Transcript The Blind Hunter - tmurrayreadingfirst

Unit 4, Week 2
4th Grade
O’Neal Elementary
Vocabulary
fade: to lose strength or brightness
 cautiously: carefully or safely
 crisscrossed: marked with lines that cross one
another
 disguised: changed appearance to look like
something else
 wisdom: good judgment in knowing what is right
 jealousy: a feeling of wanting what someone
else has
 faint: not clear or strong; weak
Vocabulary Game
Vocabulary Matching
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Vocabulary: Word in Context
fade
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cautiously
wisdom
crisscrossed disguised
jealousy
faint
Carla had read many detective stories, and she felt she had
gained much ______ from them.
When she couldn’t find the cookies she had made, she
wondered if her older sister’s _______ over Carla’s cooking
skills was to blame. Or could it be her younger brother’s
love of chocolate chip cookies?
Carla decided to play detective. She _____ herself with
dark glasses and a large hat.
She sat out in the early afternoon before the daylight could
____ into dusk.
Careful not to make a sound, she opened the back door and
stepped _______ into the yard.
She saw that many footprints _______ the yard.
Then she heard a _______ noise of munching coming from
the garage. Her detective work was over!
Vocabulary: Story Words
bountiful: plentiful
 groves: groups of trees growing near one
another
 warthogs: wild African pigs
 landscape: the land you can see from
one spot
 baobab: an African tree with a wide trunk
that stores water
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Vocabulary: Content Words
devices: tools that are used to help get
things done
 limited: when there are few to choose
from
 refreshes: gives you new energy
 microphone: turns sound into an
electrical current so it can be broadcast
 accessories: things that can be added
onto an item
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Vocabulary/Word Work: Word
Families
A word family is a group of related words.
 Learning words as part of a word family
can help readers increase their vocabulary
more easily.
 Pay attention to the common parts of
words from the same family.
 The pronunciation and meaning of an
unfamiliar word may be easier if the
reader knows another word in the same
family.
Word Family Game
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Phonics: Inflectional Endings
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By adding the endings such as –ed, -er,
-est, -es, or –ly can be added to change the form
of a word.
In some words that end in y, the y changes to i
before the ending is added.
loveliest
When you look at the word, you can see the
ending –est. If you remove that ending, you
have l-o-v-e-l-i. That must be the word lovely
with the y changed to i. Now you should know
that the word is lovely plus –est. It must mean
“the most lovely.”
Fluency: Intonation/Pausing
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Good Readers learn to read groups of
words together in phrases. The test on
the following slide has been marked with
slashes that indicate pauses and stops. A
single slash indicates a pause, usually
between phrases. A double slash
indicates a stop, usually between
sentences. A single slash mark can also
separated a character’s words from
phrases identifying the speaker, such as
“he warned.”
Fluency: Intonation/Pausing
Again Chirobo tugged at the walking stick,/
stopping in his tracks.// He tilted his head and
breathed deeply.//
“We must be careful,”/ he warned.// “There are
warthogs around.”//
The young man looked in all directions but could
not see them.//
He hurried to the crest of a nearby hill and
peered down through the brush.// To his
surprise,/ a herd of warthogs trotted into view,/
their sharp tusks flashing in the midday sun.//
Comprehension:
Generate Questions
To help you understand a text, you should
make a habit of asking yourself questions
before, during, and after reading.
 When reading fiction, you should ask
questions about what the characters say
and do.
 You can also ask questions about what
may have happened to the characters
previously or what may happen to them
next.
Types of Questions
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Comprehension: Draw Conclusions
Good readers use the answers to question they
have asked themselves to draw conclusions about
a text.
 Drawing conclusions, or thinking logically about
clues the author may have included in the text, will
help students to identify information that the
author may not have stated directly.
 Drawing conclusions can help them identify and
understand the theme, or main idea of a story.
Drawing Conclusions 1 Drawing Conclusions 2
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Comprehension: Sequence
Sequence is the order in which events
take place.
 Words or phrases such as early one
evening, for many hours, tomorrow, and
when the sun rises help readers follow the
sequence of events in a story.
Going Sledding
Making a Snowman
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Text Feature: Glossary
Glossaries identify parts of speech and
correct pronunciation of words.
 A glossary provides definitions for each
word.
 Glossaries may included word histories,
synonyms, antonyms, and sample usages
of words.
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Reflections: Day 1
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Describe a time when you or someone you
know experienced helping someone who
was blind or just had a hard time getting
around like Katrina did for Elizabeth. Use
details and/or examples from the story to
support your answer.
Reflection: Day 2
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Explain why the setting is important to the
story. Provide two details and/or
examples from the story to support your
answer.
Reflections: Day 3
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How does Chirobo hunt if he is blind? Use
two details and/or examples from the
story to support your answer.
Reflections: Day 4
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How do you know the narrator in the story
is not one of the characters?
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The narrator in the story is:
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First person narrator
Second person narrator
Third person narrator
None of the above
Reflections: Day 5
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How did Muteye change from the
beginning to the end of the story?