the basement.
Then what happens?
Perry finds a lot of expensive scientific tools and some blueprints.
Tell me how the author lets us know the blueprints are important.
Perry does a low whistle when he looks at them.
How does the author set up a mystery at the end of Chapter 1?
The boys don’t see the tiny lights flicker in the basement and a miniature
skateboard comes out of a metal box and goes back inside it.
Invite students to study the illustration on page 18.
ow look at the illustration on page 18. What part of the story does this
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picture show?
On page 17, the text describes four black, wing-tipped shoes come down
the basement stairs attached to two men in conservative pinstripes. That
means suits.
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Is there anything you learn from the picture that the text didn’t tell you?
In the picture, the boys look scared and like they’re hiding. But the text
says the men saw the boys right away, and then the boys froze. So the
picture is a little confusing.
ow let’s reread pages 4 through 20 again. This time focus on how the
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author tells us about the characters and uses major events to establish the
plot. As you read, continue to ask yourself questions and look for the answers
to help you understand the story.
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
Invite students to share new questions they had and what they noted about
how the author revealed what the characters are like. Ask them to set up the
plot through major story events. Encourage them to also continue to connect
the illustrations to the story.
ow that you’ve had some time to reread the text and study the illustration,
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we can discuss any new questions you had and what you noticed about
how the author tells us about the characters and develops the plot. As each
person shares ideas, listen to how the speaker uses reasons and evidence
from the story to support important points. Who would like to share?
I learned the most about the characters from what they tell each other, like
what they thought about each other before this story.
SL.4.3 DISCUSSION
Collaborative
COMPREHENSION SHARE
On page 12, the reference
to Tom Sawyer refers to
a character in a story by
Mark Twain who tricks his
friends into doing his work
by pretending to have fun
whitewashing a fence.
Show us the part that supports your ideas.
On page 14, Jay says, “I thought you were a super-geek all on your own! I
had no idea it was your punishment for evil doings.” And on page 16, Jay
says that Perry has always called him “a Neanderthal on wheels.”
How does the dialogue also help to set up the plot?
Perry tells Jay that they’re going to build the jet-powered skateboard
together.
What is a major event that is important to the plot?
When the two men come down to the basement, they sort of threaten the
boys about being there. Now we know there’s trouble or a problem.
What is a question that you still have?
TEACHER TIP
Explain to students that a
story will rarely describe a
character directly. Instead,
readers must read between
the lines to define the
characters. Remind students
to look at the characters’
actions and attitudes to
better understand the
characters.
What do those two men really want?
et’s look at the illustration on page 18 again. How does the picture help you
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see the setting and feel the mood?
The picture is kind of dark to show the basement, and the boys’ scared
faces make the mood scary. And just seeing the men’s legs and shoes
make them scary, like they’re coming to get the boys.
Focus on the word suspiciously on page 15.
e know that synonyms are words with similar meanings. Now let’s look
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for antonyms, which are near opposites in meaning. On page 15, the
word suspiciously is in the third full paragraph. What does the word
suspicious mean?
L.4.5c VOCABULARY
Antonyms
doubting, not believing someone
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Let’s look for an antonym on page 14.
I see the word trust.
hat’s a good choice for an antonym. When you read, look for synonyms
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and antonyms to see how the author used language to help you imagine
what happens.
Confirm students’ good use of the focuses and encourage them to keep them
in mind as they reread the rest of the first two chapters. Remind them to
continue to ask questions and look for answers about what the characters say
and do and as well as about the events in the story. Have them also note how
the author reveals the characters and develops the plot through major events.
Lastly, have them notice how the illustration shows a major event.
ou have done a good job asking new questions about the story and looking
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for answers about what the characters say and do. You’ve discovered that
you learn the most about the characters from the dialogue and have seen
how major events are important to the plot. You have also examined the
illustration to see how it connects to the story. Continue doing this while we
read the next part of the story.
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.4.4c
FLUENCY
Self-Correct
CHOICE FLUENCY FOLLOW-UP
Fluency Practice Invite students to reread page 9 and 10. Encourage them to
use context to confirm or self-correct word recognition and understanding.
Explain that context could mean looking for a synonym or a word definition.
Add that they can reread more difficult text, if necessary, to help them with
their understanding.
TEACHER’S
W.4.8*, RL.4.1*
WRITING
Gather Information
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Have students continue
to 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 question:
How do Masher and Crasher work together? Review students’ collected
evidence as you evaluate their mastery of the learning focus.
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Session 3 Text Selection: pp. 21–36
Key Idea: Text Selection In Chapters 3 and 4, Crasher and Masher learn a lot
about each other as they figure out how to get what they need to make the
jetboard. They also discover that the mysterious men in black will do anything
to find out what the boys know.
RETURNING TO THE TEXT 5 minutes
Note that students have read the first two chapters that introduced the
characters and a problem related to what the boys want to do together.
Explain that in this session, they will be reading Chapters 3 and 4.
In the first two chapters, we met Masher and Crasher and learned a lot about
them. We also found out that there’s a mystery and some danger wrapped
around what they discovered in the burned-out basement they were cleaning.
Today, we’re going to read the next two chapters to find out what the boys
do next.
READING THE TEXT CLOSELY 10 minutes
State the learning focuses. Invite students to read pages 21 and 22, up to the
break. Check to see how they are doing with the application of the focuses, as
you have done previously. Then have students read through page 36, using the
same strategies they used to read the first two chapters.
e can use the same strategies to read Chapters 3 and 4 that we used to
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read the beginning of the story. Let’s read the first two pages of Chapter 3.
Who would like to share a question they found the answer to?
I wondered if they would go on with their plan to build the skateboard
after those men showed up. I found out that they will.
LEARNING FOCUSES
RL.4.1*, RL.4.5*, RL.4.7
Students read additional
chapters and continue to ask
questions, using character
quotes and actions as a
basis for answers, and to
identify how the author
describes characters and
sets up major story events
to establish the plot. They
will also connect the visuals
to the part of the story
illustrated.
Vocabulary
RL.4.4 Introduce the word
Cyclopian on page 26.
Explain that the word is
derived from Cyclops, a giant
in Greek mythology that had
one large eye centered in
its face. Ask students how
knowing the word’s origin
helps them picture what the
robot looks like.
our answer also shows how the plot is moving forward. What more did you
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learn about the characters?
They still call each other names, but they’re friendlier.
hen you come to an illustration, see how it connects to the text and what it
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adds to the story.
DISCUSSING THE TEXT 10 minutes
Facilitate a discussion in which students share their answers to questions and
what they learned about the characters and the plot though both the text and
illustrations.
et’s share questions you asked and found the answers to in the dialogue
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or events.
I was as surprised as Perry when the blueprints moved across the floor. The
answer was Beep-O, Jay’s robot.
What did you learn about the characters at this point?
Jay is really good at building things and electronics. He surprises Perry who
says, “No way!” This makes Perry more excited and Jay more skeptical
about their jetboard project.
What evidence in the story supports your point?
SL.4.3 DISCUSSION
Collaborative
DISCUSSION TIP
Support students in
identifying the reasons and
evidence a speaker provides
by posting these sentence
frames where all can see
them: What point did
make about
? What
reasons did
give for
?
Perry says on page 26, “We can team up and make this jetboard.” But Jay
says, “Team up? You and me?”
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hat about the plot? What problems do the boys try to solve in these two
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chapters?
They talk about how to get things to build the jetboard. They go to a big
quarry to try to dig for a ruby that the blueprints say they need.
Encourage students to examine and connect the illustrations to the story.
Illustrations can often give us more information. What parts of the story do
the illustrations in Chapters 3 and 4 connect to?
The first one shows the boys in Jay’s room studying the jetboard blueprints.
I can see what Beep-O looks like because it’s on the floor. The picture in
Chapter 4 doesn’t show much, just how big the quarry is and Jay diving
into the water. I think it should have shown them digging for a ruby.
pply your reading focuses as you read the rest of Chapters 3 and 4, and
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then the rest of the book.
TEACHER’S
W.4.8*, RL.4.1* WRITING
Respond to Question
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 question: How
do Masher and Crasher work together? 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. Talk about how a narrative relates an experience or an event in
sequential order, using descriptive details. Point out that their narratives can
continue the story of Masher and Crasher and the jetboard, as the story left
unanswered questions at the end. Guide students to use the blackline master
on page 12. They can work independently or with a partner to plan and write
their narratives. Consider inviting students to tell their story to the class and
then compiling their work in a Masher and Crasher storybook.
ou have read the adventure that Masher and Crasher had with building the
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jetboard and escaping the men in black. At the end of the story, these men were
still a threat, the jetboard was trashed, and the mysterious model from the lab
had flown away. You can write your narrative to continue the story, or write a new
adventure for Masher and Crasher with their jetboard. Your story events should
be in the order they happen. Also include the dialogue between the characters.
Much of the story you just read about Masher and Crasher was told through what
the characters said to each other.
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TEACHER’S
CHOICE
Additional Instruction
WORD STUDY
Greek and Latin Affixes and Roots Review with students that knowing the
meaning of Greek and Latin roots and affixes will help them determine the
meanings of unfamiliar words.
hen you find an unfamiliar word, a strategy you can use to find clues to its
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meaning is to look for roots, prefixes, or suffixes that come from Greek or
Latin. Knowing the meanings of these word parts will help you determine the
word’s meaning. A root you may see is spect, which means “to look.” Let’s
check the word perspective on page 9. What is Perry doing?
He’s on the floor. He can see under the table where he finds the tube.
So, perspective is a way to see or to look at something. On page 19, we
see the word inspection. How can you use the meaning of the root to define
this word?
L.4.4b VOCABULARY
Greek & Latin Affixes & Roots
Vocabulary
Make a class list of Greek
and Latin affixes and their
meanings. Post them where
all can see so students can
refer to them as they are
reading.
The men were doing their final look around for the insurance claim.
VOCABULARY
Synonyms and Antonyms Focus on the words swiveled and twisted on page 31.
L.4.5c VOCABULARY
Synonyms/Antonyms
n page 31, let’s reread the fourth sentence in the second full paragraph.
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What two words do you see in the sentence that have similar meanings?
swiveled, twisted
What do these words describe?
how Jay was moving his body and head
hese synonyms are not exactly the same, but they both describe movement.
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What would be an antonym, or word with the opposite meaning, of twisted?
straightened
y choosing a variety of words, both synonyms and antonyms, the author
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makes the text more interesting and the story easier to picture in your mind.
WORD RECOGNITION
Multisyllabic Words Focus on the word surreptitiously on page 19.
RF.4.3a WORD RECOGNITION
Multisyllabic Words
ou know many strategies to help you accurately read unfamiliar words that
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have many syllables. Let’s look at the word surreptitiously on page 19. Let’s
break down the word to see how we can read it one part at a time. What is
one way we could do this?
We could divide it into syllables.
e know that each syllable has a vowel sound: sur-rep-ti-tious-ly. (Write the
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syllables on chart paper or a white board.) Note that the last syllable is a
familiar suffix. Let’s say each syllable together. Now, let’s try another
word—modifications on page 26.
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Name
Date
Comprehension: Ask and Answer
Questions
Ask and answer questions about the main characters, Perry and Jay, from
the book Masher and Crasher. List the questions you have and the answers
you found in the chart below. Provide evidence from the story, such as
quotes from the characters.
My Answer
Story Evidence
© Mondo Publishing
My Question
Score:
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Name
Date
Collecting Text Evidence
How do Masher and Crasher work together?
Think about what you know about Masher and Crasher and how they put
together their ideas and skills to build the jetboard. Use this chart to collect
evidence about the characters and story events. Be sure to cite page
numbers.
Masher (Jay)
Major Story Event
© Mondo Publishing
Crasher (Perry)
Score:
Mondo Bookshop Grade 4 11
GR_G4_B7_MasherCrasher_LP_JO.indd 11
12/17/14 5:26 PM
Name
Date
Writing Task: Your First Draft
Think about the major story events and the characters’ adventure with
the jetboard. Then use these elements to write a new story. You may
want to add a picture to show part of the action.
REMEMBER: A well-written narrative includes
• A clear beginning, middle, and end.
• Tells events in the order they happen.
• Describes characters’ actions.
© Mondo Publishing
• Includes dialogue, or what the characters say.
Score:
12 MASHER AND CRASHER
GR_G4_B7_MasherCrasher_LP_JO.indd 12
12/17/14 5:26 PM