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

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 Game Vocabulary Matching

3. Vocabulary: Word in Context fade. cautiously. crisscrossed. disguised
Vocabulary: Word in Context fade 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 1 Drawing 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 Sledding Making 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?