Unit 4, Week 2 4 th Grade O’Neal Elementary

1. The Blind Hunter Unit 4, Week 2 4th Grade O’Neal Elementary

2. 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 GameVocabulary Matching

3. Vocabulary: Word in Contextfade cautiously crisscrossed disguised wisdom 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!

4. 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

5. 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

6. 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

7. Phonics: Inflectional Endings • 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.”

8. Fluency: Intonation/Pausing • 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.”

9. 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.//

10. 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

11. 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 1Drawing Conclusions 2

12. 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 SleddingMaking a Snowman

13. 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.

14. Reflections: Day 1 • 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.

15. Reflection: Day 2 • Explain why the setting is important to the story. Provide two details and/or examples from the story to support your answer.

16. Reflections: Day 3 • How does Chirobo hunt if he is blind? Use two details and/or examples from the story to support your answer.

17. Reflections: Day 4 • How do you know the narrator in the story is not one of the characters? • The narrator in the story is: • First person narrator • Second person narrator • Third person narrator • None of the above

18. Reflections: Day 5 • How did Muteye change from the beginning to the end of the story?