Transcript Unit 3 Week 4 Mystic Horse

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Unit 3 Week 4
Mystic Horse
O’Neal 4th
Grade
Vocabulary
• sores-places on the skin that are broken and
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painful
loosened-to make something less tight
mysterious- very hard or impossible to
understand or explain
amazement-great surprise or wonder
responsibility-a job, duty, or concern
patchwork-something put together out of many
uneven or varied parts
midst-the middle part
Vocabulary: Words In Context
mysterious responsibility patchwork sores
loosened amazement midst
• 1.The boy had a _______ for his grandmother; it was his job
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to take good care of her.
2.One day he found a horse. The horse was limping and
wounded, its body covered with ________.
3. The boy covered the horse with a ________ of cold
blankets.
4. The boy stood in the ________ of the enemy, surrounded
by their riders.
5. The boy _________ his hands from the horse’s neck. He let
his fingers gently stroke the horse’s fur. The horse was dead.
6.The horse appeared after a storm, the boy’s mouth dropped
open and he stared in ______________.
7.The horse’s appearance was __________. The boy could
not explain it.
Vocabulary: Story Words
• tipis: cone-shaped tents made from animal
skins by Native Americans
• discarded: thrown away
• bays: reddish-brown horses
• chestnuts: grayish- or reddish-brown
horses
• paints: pintos; horses with irregular spots
or markings
Vocabulary: Homophones
• Homophones, or homonyms , are words that are
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pronounced the same but
spellings and meanings.
here/hear
there/their
rain/rein
blue/blew
needed/kneaded
seen/scene
Homophones
have different
seen/scene
four/for
through/threw
plains/planes
buries/berries
road/rode
Homophones 2
Phonics: Decode Plural Words
Plurals are formed in the following ways:
• Most plural words end in –s.
• When a word ends in s, -es is added to
make the plural.
• When words end in e, the e is dropped
and –es is added.
• When a word ends in y, the y is dropped
and –ies is added.
Plural rules factsheet
Plural Fishing
Fluency: Intonation/Pausing
• Good Readers learn to read groups of
words together in phrases. The following
text has been marked with slashes that
indicate pauses and stops. A single slash
indicates a pause, usually between
phrases. In this passage, a single slash
also indicates a slightly longer pause at a
dash. A double slash indicates a stop,
usually between sentences.
Fluency: Intonation/Pausing
• A horse neighed,/ and the mysterious horse
appeared,/ followed by a heard of spirited
horses.// They surrounded Boy Chief,/ snorting
and stamping excitedly,/ horses of every color/
-beautiful bays,/ chestnuts,/ shiny blacks,/
whites,/ grays,/ and paints.//
Mounted on his mysterious horse,/ Boy Chief
drove the horses round and round the
village.// He stopped in front of his
grandmother’s shelter.//
“Grandmother,”/ he said,/ “Now you will always
have horses!// You need never walk again!”//
Comprehension: Author’s Purpose
• Authors write to entertain, inform, or
persuade.
• Sometimes authors have more than one
purpose .
Author’s Purpose
Author’s Purpose
Comprehension: Summarize
• When summarizing, it is important to
identify the main ideas, supporting details,
and the order in which events take place
or topics are introduced.
• summarize
Comprehension: Sequence
• Sequence refers to the order in which events
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take place in a story or the order in which
information is given in nonfiction.
Events in a story usually occur in time order.
That is, you read about the earliest events first
and follow along until the last events occur at
the end. Sometimes, however, the events are
told out of order, but the author usually gives
clues that help you recognize the sequence.
Signal words and phrases to help you identify
sequence are: first, next, than, last, and finally.
Sequence
Sequence
Comprehension: Make Inference
• Readers make inferences to understand
things the author does not directly state in
the story.
• To make inferences, readers can use
information from the test, illustrations,
and things they already know to helo
them make connections.
• Make Inferences
R2C 3.5
• Make inferences about setting
– Explain why the setting is important to the
story. Provide two details and/or examples
from the story to support your answer.
– (Think beyond “time and place” to mood and
how the story would change with a different
setting.)
R1E Vocabulary
1.6 patterns & relationships
• What is the meaning of mysterious? What
context clues helped you define the word?
Use two details or examples from the
story to support your answer.
3.5
• Summarize the main ideas in the passage.