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Unit 3 Week 4Mystic Horse

O’Neal 4th Grade

VocabularyVocabulary

• sores-places on the skin that are broken sores-places on the skin that are broken and painfuland painful

• loosened-to make something less tightloosened-to make something less tight• mysterious- very hard or impossible to mysterious- very hard or impossible to

understand or explainunderstand or explain• amazement-great surprise or wonderamazement-great surprise or wonder• responsibility-a job, duty, or concernresponsibility-a job, duty, or concern• patchwork-something put together out of patchwork-something put together out of

many uneven or varied partsmany uneven or varied parts• midst-the middle partmidst-the middle part

Vocabulary: Words In ContextVocabulary: Words In Contextmysterious responsibility patchwork sores mysterious responsibility patchwork sores loosened amazement midstloosened amazement midst• 1.The boy had a _______ for his grandmother; it was his 1.The boy had a _______ for his grandmother; it was his

job to take good care of her.job to take good care of her.

• 2.One day he found a horse. The horse was limping and 2.One day he found a horse. The horse was limping and wounded, its body covered with ________.wounded, its body covered with ________.

• 3. The boy covered the horse with a ________ of cold 3. The boy covered the horse with a ________ of cold blankets.blankets.

• 4. The boy stood in the ________ of the enemy, 4. The boy stood in the ________ of the enemy, surrounded by their riders.surrounded by their riders.

• 5. The boy _________ his hands from the horse’s neck. He 5. The boy _________ his hands from the horse’s neck. He let his fingers gently stroke the horse’s fur. The horse let his fingers gently stroke the horse’s fur. The horse was dead.was dead.

• 6.The horse appeared after a storm, the boy’s mouth 6.The horse appeared after a storm, the boy’s mouth dropped open and he stared in ______________.dropped open and he stared in ______________.

• 7.The horse’s appearance was __________. The boy could 7.The horse’s appearance was __________. The boy could not explain it.not explain it.

Vocabulary: Story WordsVocabulary: Story Words

• tipis: cone-shaped tents made from tipis: cone-shaped tents made from animal skins by Native Americansanimal skins by Native Americans

• discarded: thrown awaydiscarded: thrown away• bays: reddish-brown horsesbays: reddish-brown horses• chestnuts: grayish- or reddish-brown chestnuts: grayish- or reddish-brown

horseshorses• paints: pintos; horses with irregular paints: pintos; horses with irregular

spots or markingsspots or markings

Vocabulary: HomophonesVocabulary: Homophones

• Homophones, or homonyms , are words Homophones, or homonyms , are words that are pronounced the same but have that are pronounced the same but have different spellings and meanings. different spellings and meanings.

• here/hearhere/hear seen/sceneseen/scene• there/theirthere/their four/forfour/for• rain/reinrain/rein through/threwthrough/threw• blue/blewblue/blew plains/planesplains/planes• needed/kneadedneeded/kneaded buries/berriesburies/berries• seen/sceneseen/scene road/roderoad/rode

Homophones Homophones 2

Phonics: Decode Plural Phonics: Decode Plural WordsWords

Plurals are formed in the following Plurals are formed in the following ways:ways:

• Most plural words end in Most plural words end in –s–s..• When a word ends in When a word ends in s, -ess, -es is added is added

to make the plural.to make the plural.• When words end in When words end in ee, the , the ee is dropped is dropped

and and –es–es is added. is added. • When a word ends in When a word ends in yy, the , the yy is is

dropped and dropped and –ies–ies is added. is added.Plural rules factsheetPlural rules factsheet Plural Fishing Plural Fishing

Fluency: Intonation/PausingFluency: Intonation/Pausing

• Good Readers learn to read groups of Good Readers learn to read groups of words together in phrases. The words together in phrases. The following text has been marked with following text has been marked with slashes that indicate pauses and stops. slashes that indicate pauses and stops. A single slash indicates a pause, A single slash indicates a pause, usually between phrases. In this usually between phrases. In this passage, a single slash also indicates a passage, a single slash also indicates a slightly longer pause at a dash. A slightly longer pause at a dash. A double slash indicates a stop, usually double slash indicates a stop, usually between sentences.between sentences.

Fluency: Intonation/PausingFluency: Intonation/Pausing• A horse neighed,/ and the mysterious A horse neighed,/ and the mysterious

horse appeared,/ followed by a heard of horse appeared,/ followed by a heard of spirited horses.// They surrounded Boy spirited horses.// They surrounded Boy Chief,/ snorting and stamping excitedly,/ Chief,/ snorting and stamping excitedly,/ horses of every color/ -beautiful bays,/ horses of every color/ -beautiful bays,/ chestnuts,/ shiny blacks,/ whites,/ grays,/ chestnuts,/ shiny blacks,/ whites,/ grays,/ and paints.//and paints.//Mounted on his mysterious horse,/ Boy Mounted on his mysterious horse,/ Boy Chief drove the horses round and round Chief drove the horses round and round the village.// He stopped in front of his the village.// He stopped in front of his grandmother’s shelter.//grandmother’s shelter.//““Grandmother,”/ he said,/ “Now you will Grandmother,”/ he said,/ “Now you will always have horses!// You need never always have horses!// You need never walk again!”//walk again!”//

Comprehension: Author’s Comprehension: Author’s PurposePurpose

• Authors write to entertain, inform, or Authors write to entertain, inform, or persuade.persuade.

• Sometimes authors have more than Sometimes authors have more than one purpose .one purpose .

Author’s PurposeAuthor’s Purpose

Author’s PurposeAuthor’s Purpose

Comprehension: SummarizeComprehension: Summarize

• When summarizing, it is important to When summarizing, it is important to identify the main ideas, supporting identify the main ideas, supporting details, and the order in which details, and the order in which events take place or topics are events take place or topics are introduced.introduced.

• summarizesummarize

Comprehension: SequenceComprehension: Sequence• Sequence refers to the order in which events Sequence refers to the order in which events

take place in a story or the order in which take place in a story or the order in which information is given in nonfiction.information is given in nonfiction.

• Events in a story usually occur in time order. Events in a story usually occur in time order. That is, you read about the earliest events first That is, you read about the earliest events first and follow along until the last events occur at and follow along until the last events occur at the end. Sometimes, however, the events are the end. Sometimes, however, the events are told out of order, but the author usually gives told out of order, but the author usually gives clues that help you recognize the sequence.clues that help you recognize the sequence.

• Signal words and phrases to help you identify Signal words and phrases to help you identify sequence are: first, next, than, last, and sequence are: first, next, than, last, and finally.finally.

• SequenceSequence SequenceSequence

Comprehension: Make Comprehension: Make InferenceInference• Readers make inferences to Readers make inferences to

understand things the author does understand things the author does not directly state in the story.not directly state in the story.

• To make inferences, readers can use To make inferences, readers can use information from the test, information from the test, illustrations, and things they already illustrations, and things they already know to helo them make know to helo them make connections.connections.

• Make InferencesMake Inferences

Reflection: Day 1 R2C Reflection: Day 1 R2C 3.5 3.5

• Make inferences about settingMake inferences about setting

– Explain why the setting is important to the Explain why the setting is important to the story. Provide story. Provide twotwo details and/or examples details and/or examples from the story to support your answer.from the story to support your answer.

– (Think beyond “time and place” to (Think beyond “time and place” to moodmood and and how the story would changehow the story would change with a different with a different setting.)setting.)

Reflection: Day 2Reflection: Day 2R1E VocabularyR1E Vocabulary1.6 patterns & relationships1.6 patterns & relationships

• What is the meaning of mysterious? What is the meaning of mysterious? What context clues helped you What context clues helped you define the word? Use define the word? Use twotwo details or details or examples from the story to support examples from the story to support your answer.your answer.

Reflection: Day 3Reflection: Day 3

• Summarize the main ideas of Mystic Summarize the main ideas of Mystic Horse.Horse.

Reflection: Day 4Reflection: Day 4

• Reread page 356Reread page 356

• Retell the horse’s instructions using Retell the horse’s instructions using sequence words.sequence words.

Reflection: Day 5Reflection: Day 5

• Reread page 362.Reread page 362.

• Use signal words to tell what Use signal words to tell what happens in this part of the story. Use happens in this part of the story. Use a sequence chart to help you.a sequence chart to help you.

Coming SoonComing Soon

Next week, we will be reading about precipitation. Do you know the different types of precipitation? Have you ever experienced a storm? What was the storm like?

We will be learning about author’s purpose and summarizing.