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 appro- priate global comprehension strand (e.g., Comprehension Monitoring, Making Inferences, Summarizing/ Synthesizing). Focuses have been assigned in a systematic and scaffolded manner, resulting in an effective sequence of instruction for small group guided instructional reading. In addition, the additional instruction featured on page 6 of each lesson plan is summarized. Use this chart as a quick reference for order of difficulty, genre and text type, teaching focuses, and spe- cific books and text cards at each reading level, and as a guide to instructional options for each individual student. Once specific starting points for instruction are established for each group, the chart enables teachers to navigate multiple instructional pathways (scope & sequence) for small group instruction across the entire year. Bookshop Grade 4 Guided Instructional Reading–Books Pacing Chart/Scope & Sequence Level Title/Genre/ Text Type Session 1 Focuses Session 2 Focus Reciprocal Reading & Additional Instruction Early Established Stage (K – O) L Why Roadrunners Only Die of Old 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 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 Reciprocal Reading (see pp. 88–93) Additional Instruction • Vocabulary: Multiple-meaning words 1 2 3 4 5 7 6 154
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Grade 4 Guided Instructional Reading–Books Pacing Chart ...€¦ · Rereading Reread to clarify meaning or concepts Visualizing: Similes, metaphors, personification, hyperbole Identify
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B o o k s h o p R e a d i n g T e a c h e R ’ s g u i d e
How to Use This ChartThe Guided Instructional Reading–Books Pacing Chart/Scope & Sequence presents a sequenced list
(simple to more complex text gradient) containing each of the 35 Grade 4 leveled readers.
The specific teaching focus from each of the two lesson plan sessions is catalogued under the appro-priate global comprehension strand (e.g., Comprehension Monitoring, Making Inferences, Summarizing/Synthesizing). Focuses have been assigned in a systematic and scaffolded manner, resulting in an effective sequence of instruction for small group guided instructional reading. In addition, the additional instruction featured on page 6 of each lesson plan is summarized.
Use this chart as a quick reference for order of difficulty, genre and text type, teaching focuses, and spe-cific books and text cards at each reading level, and as a guide to instructional options for each individual student. Once specific starting points for instruction are established for each group, the chart enables teachers to navigate multiple instructional pathways (scope & sequence) for small group instruction across the entire year.
Level Title/Genre/ Text Type Session 1 Focuses Session 2 Focus Reciprocal Reading &
Additional Instruction
Early Established Stage (K – O)
L Why Roadrunners Only Die of Old AgeFiction: Legend
Inference: ConnectionsCombine context with relevant prior knowledge to create personal meaning from textSummarizing & Synthesizing: Summarizing FictionSummarize fiction text by identifying important details (plot ideas, sequence of events, character traits, and other information) and synthesizing into coherent understandings
Summarizing & Synthesizing: Summarizing FictionSummarize fiction text by identifying important details (plot ideas, sequence of events, character traits, and other information) and synthesizing into coherent understandings
Reciprocal Reading (see pp. 88–93)Additional Instruction• Vocabulary: Using new words in
discussion (pounce)• Word Study: Suffix -y• Writing: Write a pourquoi tale
L Dorothea Lange: Photographer With a HeartNonfiction: Biography
Comprehension Monitoring: PredictionsContinue to develop, confirm, or adjust predictions or understandings during readingDetermining Importance: Main IdeaIdentify main idea by determining what is important in text
Determining Importance: Main IdeaIdentify main idea by determining what is important in text
Reciprocal Reading (see pp. 88–93)Additional Instruction• Vocabulary: Compound words
(ferryboat)• Word Study: Greek roots (photo
and graph)• Writing: Write a critical review
M Songs of Dolphin CoveFiction: Fantasy
Inference: Justify inferenceReturn to text to explain and justify inferential thinkingVisualizing: Descriptive Language Link descriptive language in text to personal experience and knowledge to create sensory images to deepen connection with text
Visualizing: Descriptive Language Link descriptive language in text to personal experience and knowledge to create sensory images to deepen connection with text
Reciprocal Reading (see pp. 88–93)Additional Instruction• Vocabulary: Synonyms and antonyms
(dawdled/moved slowly/rushed)• Word Study: Greek and Latin roots
(aqua and mar)• Writing: Use five senses to write
poem or rap
M The Strange Life of the Land Hermit CrabNonfiction: Report
Comprehension Monitoring: PredictionsContinue to develop, confirm, or adjust predictions or understandings during readingQuestioning: Generating questions of selfAsk questions of self by assessing prior knowledge or clarifying overall understandings
Questioning: Generating questions of selfAsk questions of self by assessing prior knowledge or clarifying overall understandings
Reciprocal Reading (see pp. 88–93)Additional Instruction• Vocabulary: Multiple-meaning words
(inches)• Word Study: Suffixes (-like)• Writing: Research another kind of
crab and compare it to the hermit crab
1
2
3 4 5
7
6
154
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1 Tabs at the top of each spread clearly indicate the contents of each column.
2 The reading level of each book appears in the first column. Books are ordered from easy to hard.
3 Each title is accompanied by its genre and text type in the second column.
4 The global comprehension strategy precedes each teaching focus in Columns 3 and 4.
5 There are two focuses in Session 1. The second of the two repeats in Session 2.
6 Page 6 of every lesson plan includes suggestions for additional targeted instruction in the areas of word study and vocabulary, as well as ideas for writing.
7 Guidelines for adapting the reciprocal reading strategy for any lesson plan appear on pages 88-93 of this guide.
B o o k s h o p R e a d i n g T e a c h e R ’ s g u i d e
Grade 4 Small Group Guided Instructional Reading– Text Cards Pacing Chart/Scope & Sequence
How to Use This ChartThe Guided Instructional Reading–Text Cards Pacing Chart/Scope & Sequence presents a sequenced list
(simple to more complex text gradient) containing each of the 28 Grade 4 InfoPairs nonfiction leveled text cards.
The specific teaching focus for each of the three lesson plan sessions is catalogued under the card num-ber, title, genre, and text type. Focuses have been assigned in a systematic manner, resulting in an effective sequence of instruction in the nonfiction genre for small group guided instructional reading. In addition, topics for vocabulary and word work are indicated in Sessions 2 and 3.
Use this chart as a quick reference for order of difficulty, text types, teaching focuses, and specific text cards at each reading level, and as a guide to instructional options for each individual student. To find InfoPairs text cards sorted by teaching focus or global comprehension strategy, refer to the Small Group Guided Reading Instructional Focus Chart.
American TraditionNonfiction: ReportTeaching Focus: Ask questions of self by accessing prior knowledge in order to clarifying overall understandings
Card 1B: Preserving Pacific Northwest History Through TotemsNonfiction: ReportTeaching Focus: Interpret visual information in nonfiction, such as graphs, diagrams, photographs, and tables, and link with text to form new understandingsVocabulary: replicas and house frontal pole
Cards 1A and 1BTeaching Focus: Synthesize important information or understandings across texts to create new understandingsWord Work: Affixes
O/P Card 2A: SIT! Your Puppy’s First CommandNonfiction: ProcedureTeaching Focus: Use nonfiction text structures (chronology, cause and effect, point of view, intent) to predict, construct meaning, and deepen understanding
Card 2B: What Dogs KnowNonfiction: ReportTeaching Focus: Locate details in the text to support and justify main ideaVocabulary: adaptive
Cards 2A and 2BTeaching Focus: Identify similarities and differences within texts or across texts to deepen understandingWord Work: Root words and affixes
O/P Card 3A: A Water Supply Emergency Plan for the City of Preito, NevadaNonfiction: ProcedureTeaching Focus: Actively engage in reading by recognizing and attending to thought processes that occur before, during, and after reading (predicting, monitoring for and repairing meaning loss, questioning, inferring, visualizing, synthesizing)
Card 3B: Smoking Out Forest FiresNonfiction: ReportTeaching Focus: Continue to develop, confirm, or adjust predictions or understandings during readingVocabulary: arson
Cards 3A and 3BTeaching Focus: Relate to text outside personal experience by making text-to-text connections to construct meaningWord Work: Compound words
O/P Card 4A: Young Ruby Bridges Steps Into HistoryNonfiction: BiographyTeaching Focus: Make critical judgments as part of personal response when establishing individual point of view
Card 4B: Ruby Bridges: Reflecting Back on 50 YearsNonfiction: MemoirTeaching Focus: Combine context with relevant prior knowledge to create personal meaning from textVocabulary: segregate
Cards 4A and 4BTeaching Focus: Synthesize important information or understandings across texts to create new understandingsWord Work: Latin roots
O/P Card 5A: Jan Matzeliger Shoes the MassesNonfiction: BiographyTeaching Focus: Activate understandings gained from sources other than personal experience to make text-to-world connections to deepen understanding of text
Card 5B: Henry Ford: Getting America RollingNonfiction: ReportTeaching Focus: Reread to clarify meaning or conceptsVocabulary: “the great multitude”
Cards 5A and 5BTeaching Focus: Identify similarities and differences within texts or across texts to deepen understandingWord Work: Latin roots
Q/R Card 6A: Settling the Might Misi SipiNonfiction: ReportTeaching Focus: Identify the main idea by determining what is important in text
Card 6B: Saving the Columbia River SalmonNonfiction: TransactionalTeaching Focus: Infer cause-and-effect relationships implied in textVocabulary: hydroelectric
Cards 6A and 6B)Teaching Focus: Identify similarities and differences within texts or across texts to deepen understandingWord Work: Compound words
Q/R Card 7A: Precious StonesNonfiction: ExplanationTeaching Focus: Link descriptive language in text to personal experience and knowledge to create sensory images to deepen connection with text
Card 7B: Ten Fun Facts About FossilsNonfiction: ReportTeaching Focus: Ask questions of self by accessing prior knowledge to clarify overall understandingsVocabulary: petrified
Cards 7A and 7BTeaching Focus: Synthesize important information or understandings across texts to create new understandingsWord Work: Greek roots
American TraditionNonfiction: ReportTeaching Focus: Ask questions of self by accessing prior knowledge in order to clarifying overall understandings
Card 1B: Preserving Pacific Northwest History Through TotemsNonfiction: ReportTeaching Focus: Interpret visual information in nonfiction, such as graphs, diagrams, photographs, and tables, and link with text to form new understandingsVocabulary: replicas and house frontal pole
Cards 1A and 1BTeaching Focus: Synthesize important information or understandings across texts to create new understandingsWord Work: Affixes
O/P Card 2A: SIT! Your Puppy’s First CommandNonfiction: ProcedureTeaching Focus: Use nonfiction text structures (chronology, cause and effect, point of view, intent) to predict, construct meaning, and deepen understanding
Card 2B: What Dogs KnowNonfiction: ReportTeaching Focus: Locate details in the text to support and justify main ideaVocabulary: adaptive
Cards 2A and 2BTeaching Focus: Identify similarities and differences within texts or across texts to deepen understandingWord Work: Root words and affixes
O/P Card 3A: A Water Supply Emergency Plan for the City of Preito, NevadaNonfiction: ProcedureTeaching Focus: Actively engage in reading by recognizing and attending to thought processes that occur before, during, and after reading (predicting, monitoring for and repairing meaning loss, questioning, inferring, visualizing, synthesizing)
Card 3B: Smoking Out Forest FiresNonfiction: ReportTeaching Focus: Continue to develop, confirm, or adjust predictions or understandings during readingVocabulary: arson
Cards 3A and 3BTeaching Focus: Relate to text outside personal experience by making text-to-text connections to construct meaningWord Work: Compound words
O/P Card 4A: Young Ruby Bridges Steps Into HistoryNonfiction: BiographyTeaching Focus: Make critical judgments as part of personal response when establishing individual point of view
Card 4B: Ruby Bridges: Reflecting Back on 50 YearsNonfiction: MemoirTeaching Focus: Combine context with relevant prior knowledge to create personal meaning from textVocabulary: segregate
Cards 4A and 4BTeaching Focus: Synthesize important information or understandings across texts to create new understandingsWord Work: Latin roots
O/P Card 5A: Jan Matzeliger Shoes the MassesNonfiction: BiographyTeaching Focus: Activate understandings gained from sources other than personal experience to make text-to-world connections to deepen understanding of text
Card 5B: Henry Ford: Getting America RollingNonfiction: ReportTeaching Focus: Reread to clarify meaning or conceptsVocabulary: “the great multitude”
Cards 5A and 5BTeaching Focus: Identify similarities and differences within texts or across texts to deepen understandingWord Work: Latin roots
Q/R Card 6A: Settling the Might Misi SipiNonfiction: ReportTeaching Focus: Identify the main idea by determining what is important in text
Card 6B: Saving the Columbia River SalmonNonfiction: TransactionalTeaching Focus: Infer cause-and-effect relationships implied in textVocabulary: hydroelectric
Cards 6A and 6B)Teaching Focus: Identify similarities and differences within texts or across texts to deepen understandingWord Work: Compound words
Q/R Card 7A: Precious StonesNonfiction: ExplanationTeaching Focus: Link descriptive language in text to personal experience and knowledge to create sensory images to deepen connection with text
Card 7B: Ten Fun Facts About FossilsNonfiction: ReportTeaching Focus: Ask questions of self by accessing prior knowledge to clarify overall understandingsVocabulary: petrified
Cards 7A and 7BTeaching Focus: Synthesize important information or understandings across texts to create new understandingsWord Work: Greek roots
Nonfiction: Virtual TourTeaching Focus: Generate questions of texts and read with a clear focus to identify answers (explicit and implicit) in text
Card 8B: The Hawaiian HotspotNonfiction: ExplanationTeaching Focus: Summarize nonfiction by identifying and reorganizing important ideas and information into new understandingsVocabulary: seamount
Cards 8A and 8BTeaching Focus: Relate to text outside personal experience by making text-to-text connections to construct meaningWord Work: Hawaiian language
Q/R Card 9A: The Big CheeseNonfiction: ReportTeaching Focus: Analyze use of literary devices such as figurative language, rhythm, rhyme, pattern, alliteration, onomatopoeia, assonance, imagery, and repetition
Card 9B: A Reflection by Harriet Robinson: New England Mill GirlNonfiction: MemoirTeaching Focus: Locate details in text to support and justify the main ideaVocabulary: millgirls
Cards 9A and 9BTeaching Focus: Relate to text outside personal experience by making text-to-text connections to construct meaning Word Work: Latin roots
Q/R Card 10A: Fuel for Your Growing BodyNonfiction: ExplanationTeaching Focus: Interpret visual information in nonfiction, such as graphs, diagrams, photographs, and tables, and link with text to form new understandings
Card 10B: Nutrition Facts: Debating Junk FoodNonfiction: Transactional Teaching Focus: Distinguish between fact and opinionVocabulary: epidemic
Cards 10A and 10BTeaching Focus: Identify similarities and differences within texts or across texts to deepen understandingWord Work: Latin roots
S/T Card 11A: Is There a Horse in Elise’s Future? Preparing a BudgetNonfiction: ProcedureTeaching Focus: Use note-taking strategies to record main ideas, supporting details, relevant background knowledge, and questions
Card 11B: Credit Card PerilsNonfiction: ExplanationTeaching Focus: Establish a purpose for reading and analyze whether or not the purpose was metVocabulary: credit and debit
Cards 11A and 11BTeaching Focus: Synthesize important information or understandings across texts to create new understandingsWord Work: Latin roots
S/T Card 12A: How Meteorologists Forecast the WeatherNonfiction: ExplanationTeaching Focus: Interpret visual information in nonfiction, such as graphs, diagrams, photographs, and tables, and link with text to form new understandings
Card 12B: Storm Chasers and Tornado ForecastersNonfiction: ReportTeaching Focus: Preview text to activate and connect to prior knowledge to make predictions prior to or during readingVocabulary: ominously
Cards 12A and 12BTeaching Focus: Relate to text outside personal experience by making text-to-text connections to construct meaningWord Work: Greek roots
S/T Card 13A: Graphing Immigration to AmericaNonfiction: ReportTeaching Focus: Interpret visual information in nonfiction, such as graphs and diagrams, and link with text to form new understandings
Card 13B: The Faces of New York CityNonfiction: ReportTeaching Focus: Identify intent, bias, purpose, or other authorial devices and critically evaluate their influence on the readerVocabulary: ethnic
Cards 13A and 13BTeaching Focus: Synthesize important information or understandings across texts to create new understandingsWord Work: Latin roots
S/T Card 14A: Wind Power!Nonfiction: ExplanationTeaching Focus: Interpret visual information in nonfiction, such as graphs and diagrams, and link with text to form new understandings
Card 14B: NIMBY or YIMBY?Nonfiction: MemoirTeaching Focus: Analyze use of literary devices such as figurative language, rhythm, rhyme, pattern, alliteration, onomatopoeia, assonance, imagery, and repetitionVocabulary: black lung diseas
Cards 14A and 14BTeaching Focus: Synthesize important information or understandings across texts to create new understandingsWord Work: Latin roots