Unit%203%20Week%204%20Mystic%20Horse

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Unit 3 Week 4Mystic Horse
Unit 3 Week 4 Mystic Horse
ONeal 4th Grade
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Vocabulary

• sores-places on the skin that are broken and
  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

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Vocabulary Words In Contextmysterious
responsibility patchwork sores loosened
amazement midst

• 1.The boy had a _______ for his grandmother it
  was his job 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 horses
  neck. He let his fingers gently stroke the
  horses fur. The horse was dead.
• 6.The horse appeared after a storm, the boys
  mouth dropped open and he stared in
  ______________.
• 7.The horses appearance was __________. The boy
  could not explain it.

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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

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Vocabulary Homophones

• Homophones, or homonyms , are words that are
  pronounced the same but have different spellings
  and meanings.
• here/hear seen/scene
• there/their four/for
• rain/rein through/threw
• blue/blew plains/planes
• needed/kneaded buries/berries
• seen/scene road/rode

Homophones Homophones 2
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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

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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.

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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 grandmothers
  shelter.//
• Grandmother,/ he said,/ Now you will always
  have horses!// You need never walk again!//

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Comprehension Authors Purpose

• Authors write to entertain, inform, or persuade.
• Sometimes authors have more than one purpose .
• Authors Purpose
• Authors Purpose

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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

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Comprehension Sequence

• Sequence refers to the order in which events 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

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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

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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.)

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R1E Vocabulary1.6 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.

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3.5

• Summarize the main ideas in the passage.