Comprehension
Genre
Narrative Nonfiction
is a story or account about
actual persons, living things,
situations, or events.
MAIN SELECTION
• Wild Horses
• Skill: Cause and Effect
Monitor Comprehension
Cause and Effect
As you read, fill in your
Cause and Effect Diagram.
PAIRED SELECTION
• “The Tale of Pecos Bill”
• Literary Elements: Hyperbole
and Figure of Speech
1OcaS 3TTSQb
SMALL GROUP OPTIONS
• Differentiated Instruction,
pp. 657M–657V
Read to Find Out
What is it that makes a wild
horse wild?
Comprehension
GENRE: NARRATIVE NONFICTION
Have a student read the definition of
Narrative Nonfiction on Student Book
page 636. Students should look for a
story about real people and events.
STRATEGY
MONITOR COMPREHENSION
Remind students that monitoring,
or checking, their comprehension as
they read will help them understand
a text. They can stop regularly to ask
themselves questions. They might also
paraphrase what they have read or use
self-correction techniques.
SKILL
CAUSE AND EFFECT
Remind students that cause-and-effect
relationships help make up the events
of a story. Often one event or action
will lead directly to another.
636
D]QOPcZO`g
Vocabulary Words Review the tested vocabulary words:
sanctuary, descendants, coaxing, threatened, habitat, fragile,
and glistening.
Selection Words Students may be unfamiliar with these words.
Pronounce the words and give meanings as necessary.
docile (p. 638): easy to train or handle
adaptability (p. 638): the ability to adapt easily
skitter (p. 645): to skip quickly
vigilance (p. 646): watchfulness, caution, and care
636
Main Selection
Main Selection Student pages 636–637
Preview and Predict
Ask students to read the title, preview
the illustrations, and make predictions
about the selection. What is the
landscape like where the horses live?
Have students write their predictions
and any questions they may have
about the story.
Wild
Set Purposes
FOCUS QUESTION Discuss the “Read
to Find Out” question on Student
Book page 636. Remind students to
look for the answer as they read.
Horses
Point out the Cause and Effect Diagram
in the Student Book and on Practice
Book page 179. Explain that students
will fill it in as they read.
by Cris Peterson
photographs by Alvis Upitis
Read Wild Horses
Use the questions and Think Alouds
to support instruction about the
comprehension strategy and skill.
637
On Level Practice Book O, page 179
As you read Wild Horses, fill in the Cause and Effect Diagram.
Cause
If your students need support
to read the Main Selection,
use the prompts to guide
comprehension and model
how to complete the graphic
organizer. Encourage students
to read aloud.
Effect
If your students can read the
Main Selection independently,
have them read and complete
the graphic organizer. Remind
them to set and adjust their
reading rate based on their
purpose for reading and the
type and difficulty of text.
7=
C2 1
2
/
If your students need alternate selections, choose the
Leveled Readers that match their instructional level.
BSQV\]Z]Ug
How does the information you wrote in the Cause and Effect Diagram
help you to monitor your comprehension of Wild Horses?
Approaching Practice Book A, page 179
Story available on Listening Library Audio CD
Beyond Practice Book B, page 179
Wild Horses
637
Main Selection Student page 638
Develop
Comprehension
1 STRATEGY
MONITOR COMPREHENSION
Teacher Think Aloud As I read
about these horses, I can check
to make sure I understand each
passage as I go along. For example,
I notice in the first paragraph that
the author is talking about shadows.
I can read ahead to see what the
shadows really are. I see in the
second paragraph that the author
says the shadows aren’t backyard
pasture mares. They are wild horses.
She even goes on to say what kind
of horses: American mustangs. As I
continue to read, I will use this and
other techniques to monitor my
comprehension of the story.
I
1
n the deepest, darkest part of night, when the crickets
and tree frogs are almost silent, shadowy shapes
emerge from the ponderosa pine ridge and tiptoe
down to the glassy Cheyenne River below. Their long
tangled manes and tails ruffle in the night breeze. Ever
alert and watchful for predators, they swiftly drink their fill.
Then they turn on their heels and lunge up the rocky hills
to safety.
In the misty glow of dawn, one can see these
mysterious visitors aren’t backyard pasture mares with
swishing tails and docile, trusting eyes. These horses are
wild—from another century, another era, another world.
They are American mustangs, whose freedom, adaptability,
and toughness define the western wilderness.
638
&-Build Descriptive Language Monitor students’ understanding of
the words that describe the appearance and behavior of the horses
in the first paragraph on page 638. Ask students what tiptoe means.
Why are the horses tiptoeing down to the river? Swiftly means
“quickly.” Why do they drink quickly? What are they looking out
for? Explain the word heels and demonstrate how to “turn on your
heels.”
Discuss the differences between pasture mares and the wild horses
as described in the second paragraph. On the board, write: pasture
mares = docile, trusting; American mustangs = wild, adaptable, tough.
Explain the words as needed.
638
Main Selection Student page 639
Develop
Comprehension
2 AUTHOR’S PERSPECTIVE
Some of the mares have names. Medicine Hattie is
easy to spot. Her dark ears jut out above her ghostly white
face and corn-silk mane. Painted Lady’s pure white coat
is splashed with brown spots; she always seems to know
where the sweetest grasses are.
And there are others. Funny Face has a creamy white
blaze that slides down the sides of her face like melting
ice cream on a hot day. She loves to stand on the highest
rock-strewn spot with her face to the wind. Yuskeya, whose
name means freedom in the Sioux language, always stands
at the edge of the herd, alert for danger and ready to run.
How does the author feel about the
subject of horses? How can you tell?
(The author talks about horses as if
she has watched them herself. She
describes their manes and tails and the
way they move. She also knows many
by name, as if she were friends with
them. The author is very close to the
subject and seems to understand it
well.)
3 FIGURATIVE LANGUAGE
2
3
639
How does the author use figurative
language and sensory details to
describe the horses on page 639?
(She describes the colors of the horses
with such images as ghostly white
face, splashed with brown spots, and
creamy white blaze. She compares
Medicine Hattie’s mane to part of a
plant in the metaphor corn-silk mane.
She also uses simile when she says
that Funny Face’s markings look like
melting ice cream on a hot day. She uses
personification when she describes
the horses’ behavior in human terms:
“. . . she always seems to know . . . ,”
“She loves to stand . . .”) What effect
does the author’s choice of words and
use of figurative language have on the
mood of this part of the selection? (By
helping us understand how each horse
is unique, these descriptions create a
tender and affectionate mood.)
Wild Horses
639
4
Main Selection Student page 640
Develop
Comprehension
4 USE ILLUSTRATIONS
Look again at the photographs on
pages 638, 639, and 640. How do they
contribute to your understanding
of the place where the wild horses
live? What emotions do they convey?
(Suggested answer: The land is
very open. The photographs show
the horses running free or grazing
peacefully. The pictures are beautiful
and show the horses in a positive,
peaceful light.)
640
Cross–Curricular Connection
ESTIMATION
Remind students of the concept of estimation, in which one
finds about how much or about how many. Have students
think about why estimation of a horse population might make
more sense than attempting to make an exact count. Note
that estimation can be made by rounding to the nearest ten
or hundred and then calculating with the new figures. Have
students estimate the sum of 307 horses added to a herd of
598. (300 + 600 = 900) Have students work in pairs to create
addition and subtraction problems with two- and three-digit
numbers for each other to solve using estimation.
640
To find these horses, cross Cascade
Creek where the South Dakota Black
Hills meet the prairie, and turn right
onto a pothole-strewn gravel road. This
is the land of silver sagebrush and cowboy
legends. Scraggly buzzards perch on fence
posts near the entry gate to the Black Hills
Wild Horse Sanctuary, home for more
than three hundred wild horses and one
determined cowboy-conservationist named
Dayton Hyde.
Dayton was a gangly, growing thirteenyear-old boy when he met his first horse. It
was a dirt-colored pony he found drinking
from a puddle of old soapy dishwater
behind his family’s summer cabin in
northern Michigan. He recalls that for a
time he thought all horses blew bubbles out
of their noses.
Soon after that encounter, word came
from Dayton’s cattle rancher uncle in
Oregon that his cowboys had just captured
a band of wild horses. Dayton hopped a
westbound train and arrived on his uncle’s
doorstep, where he grew up as a cowboy
learning to love the western range and its
wild horses.
Mustangs are descendants of the
horses brought to America by Spanish
explorers nearly five hundred years ago. By
1900, more than two million smart, fast,
surefooted wild horses roamed the West.
Main Selection Student page 641
Develop
Comprehension
5 GENRE: NARRATIVE NONFICTION
5
6
6 CAUSE AND EFFECT
641
&-STRATEGIES FOR EXTRA SUPPORT
Question 6 CAUSE AND EFFECT
Explain the expression “hop a train.” Use a map to help students
understand where Oregon is. Ask, Where does Hyde move? Why?
What does he find there? What does he learn? What effect did this
move have on him?
What clues tell you that this narrative
account is informational nonfiction?
(The author includes information about
the South Dakota Black Hills and the
Black Hills Wild Horse Sanctuary. These
are both real places. She also talks
about a real cowboy named Dayton
Hyde and provides details about his
life. Real places and people usually
indicate a work of nonfiction.)
Students should identify the topic of a
literary nonfiction text.
What caused Dayton Hyde to hop a
train out to Oregon? (His uncle was
a cattle rancher and had just caught
a group of wild horses for his ranch.)
What effect did this move have on
Hyde? (Dayton Hyde learned to love
the West and the wild horses.) Add this
information to your Cause and Effect
Diagram.
Cause
Dayton goes to his
uncle and grows
up as a cowboy.
Effect
Dayton comes
to love the
western range and
its wild horses.
D]QOPcZO`g
Find the sentence that contains the
word descendants . Use descendants
in another sentence that shows its
meaning. (Sample answer: Many of
her descendants inherited her musical
talent.)
Wild Horses
641
Main Selection Student page 642
7
Develop
Comprehension
7 MAKE INFERENCES
8
The author has told us that horses
were brought to the United States by
the Spanish nearly 500 years ago. Now
the horses are causing problems. How
do you think so many horses came
to run wild in the West? (Suggested
answer: As Native American peoples
and the buffalo disappeared, horses
would not be used as they had been
for hunting. Also, the way of life in the
United States changed with cars and
trains, so people stopped using horses
for transportation. The horses were left
on their own.)
9
10
Cause and Effect
8 CAUSE AND EFFECT
What caused the mustang population
to increase during the 1970s? (Congress
made it illegal to capture or kill wild
horses, so the herds increased in size
despite hard winters with no food or
water.) Add this information to your
Cause and Effect Diagram.
Cause
Dayton goes to his
uncle and grows
up as a cowboy.
Congress made
a law against
catching or killing
wild horses.
642
When newly invented barbed
wire fences began crisscrossing the
rangelands, the horses lost access to
sources of food and water and became
a pesky problem for local residents.
Thousands of them were slaughtered
for fertilizer or pet food. By 1950, less
than seventeen thousand survived.
After a Congressional act
prohibited the capture or slaughter
of wild horses in 1971, the wild horse
population again grew quickly. Many
died of thirst and starvation in the
harsh western winters. In an attempt
to manage the size of the herds, the
United States government gathered
up the animals and maintained them
in fenced feedlots until they could
be adopted.
One day in the early 1980s,
Dayton Hyde, who by this time
owned his uncle’s ranch and had a
grown family of his own, drove by
one of these feedlots. Shocked and
dismayed by the sight of dozens of
muddy and dejected horses locked
in a corral, he felt he had to
do something.
Effect
Dayton comes
to love the
western range and
its wild horses.
Herds increased,
though some died
in harsh winters.
What caused the mustang
population to increase during
the 1970s?
642
Main Selection Student page 643
Develop
Comprehension
9 STRATEGY
CONTEXT CLUES
Find the word prohibited on page
642. Predict its meaning. Then use
paragraph clues to check your
prediction. (The sentence before
talks about how few horses survived.
The author then says that when the
slaughter of wild horses was prohibited,
the horse population grew. From these
clues, I can conclude that prohibited
means “forbidden” or “not allowed.”)
10 MAINTAIN
SUMMARIZE
643
Cause and Effect
If students need help determining the causes and effects of actions,
guide them through the process by asking such questions as the
following:
• Where did the horses come from? (They were brought by Spanish
explorers and have been here ever since.)
• How did the herds get so large? (People used to kill the horses, but
the government made them stop.)
• What was the result of the increasing size of the herds? (In the
winter, many horses could not find enough to eat.)
• What kept the horses from finding food? (Much of the land was
fenced off, and the horses could not get to it for food.)
How would you summarize this
selection so far? (After describing
wild horses, the author writes about
Dayton Hyde, who started learning
about horses when he moved out
west to work with his uncle. The
horses became a problem when fences
blocked food and water supplies, and
the horses bothered residents. The
horses, killed for food and fertilizer,
nearly died out. An act of Congress
saved them, but the government
managed the herds badly. Hyde
decided to help.)
Have students respond to the selection
by confirming or revising their
predictions and purposes.
Can students identify causes
and effects? If not, see the
Extra Support on this page.
Stop here if you wish to read
this selection over two days.
STOP
Wild Horses
643
Main Selection Student page 644
Develop
Comprehension
11 CAUSE AND EFFECT
What caused Dayton Hyde to spend
months searching and trying to work
with the government? (He was upset
by the condition of the horses in the
feedlots and wanted to convince the
government to create a place for the
wild horses to live.) What was the
effect of this? (They agreed, and he
acquired eleven thousand acres of
land near the Black Hills.) Add this
information to your Cause and Effect
Diagram.
11
12 PROBLEM AND SOLUTION
What problem did Hyde face before
he could bring the horses to the
new land? How did he solve it? (The
neighbors of the land would not want
the horses to wander into their wheat
fields. To solve this, Hyde had to build
eight miles of fences to keep the
animals in.) Make sure students justify
solutions to problems by verifying,
confirming, and supporting.
12
After months of searching and many long days spent
convincing government officials to accept his plan of creating
a special place for wild horses, he acquired eleven thousand
acres of rangeland and rimrock near the Black Hills in South
Dakota. Here, among yawning canyons and sun-drenched
pastures, he hoped wild horses—some too ugly, old, or knobby
kneed to be adopted—could run free forever.
Before he could ship his wild horse rejects to their
new home, Dayton had to build eight miles of fences to
ensure they wouldn’t wander into his neighbors’ wheat
fields. He also fenced in a fifty-acre training field where
the horses would spend their first few days on the ranch
adjusting to their new surroundings.
644
&-Cause
Dayton goes to his
uncle and grows
up as a cowboy.
644
Effect
Dayton comes
to love the
western range and
its wild horses.
Congress made
a law against
catching or killing
wild horses.
Herds increased,
though some died
in harsh winters.
Hyde wanted a
place for the wild
horses to live.
Hyde acquired
eleven thousand
acres of land for
them.
STRATEGIES FOR EXTRA SUPPORT
Question 11 CAUSE AND EFFECT
Ask, What was the reason Dayton asked for the government’s help?
What did Dayton need from the government to help the horses? What
was the effect of Dayton Hyde’s discussions with the government?
Main Selection Student page 645
Develop
Comprehension
13 STRATEGY
MONITOR COMPREHENSION
Teacher Think Aloud I can ask
myself questions that will help me
make sure I’ve understood what I’ve
read. For example, the author says
it was difficult to get the horses
off the trailer, but it’s not clear
why. What questions could you ask
yourself to help you?
(Encourage students to apply the strategy
in a Think Aloud.)
On a miserably cold fall day, huge creaking semi-trailers
filled with snorting, stomping steeds finally arrived at the
ranch. After hours of coaxing, Dayton succeeded in getting
Magnificent Mary to skitter off the trailer. She was a battlescarred, mean-eyed mare with a nose about twice as long as
it should be. The rest of the herd clattered behind her, eyes
bulging with fear.
Student Think Aloud The author
13
14
645
says it took hours, but what made
the horses so afraid to leave the
trailer? Had the trip disturbed them?
Did they see outside the trailer and
become afraid of the unfamiliar
ranch? The author says when Dayton
was able to get Magnificent Mary
off the trailer first, the other horses
followed. Why did they follow her?
Was she a leader in the herd? I think
the horses were frightened of the
new ranch, and that they felt safer
once one of the older horses left the
trailer.
14 ALLITERATION
Snorting, stomping steeds is an example
of alliteration, the repetition of a
consonant sound at the beginnings
of words. Find other examples of
alliteration on pages 644 and 645.
(Examples on page 644 include
knobby kneed and rangeland and
rimrock. Examples on page 645 include
Magnificent Mary and mean-eyed mare.)
Wild Horses
645
Main Selection Student page 646
Develop
Comprehension
15 DRAW CONCLUSIONS
How do you think Hyde knows that
“wild horses often feel threatened by
being watched”? (Dayton Hyde has
been working with horses since he
was a young man. He must have paid
attention to how the horses behave
around people. He has learned how
to behave to get the horses to feel
comfortable.)
15
16 CAUSE AND EFFECT
What has been the effect of Dayton
Hyde’s creating a home for the wild
horses? (By making a sanctuary for the
horses, Dayton Hyde has been able to
see dozens of new colts born every
spring. Now the horses won’t die off.)
Add this information to your Cause and
Effect Diagram.
16
646
Cause
Dayton goes to his
uncle and grows
up as a cowboy.
Congress made
a law against
catching or killing
wild horses.
Hyde wanted a
place for the wild
horses to live.
Hyde creates a
sanctuary for the
wild horses.
646
Effect
Dayton comes
to love the
western range and
its wild horses.
Herds increased,
though some died
in harsh winters.
Hyde acquired
eleven thousand
acres of land for
them.
Dozens of wild
horses are now
born each spring.
Dayton’s worst fear was that the horses would spook
and charge through his carefully constructed six-wire fence,
scattering across the prairie like dry leaves in a whirlwind. Aware
that wild horses often feel threatened by being watched, he
sat in the cab of his old pickup truck, peeking at them out of a
corner of his eye. Finally, after nearly a week of around-theclock vigilance, he swung open the gate from the training field
to his wild horse sanctuary.
Many years have passed since Dayton held his breath
and pushed that corral gate open. Every spring, dozens
of his wild horses give birth to tottering colts that learn
the ways of the back country from their mothers. They
share the vast, quiet land with coyotes, mountain lions, and
countless deer. Star lilies, bluebells, and prairie roses nod
in the wind along with the prairie short grass that feeds
the herd.
Main Selection Student page 647
Develop
Comprehension
17 WRITER’S CRAFT: TONE
Why do you think the author includes
so many specific details that tell how
the horse sanctuary appears? (Answers
may vary but may include the fact
that the author seems to appreciate
the sanctuary and the care that Hyde
took in creating it and saving so many
horses.)
18 PROBLEM AND SOLUTION
Thousands of visitors arrive each summer to get a glimpse
of wild horses in their natural habitat, a habitat that has been
preserved through Dayton’s careful planning. Throughout the
grazing season, he moves the herd from one area of the ranch
to another so the horses don’t damage the fragile rangeland.
In the process, he searches for his marker mares: Painted Lady,
Medicine Hattie, Funny Face, Yuskeya, Magnificent Mary, and
several others. When he spots them all, he knows the whole
herd is accounted for.
How has Dayton Hyde made sure
that the wild horses don’t have the
problem of running out of food? (He
has planned the land use carefully and
moves the herd around the range so
they don’t feed in one place.)
17
18
Students should identify multiple
conflicts in the narrative.
647
The Internet
Explain The Internet is known as a highway of information and is
considered a valuable resource for both research and fun.
Discuss Have students discuss how they have used the Internet.
(Students may say they have used the Internet to complete a class
project.) Ask students how the Internet can be used for fun. Do they
think making a Web page would be a difficult task? What do they think
is involved in making a Web page and becoming part of the Internet?
Apply Have student partners brainstorm ideas for a new Web site
about wild horses. They should write a brief description of the Web
site that includes its purpose, possible links, and a design of what
the site will look like when finished. Ask students to present their
Web sites to the class orally and provide visuals. Remind students to
use the Discussion and Conversation Guidelines on page 540I.
D]QOPcZO`g
Find the sentence that contains the word
fragile . Which of the following words
does not have a meaning similar to
the meaning of fragile: dainty, delicate,
hearty, strong, breakable, solid? (hearty,
strong, solid)
Wild Horses
647
Main Selection Student page 648
Develop
Comprehension
19 STRATEGY
MONITOR COMPREHENSION
How has monitoring your
comprehension helped you to find the
causes of events and the effects of
actions?
Student Think Aloud When I went
back to reread the beginning of
the selection, I saw that the author
starts out by describing the land and
the horses, the same way that she
does here at the end. I understand
now that the selection started with a
description of the way things turned
out. I can also clarify how each of
the steps that Dayton Hyde took
to build the horse sanctuary was
important. I see the reason he had
for each step, and the effect that
each had on reaching his goal.
648
648
Main Selection Student page 649
Develop
Comprehension
20 CAUSE AND EFFECT
Sometimes in the fall while he’s checking on the horses,
Dayton notices a gaunt, aging mare whose ribs stand out
through her ragged coat. He knows this old friend won’t
survive the winter. As the pale December daylight slips over the
rimrock, the old mare lies down and goes to sleep for the last
time. After years of running free, the wild mustang returns to
the earth and completes the circle of life.
The wild mustangs Dayton Hyde once discovered crowded
into a feedlot now gallop across the Cheyenne River free as the
prairie wind. They splash through the glistening water and bolt
up a ravine. Here in this rugged wilderness, one man’s vision of
a sanctuary for wild horses has become a reality.
What were the events that caused the
wild horses from the feedlot to be
protected in the sanctuary? (Dayton
Hyde drove by the feedlots and was
really unhappy with what he saw. He
decided to search for land where he
could put the horses that were not
adopted by other ranchers. It took him
many months of looking and planning,
but he convinced the government to
let him care for the horses. He had
to build fences and make a training
ground to help the horses get used to
their new home. He did it and made
the sanctuary a success.)
19
20
Cause and Effect
RETURN TO PREDICTIONS
AND PURPOSES
What were the events that caused the wild
horses from the feedlot to be protected in
the Sanctuary?
649
Can students identify the causes and effects of actions?
Review students’ predictions and
purposes. Were they correct? Did they
learn what makes a wild horse wild?
(A wild horse is not used by humans
for transportation, labor, or food.)
REVIEW READING STRATEGIES
■
In what ways did monitoring
your comprehension help you to
determine the causes and effects
of actions in the selection? What
strategies did you use when you
came to difficult words?
■
What additional questions do you
have? What strategies can you use to
answer them?
During Small Group Instruction
If No
Approaching Level Leveled Reader Lesson, p. 657P
If Yes
On Level Options, pp. 657Q–657R
Beyond Level Options, pp. 657S–657T
PERSONAL RESPONSE
Ask students to discuss and write
about a time they felt inspired to make
a bad situation better.
Wild Horses
649
Ride Away with Cris and Alvis
Respond Student page 650
Cris Peterson lives on a big dairy farm
in Wisconsin. Tending 500 cows keeps Cris
pretty busy, but she still finds time to write. Cris
writes a lot about farm life and animals. She
often uses her own experiences as inspiration for
her books. Cris believes it is very important to
give readers a true picture of farms and animals,
so she chooses her details carefully.
Author and Illustrator
RIDE AWAY WITH CRIS AND ALVIS
Have students read the biographies of
the author and the illustrator.
DISCUSS
■
■
How might Cris Peterson’s life as a
farmer have sparked her interest in
wild horses?
Alvis Upitis has provided the
photographs for many of Cris’s books. He is
a good partner. When Cris was very busy with
farm work and did not think she’d have time to
write, Alvis encouraged her to try.
How did working together previously
affect the relationship between the
author and the illustrator?
Other books by
Cris and Alvis
WRITE ABOUT IT
Discuss how a sanctuary can help
make animals’ lives better. Have
students write about an animal they
would like to help and what they
would do to protect it.
Find out more about
Cris Peterson and Alvis Upitis
at www.macmillanmh.com
Author’s Purpose
Cris Peterson tried hard to create a true picture of the animals
in Wild Horses. What does this suggest about her purpose for
writing? How well did she succeed at that purpose? Explain.
Author’s Purpose
Tell students that authors who write to
explain or inform often include facts
about events, topics, and living things.
Have students look for examples in the
story and tell how they serve as clues to
the author’s purpose for writing.
650
Author’s Craft
Alliteration
BSQV\]Z]Ug
Students can find more information
about Cris Peterson and Alvis Upitis at
www.macmillanmh.com
650
■
Alliteration is the repetition of a sound at the beginning of
words. It makes descriptions more vivid. For example: “deepest,
darkest part of the night” and “shadowy shapes emerge”
(p. 638).
■
Ask students how the writer uses alliteration in the story to
enhance the descriptive images. Challenge them to discuss
whether or not the author is using alliteration intentionally.
■
Have students look for one other example of alliteration, such
as “gangly, growing thirteen-year-old boy” (p. 641). Then have
students write a sentence of their own using alliteration.
Comprehension Check
Summarize
Respond Student page 651
Comprehension Check
1OcaS 3TTSQb
Summarize Wild Horses. Include only
the most important information in
your summary. Use your Cause and
Effect Diagram to help you.
SUMMARIZE
Have partners summarize Wild Horses
in their own words. Remind students to
use their Cause and Effect Diagram to
help them organize their summaries.
Think and Compare
1. What caused the fragile wild horse population to almost
disappear? Monitor Comprehension: Cause and Effect
2. Reread page 638 of Wild Horses. What does the author
mean by saying these horses are from “another era,
another world”? Analyze
THINK AND COMPARE
Sample answers are given.
3. What would you do if you found a horse drinking soapy
dishwater? Apply
1. Cause and Effect: Because of
barbed wire fences, many horses
could not get to food and water.
They became a problem for local
residents and were slaughtered.
4. Why is it important to care for and protect animals?
Explain your opinion. Evaluate
5. Read “The Wild Ponies of Chincoteague” on pages 634–635.
Compare Assateague Island with the Black Hills Wild Horse
Sanctuary. How are the two places alike? How are they
different? Use details from both selections in your answer.
Reading/Writing Across Texts
2. Analyze: The author wants the
reader to imagine a time when the
area was less populated and horses
could run completely free. USE AUTHOR
AND ME
651
3. Text to Self: Answers will vary.
Students may say they would not
let the horse keep drinking soapy
water. They would bring clean water
for the horse instead.
4. Text to World: Animals help keep
the environment in balance. If the
world loses an entire group of
animals, it can cause problems in
the environment.
Author and Me
Model the Author and Me strategy with question 2.
The answer is not directly stated in the selection. You have to think
about what you already know and link it to what you learn from the
text.
Question 2 Think Aloud: To answer this question, I need to
review Wild Horses and think about what I already know about
the way western lands looked long ago. I read that these wild
horses have been a part of the western wilderness for years. I
know that in the past land was less populated with fewer roads
and towns, so the horses were able to run free without being
fenced in. They did not need land to be set aside for their
protection.
FOCUS QUESTION
5. Text to Text: The Black Hills
Sanctuary and Assateague and
Chincoteague Islands are both
home to populations of untamed
horses. The Black Hills Wild Horse
Sanctuary is located in South
Dakota and is home to 300 horses.
Assateague and Chincoteague
Islands are located on the East
Coast, where the ponies swim from
one island to the other.
Wild Horses
651
Fluency/Comprehension
Fluency
Objectives
• Read accurately with good
prosody and tempo
• Rate: 113–133 WCPM
Repeated Reading: Tempo
EXPLAIN/MODEL Tell students that they will be doing a choral
reading. As you model reading the passage on Transparency 25,
slow your tempo when you come to the possibly unfamiliar names
Yuskeya and Magnificent Mary. Then write Yuskeya on the board and
tell students that the second syllable is accented.
Materials
• Fluency Transparency 25
• Fluency Solutions
• Leveled Practice Books, p. 180
&--
Transparency 25
Thousands of visitors arrive each summer to get a glimpse
of wild horses in their natural habitat, a habitat that has been
preserved through Dayton’s careful planning. Throughout the
grazing season, he moves the herd from one area of the ranch
to another so the horses don’t damage the fragile rangeland.
In the process, he searches for his marker mares: Painted
Lady, Medicine Hattie, Funny Face, Yuskeya, Magnificent
Mary, and several others. When he spots them all, he knows
the whole herd is accounted for.
Fluency Transparency 25
from Wild Horses, page 647
7=
C2 1
2
On Level Practice Book O, page 180
10
12
24
38
49
58
68
72
82
94
105
113
122
133
146
By the 1800s, huge herds of wild horses were roaming the
open range.
Picture this: You must catch a wild animal that can run as
fast as a train. You must tame that wild animal by riding on its
back. You must teach that animal to follow your every command.
And you must trust that animal with your life.
That is exactly what cowboys did when they caught, tamed,
and rode wild mustangs.
Capturing a wild mustang was a team effort. One cowboy
could not do it alone. Cowboys rode together on tamed horses in
order to catch the wild mustangs. The cowboys used their fastest
and strongest horses to chase the wild mustangs.
When the wild mustangs were exhausted, the cowboys drove
them into a fenced corral. The mustangs couldn’t see the fence
until it was too late. Tired and thirsty from the long chase and
glistening with sweat, the mustangs could run no more. 155
7=
C2 1
2
As I read, I will pay attention to my pronunciation of
vocabulary words.
/
/
Practice Fluency Discuss
the passage to ensure
that students understand
what they are reading.
Check understanding of
key words. Model reading
the entire passage. Track
with your finger under
sentences as you read.
Next, have students repeat
as you read again. This
time, break sentences into
shorter phrases.
PRACTICE/APPLY As students read aloud with you and track print,
read the passage at a moderate pace until you come to the names
Yuskeya and Magnificent Mary. Have students slowly read them aloud
to themselves. Then continue reading together at a moderate pace.
Students will practice fluency using Practice Book page 180 or the
Fluency Solutions Audio CD.
Can students read accurately with good prosody and tempo?
Comprehension Check
1. What was the effect that a cowboy obtained by following these steps?
He would get a horse that would follow
his commands and that he could trust with his life.
Cause and Effect
2. Summarize this passage. Summarize Cowboys chased wild
horses to make them tired, then drove them into a
corral to capture them.
Words Read
–
Number of
Errors
=
First Read
–
=
Second Read
–
=
Words
Correct Score
Approaching Practice Book A, page 180
Beyond Practice Book B, page 180
651A
During Small Group Instruction
If No
Approaching Level Fluency, p. 657N
If Yes
On Level Options, pp. 657Q–657R
Beyond Level Options, pp. 657S–657T
Fluency/Comprehension
Comprehension
MAINTAIN SKILL
Objective
• Summarize text by
identifying important details
SUMMARIZE
EXPLAIN/MODEL
■
Telling the ideas from a story in a shorter way is called a
summary.
■
A summary includes the main idea of a selection and supporting
details. Sometimes the main idea is not stated, but may be
implied.
■
Using this information, you can summarize a part or all of a
selection. The summary should include only the essential details.
Discuss with students how they would summarize “The Wild Ponies
of Chincoteague.” Ask them if the main idea of the selection is
clearly stated or implied.
PRACTICE/APPLY Have students discuss the main idea of Wild
Horses and list the details they feel support it.
Then ask partners to write a summary of the narrative, using the
main idea and details discussed as a class.
AYWZZaB`OQS
Summarize
Introduce 377A–B
Practice /
Apply
378–401; Leveled Practice,
104–105
Reteach /
Review
405M–T; 543A–B; 544–557;
561M–T; Leveled Practice,
150–151
Assess
Weekly Tests; Unit 3, 5 Tests;
Benchmark Tests A, B
Maintain
627B; 651B; 711B; 777B
For comprehension practice use Graphic Organizers on Teacher’s
Resource Book pages 40–64.
Wild Horses
651B
Paired Selection Student page 652
Language Arts
Genre
Folk Tale
Tall Tales are stories with
events so exaggerated that
they are beyond belief. Tall
tales are an American form
of storytelling.
GENRE: TALL TALES
Have students read the bookmark on
Student Book page 652. Explain that
tall tales
■
Literary Elements
Hyperbole is the use of
exaggeration for emphasis.
The author does not expect
it to be believed.
are stories that are full of
exaggerations;
■
have heroes who are clever, brave,
and resourceful;
■
often include regional dialects.
A Figure of Speech is an
expressive use of language
that is not meant to be
taken literally.
Literary Elements:
Hyperbole and Figure of Speech
The
Tale of
Pecos Bill
retold by Gillian Reed
Pecos Bill was the best cowboy and
toughest man there ever was. He had
bounced out of his family’s wagon when he
was a baby and landed in the Pecos River.
He was raised by coyotes, but he didn’t talk
about that very much.
1 One day, Bill showed up on the Texas
range, wearing a blue bandanna and big
Stetson hat. “Hey, partner,” Pecos Bill
roared at a gold prospector, “I’m lookin’
for some real cowhands. Got me a ranch in
New Mexico — well, to tell the truth, New
Mexico is my ranch. I need some tough guys
to work for me. I’m looking for the kind of
man who can eat a pot of beans in one gulp
and pick his teeth with barbed wire.”
EXPLAIN/MODEL
Pecos Bill’s description of a
tough guy is hyperbole. It’s
a humorous exaggeration
that the reader is not meant
to believe.
Literary elements, such as hyperbole
and figure of speech, help the tall tale
sound more exciting and help the
reader visualize the story.
■
Hyperbole is the use of
exaggeration or overstatement. The
author does not expect the reader
to take the events literally but uses
hyperbole to create humor.
■
Point out the use of hyperbole in the
sentence “She was riding a catfish
the size of a boat and whooping at
the top of her lungs” on page 654.
■
A figure of speech may be a simile,
a metaphor, or an idiom.
■
Point out that “Pecos Bill roared at
a gold prospector” on page 652 is a
figure of speech that compares Bill’s
voice to that of a lion or other wild
animal.
PRACTICE/APPLY
Challenge students to think of their
own hyperbole or figure of speech to
describe a character from a tall tale.
652
652
Language Arts
The prospector said some tough cowhands were
camped out 200 miles down the river. Bill and his horse
set off in that direction, and before long, a mountain lion
leaped from a boulder straight down on Pecos Bill.
Bill’s horse didn’t wait around to see what
happened next. If he had, all he would have seen was
a blur of flying fur. He would have heard nothing but
hideous snarls and groans. When the fur settled, the big
cat was apologizing to Bill.
“How can I make it up to you?” it asked.
“You can’t, but I’m putting this saddle on you,” said
Bill. “You scared off my horse, and I hate walkin’.”
So Pecos Bill rode the cat to the tough guys’
campsite. Those tough men took one look at Bill on that
mountain lion and made him their new boss. Then the
whole crew headed out for New Mexico.
Paired Selection Student page 653
Folk Tale
Read: “The Tale of Pecos Bill”
As you read, remind students to apply
what they have learned about tall tales.
2
1 LITERARY ELEMENTS: HYPERBOLE
Find two hyperboles in the description
of Pecos Bill on pages 652–653.
(Answers will vary. Possible answers: He
was raised by coyotes. He saddled and
rode a mountain lion.)
2 CAUSE AND EFFECT
How does Pecos Bill come to be riding
on a mountain lion? (A mountain lion
frightened away Pecos Bill’s horse, and
he did not want to walk.)
653
&-Understand Exaggeration Read aloud the first paragraph on
page 652 and point out and discuss the exaggerated events. Use
the illustration on page 653 of Pecos Bill riding the mountain
lion to explain exaggeration. Discuss why an author would use
exaggeration in a story.
Wild Horses
653
Paired Selection Student page 654
Folk Tale
3 LITERARY ELEMENTS:
FIGURE OF SPEECH
How does the author use a figure
of speech in the third paragraph on
page 654? (The author uses a figure of
speech to make the reader think that
Sue’s dress was a mile long.)
4 COMPARE AND CONTRAST
How are Pecos Bill and Slue-Foot Sue
alike? How are they different? (Pecos
Bill and Slue-Foot Sue both enjoy
adventure and riding wild animals.
They are different because Bill can ride
Widow-Maker without any trouble, but
Sue cannot.)
3
Back on the ranch, Pecos Bill caught a wild black
horse for himself and named it Widow-Maker. That
crazy horse had the power of twelve horses and
wouldn’t let anyone but Bill ride him.
Pecos Bill also got himself a spouse. He first spied
Slue-Foot Sue on the Rio Grande. She was riding a
catfish the size of a boat and whooping at the top of
her lungs.
The day she married Bill, Slue-Foot Sue wore a
dress with one of those old-time bustles. The bustle
was a steel-spring contraption that made the back of
her dress stick out a mile.
After the wedding, Sue wanted to ride WidowMaker. Now, Pecos Bill loved Slue-Foot Sue, so he
attempted to talk her out of this notion.
“Widow-Maker won’t let anybody ride him but me.
He’d throw you in a second.”
654
On Level Practice Book O, page 181
A figure of speech is a way to use vivid or poetic language to
express oneself.
Example: The thirsty earth soaked up the rain.
When the figure of speech is an extreme exaggeration, it is called
hyperbole.
Example: She was dying of thirst by the end of the tennis match.
Read the following sentences. Put an X over those that have no
figures of speech. For those that do, underline them. When the
figure of speech is hyperbole, put a check in the box.
away mare stood ther
y, munching the long grass and
1. The runaway
there calmly,
s to get a little bit close
allowing the men with the lassoes
closer.
g as a horse. ✓
2. Timothy was as strong
y ✓
3. Our team’s best batter hit that ball into the next county.
4. When Jim asked his father whether he could stay out until midnight,
he never expected his dad to bite his head off. ✓
pp g mad. He really blew his top!
p ✓
5. Jim’s dad g
got hopping
6. Jim’s older brother asked him if he wanted him to speak to their dad,
but Jim told him not to stick his neck out.
7. Omar winked and said, “We’re having ice cream cake at the party,
p it under your
y
but keep
hat.”
8. Rather than preparing a speech for Open House, Samantha thought
y it by
y ear.
she would p
play
g
g arm for a new skateboard. ✓
9. Roger would give
his right
10. Pedro’s great-grandmother is older than the hills. ✓
Approaching Practice Book A, page 181
654
Beyond Practice Book B, page 181
But Sue insisted, and Bill finally let
Sue was not actually shot from
Sue give it a try. Sue got on Widowa cannon, but the comparison
helps the reader picture what
Maker, who bucked and jumped and
happened. This comparison is a
bucked again. Then he threw Slue-Foot
figure of speech.
Sue, and she sped into the sky like
she’d been shot from a cannon. When
Sue finished going up, she plummeted
down. And when she hit the ground, she bounced on
her steel-spring bustle and flew up again, even higher
than before. She even hit her head on the moon.
For days, Pecos Bill watched his bouncing bride.
Up and down she went. Every time Sue landed, she
4
bounced up higher, until she came down to Earth only
once every few weeks.
It took a long time for Pecos Bill to find another bride
as accomplished as Slue-Foot Sue. And he never again
allowed a wife of his to ride Widow-Maker.
Paired Selection Student page 655
Folk Tale
Connect and Compare
SUGGESTED ANSWERS
1. Two examples of hyperbole are the
description of Sue bouncing so high
that she hit the moon and coming
down to Earth only once every few
weeks. HYPERBOLE
2. Some descriptions that make it
clear this is a tall tale are: Pecos Bill
landing in a river and being raised
by coyotes; New Mexico being Bill’s
ranch; Bill fighting a mountain lion
and then riding it with a saddle.
Connect and Compare
1. Find two examples of hyperbole in the descriptions of
Slue-Foot Sue and her adventures. Hyperbole
APPLY
2. Which descriptions of Pecos Bill’s actions and of his life let
you know that this a tall tale? Apply
3. Compare Widow-Maker to the mustangs described in Wild
Horses. How are they similar? How are they different?
Reading/Writing Across Texts
Find out more about tall tales at www.macmillanmh.com
655
3. FOCUS QUESTION Widow-Maker
and the mustangs were all wild
horses that lived in the West. Some
of the mustangs were caught and
tamed. Widow-Maker was also
caught, but he was not very tame
because he only allowed Pecos Bill
to ride him. Widow-Maker is a talltale creature, while the mustangs
are real. READING/WRITING ACROSS TEXTS
Tall Tales
Have students use the library or online resources to research tall
tales. Ask them to choose one tale to read. After reading, have
students form cooperative groups to discuss and summarize their
tales. Did they have similar themes? How did culture influence the
way the tales were written? Were the characters alike or different?
Have students tell how the tales are alike and different, accounting
for their cultures of origin, and then write down their findings and
illustrate them in a cultural poster.
BSQV\]Z]Ug
Internet Research and Inquiry Activity
Students can find more facts about tall
tales at www.macmillanmh.com
Invite each group to choose a tale they like and read it chorally or
assign roles to perform the tale as a skit.
Wild Horses
655
Writer’s Craft
Tone
Scientific observations
include specific details that
tell exactly what the writer
saw, heard, and felt. Choose
words that keep the tone
as serious and accurate as
possible.
WRITING
• Descriptive Writing
• Writer’s Craft: Tone
Write About
a Scientific
Observation
Red-Tailed Hawk
WORD STUDY
•
•
•
•
by Jack F.
Words in Context
Context Clues
Phonics: Words with Final /әl/
Vocabulary Building
SPELLING
• Words with Final /әl/
GRAMMAR
• Comparing with good and bad
SMALL GROUP OPTIONS
I observed a hawk in
flight. Then I wrote this
accurate observation.
• Differentiated Instruction,
pp. 657M–657V
I included words that
give specific details.
Writing
Yesterday I watched a hawk in the park.
It was brown. Its white chest was speckled
with brown, too. It flew in big circles,
holding its wings straight out. It was
hunting. Then it landed on the trunk of an
old pine tree.
Through binoculars, I could see the hawk’s
red tail feathers. Its claws were light gray,
and they looked as sharp as fishhooks. That
makes it easy for the bird to catch its prey.
Its beak was sharp and curved, too.
After a while, it
flew away, flapping its
powerful wings.
656
Tone
READ THE STUDENT MODEL
Have students read the bookmark
about tone. Explain that writers choose
a tone to fit their writing purpose. For
example, they choose a formal tone
when writing to inform readers about
an observation they have made.
Have students turn to pages 652–653.
Discuss the tone of the dialogue and
how it fits the author’s purpose.
Have the class read Jack F.’s scientific
observation and the callouts. Tell
students that they will write a scientific
observation about an animal. They will
also learn how to create a tone that fits
their writing purpose.
656
Features of a Scientific Observation
Scientific observations use specific details to tell the reader exactly
what the writer saw, heard, and felt.
■
A scientific observation’s purposes are to describe and inform.
■
The writer uses as many of his or her five senses as are
reasonable to make and record the observation.
■
The writer takes notes while making the observation.
■
Opinions and feelings are omitted.
Descriptive Writing
Your Turn
Writing Student pages 656–657
Pretend that you are a scientist. You must
observe an animal and write about what you
PREWRITE
see. The animal could be a wild animal that
Discuss the writing prompt on page
657. Explain that the purpose of a
scientific observation is to inform.
Students’ audience will be their teacher
and classmates. Students can then think
about what animal they would like
to observe. Ask them to think about
the tone they will use in their writing.
Present the minilesson on Central
Focus on page 657B. Then display
Transparency 97 and discuss how
Jack used an observation log to plan a
scientific observation of a hawk. Have
students use an observation log to plan
their own scientific observations.
you observe from a distance, such as a rabbit
or a bird. It could be an insect. It could
even be your pet. Take notes while
you observe. Then write down what
you saw and heard—maybe even
smelled! Use the Writer’s Checklist
to check your writing.
Writer’s Checklist
Ideas and Content: Did I include the most
important details in my observation?
Organization: Did I list details in the order in
which I observed them?
Voice: Does my observation’s tone rely more on
accurate facts than on opinions?
DRAFT
Word Choice: Did I include specific details?
Sentence Fluency: Did I vary the length of
my sentences?
Conventions: Did I use comparative and
superlative forms correctly?
657
Transparency 97
Transparency 97: Observation
Log
Transparency 98: Draft
Transparency 99: Revision
REVISE
Observation Log
Date:
yesterday
Time:
3 P.M.
Animal
Red-tailed hawk
Description
brown, white chest
speckled with brown
red tail feathers
light gray claws, sharp
sharp, curved beak
Actions
flew in circles and held its
wings out straight
was hunting
landed on tree trunk
flew away and flapped its wings
Location:
The park
Sounds
Smells
Touch
Writing Transparency 97
Display Transparency 98. Discuss
how Jack used his observation log
to organize and draft his scientific
observation. Talk about how he could
improve the draft. Have students use
their observation logs to write their
scientific observations. Before they
write, present the lesson on Tone on
page 657A. Remind them to use a
tone that fits their writing purpose and
to use observations based on their
five senses. They should not include
opinions.
BVXb^aaVc$BX<gVl"=^aa
Writing Transparency 97
Present the minilesson on Sentence
Fluency on page 657B. Display
Transparency 99 and discuss Jack’s
revisions. Point out that he added
descriptive details and sequence
words. He also combined choppy
sentences into smoother sentences.
Have students revise their drafts using
the Writer’s Checklist on page 657.
Then ask students to proofread their
writing. For Publishing Options, see
657A. For lessons in Grammar and
Spelling, see page 657B.
Wild Horses
657
Writer’s Craft
Writing
Tone
Publishing Options
EXPLAIN/MODEL
Students can present their
scientific observations orally
to the class. See the Speaking
and Listening tips below. They
can also use their best cursive
to write their observations.
(See Teacher’s Resource Book
pages 163–168 for cursive
models and practice.) Then
invite students to discuss their
scientific observations.
Good writers create a tone that fits the purpose of their writing. They
use a formal tone to write reports or scientific observations, and they
use an informal tone to write an entertaining tall tale. Have students
reread Jack’s scientific observation on page 656. Discuss Jack’s use of
formal language. Discuss words and phrases Jack could have used to
make his observation informal. Display Transparency 100.
Think Aloud The first example uses everyday words such as wow
to create an informal tone. It also uses exaggeration such as
cook up a storm to paint a funny picture in my mind. The second
example is more formal. It gives me just the facts about Super
Samuel but doesn’t help me hear the writer’s funny tone.
SPEAKING STRATEGIES
■
Speak clearly, in a natural
tone of voice.
Pause after important
details.
■
Make frequent eye contact
with your audience.
Writing Transparency 100
■
Transparency 100
LISTENING STRATEGIES
■
Prepare to listen.
■
Listen without
interruptions.
■
Tone
Informal:
Wow, that Super Samuel can really cook up a
storm!
Formal:
Super Samuel is a very good cook.
1. Super Samuel can whip up a stack of pancakes
ten feet tall.
2. It’s just amazing! Super Samuel makes pancakes
faster than a chicken can lay eggs.
3. Every day Super Samuel makes breakfast for his
family.
4. Super Samuel enjoys eating his own pancakes.
Listen for main ideas and
details.
5. When lightning hit the freezers at every store in
town, everyone chowed down on Super Samuel’s
pancakes for a month.
BVXb^aaVc$BX<gVl"=^aa
(1. informal; 2. informal; 3. formal; 4. formal; 5. informal)
Writing Transparency 100
PRACTICE/APPLY
4- and 6-Point Scoring Rubrics
Use the rubric on pages 657G–
657H to score published writing.
Writing Process
For a complete lesson, see Unit
Writing on pages 657A–657H.
657A
Work with students to read the sentence choices. Invite volunteers
to tell which choices show an informal tone and which show a more
formal tone. Ask students how they identified these choices, why
the informal sentences would fit better in a humorous tall tale, and
which sentences would fit in a scientific observation. Then have
students identify and discuss informal tone in another story they
have read.
Tell students that as they draft their scientific observation, they
should try to use language that creates a formal tone.
Writing
Writer’s Toolbox
Writing Trait: Sentence Fluency
Comparing with good and bad
Explain/Model Scientific observations are often
read aloud. This makes sentence fluency—or
how the sentences flow together—especially
important. Good writers make their sentences flow
together well by using different kinds of sentences:
questions, exclamations, and statements.
Explain/Model The adjectives good and bad have
special forms for comparing. The adjective good
becomes better to compare two things and best to
compare three or more things. The adjective bad
becomes worse to compare two things and worst
to compare three or more things.
Practice/Apply Have students reread Jack’s
scientific observation on page 656. Work with
them to identify different sentence types. Discuss
how the variety of sentence types helps the
observation flow.
Practice/Apply Work with students to create
sentences using the adjectives good, better,
best and bad, worse, worst. Ask students to pay
attention to using the forms of good and bad
correctly when they compare. For a complete
lesson on comparing with good and bad, see
pages 657I–657J.
Central Focus
Explain/Model Explain that Pecos Bill on pages
652–655 has a central focus—a character with a
superhuman trait. Have students reread the tall
tale. Point out that the first paragraph tells readers
about Pecos Bill. Good writers remember their
central focus as they write and choose details that
support it.
Practice/Apply With students, reread the rest of
the tall tale. Discuss how the details continue to
focus on Pecos Bill, seeing the events through his
experiences. As students draft their observations,
ask them to remember that their central focus is
their observation of an animal and to choose details
that support this focus.
Spelling Words with Final /әl/
Ask students to find the word bustle in Pecos Bill
on page 655. Point out that the final /әl/ sound is
spelled le in bustle. This sound can also be spelled
el, as in channel, il, as in pencil, and ol, as in symbol.
Ask students to pay attention when they spell
words with the final /әl/ sound. Remind them
that they can use a print or online dictionary
to check spelling in their drafts. For a complete
lesson on spelling words with final /әl/, see pages
657G–657H.
Technology
Tell students that they can change the font by selecting
Format on the toolbar and then clicking the Font option.
They can choose a font by using the drop-down arrow.
Wild Horses
657B
Word Study
Word Study
Review
Objectives
• Apply knowledge of word
meanings and context clues
• Use paragraph clues to
understand the meanings of
unfamiliar words
Materials
• Vocabulary Transparencies
49 and 50
• Leveled Practice Books, p. 182
D]QOPcZO`g
sanctuary (p. 641) a
protected place
descendants (p. 641)
family members born
after others in a family
coaxing (p. 645) gently
convincing or persuading
threatened (p. 646) in
danger of being harmed
habitat (p. 647) an area
where a plant or animal
lives
fragile (p. 647) easily
broken or damaged
glistening (p. 649) shining
or sparkling in reflected
light
Vocabulary
Words in Context
EXPLAIN/MODEL
Review the meanings of the vocabulary words. Display
Transparency 49. Model how to use word meanings and context
clues to fill in the first missing word with students.
Think Aloud In the first sentence, I learn that horses will not have
a place to live because something is being used by humans. I
know that horses live in a specific environment, which can be
called a habitat. I think the missing word is habitat. When I try
that word in the sentence, it makes sense.
Transparency 49
glistening coaxing descendants fragile
threatened habitat sanctuary
1. Dayton Hyde knew that when the horses’ habitat was taken
over by humans, the horses would have nowhere to live.
2. The animals were alarmed at first, so he spent time coaxing
them into their new home.
3. Today’s wild horses are the descendants of horses that
roamed the range for hundreds of years.
4. The horses felt threatened by the unfamiliar man.
5. In many ways, the story is about how nature and survival
can be fragile.
6. The horses looked beautiful, their coats glistening in
the sun.
7. Their new home is a sanctuary where they can live safely
without interference.
Vocabulary Transparency 49
&-Persuasive Language
Write coax and demand.
Discuss the differences in
meaning between the two
words. Write expressions
used for coaxing: How
about . . . ? Why not . . . ?
Come on . . . Model using
the expressions in a role
play.
657C
PRACTICE/APPLY
Help students complete item 2. Then have them use context clues
to write missing words for items 3–7 on a separate sheet of paper.
Students can exchange papers, check answers, and explain the
context clues they used to figure out the missing words.
Concept of Definition Map Assign small groups a word (such
as sanctuary or habitat). Have them create a concept of definition
map that answers the questions What is it, What is it like, and
What are some examples for the word. Students may wish to give
nonexamples as well.
Word Study
STRATEGY
CONTEXT CLUES: PARAGRAPH CLUES
&--
EXPLAIN/MODEL
Model Clues Explicitly
model your thinking
as to how you use the
surrounding words to
identify the meaning of
an unknown word or idea,
using the words sanctuary
and descendants on
Student Book page 641.
Explain that sometimes the meaning of an unknown word can be
found by reading the rest of the paragraph. Read the first paragraph
adapted from Wild Horses on Transparency 50. Point out the clues
in the paragraph that help the reader understand the meaning of
descendants.
Transparency 50
Paragraph Clues
We read about the mustangs, descendants of the
horses brought to America by Spanish explorers nearly five
hundred years ago. At first, the number of horses was small.
But as the years went by, the horses bred and gave birth to
foals and the herds grew. By 1900, more than two million
wild horses roamed the West. Since they were wild, they
had no real home and were free to go where they pleased.
As we approached the sanctuary, the wild horses were
visible. We watched a trainer at work in a field. At first, the
horse would not let the trainer near him. The horse’s eyes
were wild as he raced around the corral. The trainer was
calm and patient. She later told us that the horse would
become more docile, but it would take several more days of
work. “Eventually,” she explained, “the horse will let me put
a bridle on him and walk him around. Then, finally, I’ll be
able to saddle him and ride him.” We were excited to learn
about these amazing animals.
Vocabulary Strategy Transparency 50
PRACTICE/APPLY
Have students work together to find the meanings of foals, roamed,
visible, and docile using paragraph clues. Discuss whether reading
an entire paragraph was necessary to find all the context clues they
needed.
On Level Practice Book O, page 182
Context clues can help readers determine the meaning of
unfamiliar words. Sometimes, you can gather context clues by
reading the paragraph in which an unfamiliar word appears.
A. Read the passage below. Use context clues to help you figure
out the meanings of the words in dark type.
We were standing around the corral, leaning on the fence and watching
the horses. “Midnight’s a good mother,” I said, as the black mare’s foal
followed closely behind her. Only two days old, it was still getting used to
walking on its long, wobbly legs.
My aunt sighed. “Sometimes I wonder if they would have been better
off in the canyon, living in the wilderness instead of around people,”
she said.
B. Write the definition for each word, along with the context
clues that helped you identify the word’s meaning.
Can students use context clues to choose the correct word?
Can students find paragraph clues to help them with the
meanings of unfamiliar words?
1. corral
definition: a fenced-in area for animals
context clues: fence; horses
2. foal
definition: a baby horse
context clues: followed mother, only two days old
During Small Group Instruction
3. wobbly
definition: unsteady
context clues: getting used to walking; legs
If No
Approaching Level Vocabulary, pp. 657N–657O
4. wilderness
definition: a natural area without people
context clues: in the canyon; instead of living around
If Yes
On Level Options, pp. 657Q–657R
Beyond Level Options, pp. 657S–657T
people
Approaching Practice Book A, page 182
Beyond Practice Book B, page 182
Wild Horses
657D
Word Study
Word Study
Phonics
Objectives
• Recognize the /әl/ sound in
spellings le, el, il, ol, and al
• Identify content vocabulary
associated with animals
Decode Words with Final /ә l/
Materials
• Leveled Practice Books, p. 183
• Teacher’s Resource Book, p. 29
EXPLAIN/MODEL Unaccented last syllables consisting of a vowel
plus l are pronounced like the -le in table. This syllable is /әl/. It does
not matter which vowel comes before the l; the syllable is often
spelled al, el, or le. It is sometimes spelled il or ol. Write symbol.
Think Aloud I see that this word begins with sym. The y probably
has a short i sound: /sim/. If the last syllable is unaccented, I
should pronounce it /әl/. When I blend the sounds together, I get
/sim bәl/, symbol. I know that word.
&--
PRACTICE/APPLY Write snorkel, settle, paddle, medal, local, and pupil.
Have volunteers underline the last two letters in the words. Then
have them read the words aloud. Emphasize that the pronunciation
/әl/ does not change, even though the spelling does change.
Focus on Meaning Help
students understand that
the sound /әl/ can be
written in different ways.
Repeated exposure and
use in writing will help
students learn the spellings
over time. Focus on having
students understand the
meanings of the words and
writing them in sentences.
Decode Multisyllabic Words Write portable, mechanical, chronicle,
possible, technical, and logical. Have the class sound out each word.
Ask volunteers to underline the last two letters of each word and
explain how the word fits the /әl/ rule. For more practice, have
students read the decodable passages on Teacher’s Resource Book
page 29.
Final /әl/ Card Game Make cards with words that have al, el, il, ol,
and le spellings. Put students in groups of two or three. Each team
gets seven cards.
On Level Practice Book O, page 183
The /әl/ sound is what you hear at the end of double, medal,
vessel, and fossil. Notice the four different letter pairs that can
stand for the sound.
local
kettle
little
verbal
adaptable
uncle
channel
natural
settle
Choose a word from the box to fill in each blank. Underline the
letters that make the /әl/ sound in each word.
1. A
local
natural
2.
community group is working to protect the
habitat of wild horses.
The first player puts a card down, reads the word, and names the
/әl/ pattern to be followed. Play continues around the circle, with
each team placing a card with the same spelling pattern until all
players are out of that pattern’s word cards. Players pass if they do
not have a word that matches the spelling.
The team that played the last card begins the new round. The
object of the game is to be the first team to play all of the cards.
Uncle
Cal, my grandfather’s brother, used to work on a
farm that caught and tamed wild horses.
3. For homework, the
pupil
wild horses on the nature
4. Wild horses are not the most
them difficult to tame.
watched a documentary about
channel
.
adaptable
Can students decode words with final /әl/?
animals, which makes
5. When working with horses, the trainer would call out
commands.
verbal
During Small Group Instruction
little
6. I poured a
into my tea cup.
kettle
If No
Approaching Level Phonics, p. 657M
If Yes
On Level Options, pp. 657Q–657R
more water from the
Approaching Practice Book A, page 183
Beyond Practice Book B, page 183
657E
Beyond Level Options, pp. 657S–657T
Word Study
Vocabulary Building
Oral Language
Apply Vocabulary
Expand Vocabulary Write “WILD HORSES” in the
center of a word web. Using the selection, print or
electronic dictionaries, thesauruses, newspapers,
or encyclopedias, have students brainstorm words
that relate to this week’s topic.
Write a News Story Tell students to create a
news story about the horse sanctuary. In the story,
they should tell about its history and what goes
on there now. They can write from the point of
view of a local or an out-of-town reporter. Tell
them to use at least four vocabulary words.
If possible, have students use the computer
to edit, revise, and print their stories.
free
North
Carolina
threatened
WILD HORSES
shy
Spiral Review
fast
dirty
Vocabulary Building
Content Vocabulary Write mare, stallion, and
colt on the board. Ask students if they know the
definitions of these words. If not, have them look
them up and then use them in sentences. Ask
students to find words that indicate male, female,
and baby animals in different species, such as
deer, chickens, and ducks.
Vocabulary Game On the board or on poster
board, draw the Black Hills Sanctuary. Using
construction paper and scissors, help students
make horses. Write the vocabulary words for
this week and previous weeks on one side of
the horses and post them on the board outside
of the sanctuary with the word side hidden.
Divide the class into teams. Have students take
turns selecting a horse and giving a definition
or synonym of the word. If a student is correct,
he or she takes the horse and moves it into that
team’s side of the sanctuary. The team with the
most horses inside the sanctuary at the end of the
game wins.
t
habita
glistenin
g
threatened
sanctuary
glorious
famished
fragile
bumbling
BSQV\]Z]Ug
@=;
12
Vocabulary PuzzleMaker
For additional vocabulary and
spelling games, go to
www.macmillanmh.com
Wild Horses
657F
5 Day Spelling
Spelling
A^SZZW\UE]`Ra
Words with Final /ә l/
2Og
2Og
Preteach
Word Sorts
uncle
local
vessel
turtle
paddle
bugle
total
pupil
pedal
ASSESS PRIOR KNOWLEDGE
TEACHER AND STUDENT SORTS
pencil
symbol
special
medal
ankle
Review the Spelling Words,
pointing out the /әl/ endings.
pebble
bubble
docile
channel
settle
Using the Dictation Sentences, say
the underlined word. Read the
sentence and repeat the word.
Have students write the words on
Spelling Practice Book page 153.
For a modified list, use the first 12
Spelling Words and the three Review
Words. For a more challenging list,
use Spelling Words 3–20 and the
two Challenge Words. Have students
correct their own tests.
■
oral
■
Use the cards on the Spelling
Word Cards BLM. Attach the
key words medal , pupil , symbol,
channel , and ankle on the board.
Explain that students will sort
the Spelling Words according to
how the /әl/ sound is spelled.
Model how to sort the words by
/әl/ endings. Then have students
take turns sorting cards and
explaining how they sorted them.
When students have finished,
discuss any oddballs that have
unexpected /әl/ spellings. (docile)
■
Then invite students to do an
open sort in which they sort all
the words any way they wish; for
example, by parts of speech or by
vowel sounds. Discuss students’
various methods of sorting.
Challenge animal, snorkel
Dictation Sentences
1. My uncle lives in New Zealand.
2. The turtle laid eggs in the sand.
3. What was the total cost?
4. I will fill it out in pencil.
5. I spoke my answers on the oral
test.
6. I have a pebble in my shoe.
7. What channel are you watching?
8. Wally entered a local race.
9. We will paddle a boat upstream.
10. The teacher spoke to the pupil.
11. The dove is a symbol of peace.
12. The medal was for his bravery.
13. Amy blew an enormous bubble.
14. Pioneers liked to settle near rivers.
15. In science, we learned about a
major blood vessel.
16. Bugle calls were used to give
orders to the troops.
17. We broke a bike pedal.
18. Lou won a special award.
19. Emma sprained her ankle.
20. The docile girl followed the rules.
Review/Challenge Words
1. I went to the barber for a haircut.
2. The anchor kept the ship there.
3. Cheddar cheese is tasty.
4. A sloth is a very slow animal.
5. A snorkel is used in diving.
Word in bold is from the main
selection.
657G
Have students cut apart the Spelling
Word Cards BLM on Teacher’s
Resource Book page 90 and figure
out a way to sort them. Have them
save the cards for use throughout
the week.
Use Spelling Practice Book page 154
for additional practice with this
week’s Spelling Words.
For Leveled Word Lists, go to
www.macmillanmh.com
Spelling Practice Book, pages 153–154
'PMECBDLUIFQBQFS
BMPOHUIFEPUUFEMJOF
8SJUFUIFXPSETJO
UIFCMBOLTBTUIFZ
BSFSFBEBMPVE8IFO
ZPVGJOJTIUIFUFTU
VOGPMEUIFQBQFS6TF
UIFMJTUBUUIFSJHIUUP
DPSSFDUBOZTQFMMJOH
NJTUBLFT
Spelling Practice Book, page 155
VODMF
UVSUMF
UPUBM
QFODJM
PSBM
QFCCMF
D:Ã7C;
DIBOOFM
5IJTXFFLTTQFMMJOHXPSETFOEXJUIUIFTPVOE M8SJUFUIF
TQFMMJOHXPSETVOEFSUIFDPSSFDUTQFMMJOHQBUUFSOFOEJOH
MPDBM
QBEEMF
QVQJM
TZNCPM
NFEBM
CVCCMF
TFUUMF
NFEBM
MPDBM
QFCCMF
TQFDJBM
WFTTFM
CVHMF
QFEBM
TQFDJBM
BOLMF
EPDJMF
;L?;MÃEH:I CBSCFS
BODIPS
DIFEEBS
>7BB;D=;ÃEH:I BOJNBM
TOPSLFM
QFEBM
QVQJM
QFODJM
EPDJMF
PSBM
WFTTFM
BOLMF
CVCCMF
ÂB;
UVSUMF
CVHMF
DIBOOFM
TFUUMF
F
Review barber, anchor, cheddar
Wj\aZ
WjWWaZ
YdX^aZ
eZWWaZ
hZiiaZ
jcXaZ
eVYYaZ
ijgiaZ
Vc`aZ
bZYVa
adXVa
dgVa
heZX^Va
eZYVa
idiVa
Â;B
X]VccZa
kZhhZa
Â?B
Â7B
eZcX^a
eje^a
ÂEB
hnbWda
TZNCPM
VODMF
QBEEMF
UPUBM
Spelling
2Og
2Og
2Og
MULTIPLE-MEANING WORDS
SPIRAL REVIEW
POSTTEST
Ask students to copy the following
words into their word study
notebooks. Explain that each word
has more than one meaning. Tell
students to look up each word
in a dictionary, then write two
definitions of each word, paying
attention to the parts of speech.
Review final /әr/ spellings. Write
barber, anchor, and cheddar on
the board. Have students identify
other words with the schwa + r
sound that are spelled these three
different ways.
Use the Dictation Sentences on
page 657G for the Posttest.
1. channel
4. settle
2. pupil
5. vessel
Write these sentences on the
board, including the misspelled
words. Have students proofread,
circle each misspelled word, and
write the word correctly.
! Word Meanings
" Review and Proofread
PROOFREAD AND WRITE
3. paddle
Discuss the multiple meanings
of each word. Then challenge
students to write two sentences
for each word, using different
definitions. Also, have students
do a word hunt for the words in
weekly reading or other materials.
They should identify which
definition of the spelling word is
being used in context.
turtle
bugle
channel
settle
pedal
pupil
pencil
docile
oral
vessel
ankle
bubble
3. The locle market sells speshil
mustards. (local, special)
4. His unckel knew how to play
the bugil. (uncle, bugle)
Spelling Practice Book, page 157
There are six spelling mistakes in this letter. Circle the
misspelled words. Write the words correctly on the lines below.
Dear Dr. Carter,
I am a pupel in the fourth grade. Our class is studying wild horses.
I saw you on the news last night on Channal 5 talking about how our
country should deal with mustangs. Since you are a lokil expert, I wanted
to see if you would come and speak to my class.
What’s the Word?
Complete each sentence with a spelling word.
2. The family made a
special
4. The mustang is a
5. My
6. A
uncle
local
symbol
.
docile
.
I hope you can come and visit my class. It would be very speciol to us.
of the American West.
Regards,
told me and my cousins a story about wild horses.
group in our town wants to save wild horses.
7. A mustang can run much faster than a
8. They gave her a
channel
We have learned a lot about these animals. They are a symble of the
American West because they are free and run fast in wide open spaces.
There is a totel of 45,000 wild horses left in the United States. We are
also learning about how some groups want to save these animals.
trip to visit the wild ponies.
3. Never approach a wild horse; they are not
medal
turtle
.
to honor her work with the wild horses.
Ava Recio
1.
2.
pupil
Channel
3
4.
local
symbol
5.
6.
total
special
Writing Activity
Define It!
Write the spelling word that matches each clue below.
9. To ride a bicycle
pedal
10. Joint between the foot and the leg
pupil
paddle
12. An oar
bugle
13. A type of horn
pebble
14. A small stone
11. Student
ankle
Challenge student partners to
look for words that have the same
schwa + l patterns they studied
this week.
2. The pupel left her pensel on
the desk. (pupil, pencil)
symbol
uncle
paddle
total
1. We watched a TV program about wild horses on this
If students have difficulty with any
words in the lesson, have students
place them in a list in their word
study notebooks entitled Spelling
Words I Want to Remember.
1. Kim used a canoe paddul to
navigate the channal. (paddle,
channel)
Spelling Practice Book, page 156
medal
local
pebble
special
# Assess and Reteach
What is your favorite animal? Write a paragraph about it using at
least four spelling words in your description.
Spelling Practice Book, page 158
Look at the words in each set below. One word in each set is
spelled correctly. Use a pencil to fill in the circle next to the correct
word. Before you begin, look at the sample set of words. Sample
A has been done for you. Do Sample B by yourself. When you are
sure you know what to do, you may go on with the rest of the page.
Sample A:
Sample B:
훽 ridel
훾 riddel
훿 riddle
 ridel
 able
 abel
 aibel
 aible
1. 훽
훾
훿

medle
medel
medal
medol
6. 



buegel
bugel
bewgle
bugle
11. 훽
훾
훿

pencil
pensil
pencel
pensel
16. 



bubel
bubble
bubbel
bubbul
2. 



local
locul
lokel
loakal
7. 훽
훾
훿

channle
channel
channul
channil
12. 



dossile
dosul
dociel
docile
17. 훽
훾
훿

symble
cymbol
symbol
symbel
3. 훽
훾
훿

pebol
pebbul
pebble
pebbel
8. 



settel
settle
scettle
settol
13. 훽
훾
훿

orol
orel
oral
orul
18. 



uncel
unkel
unkle
uncle
4. 



special
speshul
speshle
spechel
9. 훽
훾
훿

pedle
pedal
pedel
pedol
14. 



vessol
vesel
vessle
vessel
19. 훽
훾
훿

paddol
padole
paddel
paddle
5. 훽
훾
훿

turtle
turtool
turtul
turtel
10. 



pupul
pupool
pupil
pupol
15. 훽
훾
훿

ankel
ankle
anckel
anchol
20. 



totel
total
totle
totol
Wild Horses
657H
5 Day Grammar
Grammar
Comparing with Good and Bad
Daily Language
Activities
Use these activities to introduce each
day’s lesson. Write the day’s activity
on the board or use Daily Language
Transparency 25.
2Og
Present the following:
■
The adjective good becomes
better to compare one thing with
one other thing: The first song is
good. This next song is better than
the first one.
■
Good becomes best to compare
one thing with two or more other
things: The last song is the best on
the CD.
Yes Comet is the better jumper in the
herd. He is also the most alertest.
(1: Yes,; 2: best; 3: most alert)
DAY 3
Compared to yesterday, the weather
is worst Today. The indian pony has
the worse time in the cold. (1: worse
today.; 2: Indian; 3: worst)
Some adjectives have special
forms for comparing. They are not
used with more and most, nor do
they use -er and -est endings.
■
DAY 2
2Og
Teach the Concept
REVIEW GOOD, BETTER, AND BEST
INTRODUCE COMPARING
WITH GOOD
DAY 1
The arabian horse was the fastest of
the two mares. She escaped on the
darker night of the winter.
(1: Arabian; 2: faster; 3: darkest)
Introduce the Concept
Discuss with students how to
recognize forms of good. Have them
identify when to use better and best.
INTRODUCE COMPARING
WITH BAD
Present the following:
■
The adjective bad becomes worse
to compare one thing with one
other thing: The carrots taste bad.
The spinach tastes worse than the
carrots.
■
Bad becomes worst to compare
one thing with two or more other
things: The brussels sprouts taste
the worst of all.
DAY 4
The gray horse is the more dosile
horse in the herd. My uncel thinks
she is the most prettyest. She won a
medle in a show. (1: most docile;
2: uncle; 3: the prettiest; 4: medal)
See Grammar Transparency 121
for modeling and guided practice.
DAY 5
Which is the most special horse,
Thunder or Comet? It’s hard to pick
the most good horse in the herd.
(1: more special; 2: best horse)
See Grammar Transparency 122
for modeling and guided practice.
Grammar Practice Book, page 153
Grammar Practice Book, page 154
• Use worse to compare two people, places, or things.
• Use worstt to compare more than two.
r 6TFCFUUFSUPDPNQBSFUXPQFPQMFQMBDFTPSUIJOHT
r 6TFCFTUUPDPNQBSFNPSFUIBOUXP
Write worse or worstt to complete each sentence correctly.
8SJUFCFUUFSPSCFTUUPDPNQMFUFFBDITFOUFODFDPSSFDUMZ
&--
5IF#MBDL)JMMT8JME)PSTF4BODUVBSZJTPOFPGUIF
QMBDFTUPTFFXJMEIPSTFT
.ZGSJFOEUIJOLTIPSTFTBSF
WZiiZg
%BZUPO)ZEFUIJOLTUIBUSVOOJOHGSFFJT
UIBOCFJOHTUVDLJOPOFQMBDF
Make Comparisons Write
good, better, and best on
the board. Choose three
items and write statements
using the words: Apples
taste good. Oranges
taste better than apples.
Strawberries taste the best.
Choose three other items
and have students create
their own sentences.
657I
)FUIPVHIUUIF
JOBUàSTU
WZhi
WZhi
DPNQBOJPOTUIBOEPHT
WZiiZg
GPSIPSTFT
#FDBVTFIFHSFXVQPOBSBODI%BZUPOVOEFSTUBOETIPSTFT
WZiiZg
UIBONPTUPGVTEP
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-JGFXBT
XBTJOUIFT
GPSNPTUXJMEIPSTFTJOUIFTUIBOJU
WZhi
QMBDFGPSXJMEIPSTFTUPSVO
WZhi
QMBDFTUPMFBSOUPSJEF
WZiiZg
BUSBDJOHUIBONJOFJT
WZhi
TQPUGPSBIPSTFUPESJOL
5IJTJTUIF
WZiiZg
UPSJEFTJEFTBEEMFPSXFTUFSOTUZMF
*TJU
)PSTFSBODIFTBSFUIF
)JTIPSTFJT
for
period, the population of horses fell below
worst
threats to horses.
4. Seeing wild horses in fenced feedlots made Dayton Hyde feel
worse
than he had for a long time.
worse
5. The ranch was no
than the feedlot.
6. The thought of the horses breaking down the fence was Dayton’s
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2. During the
17,000.
worst
3. Hunger and thirst were the
DIPJDFXPVMECFUPGFODFUIFIPSTFT
worse
1. The invention of barbed-wire fences made life
wild horses than before.
worst
fear.
worse
7. Conditions were
settled.
8. The cold felt
horses.
9. This is the
worse
worst
for horses after more land was
for the cowboys than it did for the
time to ride a horse.
worse
than yours, I suppose.
worst
riding I’ve ever seen.
worse
12. That trail is much
than this trail.
10. My saddle sore is no
11. That’s not the
Grammar
2Og
2Og
2Og
REVIEW GOOD AND BAD
REVIEW COMPARING WITH
GOOD AND BAD
ASSESS
! Review and Practice
" Review and Proofread
Review the comparative and
superlative forms of good and bad.
Ask students how good and bad
change when making comparisons.
Ask them to explain the difference
between comparatives and
superlatives.
MECHANICS AND USAGE:
COMPARING WITH ADJECTIVES
■
■
■
The comparative adjective form
is used to compare one thing
with one other thing. Form the
comparative of most adjectives
by either adding -er to the end
or placing more before the word.
PROOFREAD
Have students correct errors in the
following sentences.
1. Dawn is a more better pet than
Comet. (is a better)
The superlative adjective form
is used to compare one thing
with two or more other things.
Form the superlative of most
adjectives by either adding
-est to the end or placing most
before the word.
2. Tornado is the more
determinedest mustang I have
seen. (most determined)
3. Polly is the more watchfuller
mother in the herd. (most
watchful)
Memorize irregular comparatives
and superlatives.
Rewrite each sentence in the scientific observation below.
Remember to use forms of good
d and bad
d correctly.
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Write the basic forms of the
adjectives from the Daily
Language Activities and the
Proofread activity on index cards.
Then read each adjective aloud
and have students write down
the word and its comparative and
superlative forms. Guide students
to identify the correct forms of
comparison. Then have them
create sentences using the words.
Also use page 158 of the Grammar
Practice Book for reteaching.
See Grammar Transparency 125
for modeling and guided practice.
Grammar Practice Book, page 156
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RETEACH
See Grammar Transparency 124
for modeling and guided practice.
Grammar Practice Book, page 155
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Use the Daily Language Activity
and page 157 of the Grammar
Practice Book for assessment.
4. Thunder has a worser temper
than Tornado. (worse)
See Grammar Transparency 123
for modeling and guided practice.
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QUESTION: What is the bestest way to approach a horse?
OBSERVATIONS: Calm horses have relaxed muscles, heads, and necks.
Frightened horses may raise their heads and tense their muscles. Flattened
ears are one of the most worst signs of fear.
Alan and Maria approached the horse named Bertha. The trainer, Marcos,
was with them. (It is always goodest to have adults present for safety.) When
Alan walked loudly toward Bertha from behind, her signs of fear grew worser.
When Maria walked slowly and quietly toward Bertha from the left front side,
Bertha stayed more calmer. She seemed to like this approach much more better.
CONCLUSION: Approaching a horse from the front or side is gooder than
approaching from behind.
QUESTION: What is the best way
y to approach
pp
a horse?
OBSERVATIONS: Calm horses have relaxed muscles,
heads, and necks. Frightened horses may raise their
heads and tense their muscles
muscles. Flattened ears are one
of the worst signs of fear
fear.
Alan and Maria approached
pp
the horse named
Bertha. The trainer, Marcos, was with them. (It is
always best to have adults present for safety.) When
Alan walked loudly toward Bertha from behind
behind,
her signs of fear grew worse
worse. When Maria walked
slowly
y and q
quietly
y toward Bertha from the left front
side, Bertha stayed calmer. She seemed to like this
approach much better.
CONCLUSION: Approaching a horse from the front or
CONCLUSION
side is better than approaching from behind
behind.
Grammar Practice Book, pages 157–158
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Wild Horses
657J
End-of-Week Assessment
Administer the Test
Weekly Reading Assessment,
(SBEF
Passage and questions, pages 309–316
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ASSESSED SKILLS
• Cause and Effect
*ODMVEFT-FWFMFE8FFLMZ5FTUT
• Vocabulary Words
• Context Clues: Paragraph Clues
• Comparing with Good and Bad
• Words with Final /ә l/
.BDNJMMBO.D(SBX)JMM
@=;
12
Assessment Tool
Administer the Weekly Assessment online or
on CD-ROM.
Weekly Assessment, 309–316
(SBEFT
Fluency
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/aaSaa[S\b
Assess fluency for one group of students per week.
Use the Oral Fluency Record Sheet to track the number
of words read correctly. Fluency goal for all students:
113–133 words correct per minute (WCPM).
Approaching Level
On Level
Beyond Level
Weeks 1, 3, 5
Weeks 2, 4
Week 6
Alternative
Assessments
.BDNJMMBO.D(SBX)JMM
Fluency Assessment
(SBEF
• Leveled Weekly Assessment, for Approaching Level,
pp. 317–324
• ELL Assessment, pp. 152–153
>`OQbWQSO\R
/aaSaa[S\b
.BDNJMMBO.D(SBX)JMM
ELL Practice and
Assessment, 152–153
657K
VOCABULARY WORDS
VOCABULARY STRATEGY
Context Clues: Paragraph
Clues
Items 1, 2, 3, 4
End-of-Week Assessment
Diagnose
Prescribe
IF...
THEN...
0–2 items correct . . .
Reteach skills using the Additional
Lessons page T10.
Reteach skills: Go to
www.macmillanmh.com
@=;
12
Vocabulary PuzzleMaker
COMREPHENSION
Skill: Cause and Effect
Items 5, 6, 7, 8
0–2 items correct . . .
Reteach skills using the Additional
Lessons page T5.
Evaluate for Intervention.
GRAMMAR
Comparing with Good and
Bad
Items 9, 10, 11
0–1 items correct . . .
Reteach skills: Grammar Practice Book
page 158.
SPELLING
Words with Final /ә l/
Items, 12, 13, 14
0–1 items correct . . .
Reteach skills: Go to
www.macmillanmh.com
FLUENCY
109–112 WCPM
/
Evaluate for Intervention.
0–108 WCPM
Evaluate for Intervention.
2
7=
C2 1
Fluency Solutions
READING
Triumphs
AN INTERVENTION PROGRAM
To place students
in the Intervention
Program, use
the Diagnostic
Assessment in the
Intervention Teacher’s
Edition.
Wild Horses
657L
Approaching Level Options
Phonics
Constructive
Feedback
If students say an /al/
instead of /ә l/, such as
/med al’/ instead of
/med’ ә l/ for medal, write
medal on the board as
med-al and say:
This word is medal.
The first syllable is
accented so you say it
more strongly: /MED/.
The second syllable is
unaccented, so you say
it more gently and with
an /ә l/ sound. Say it with
me: /ә l/. Let’s sound
out and say the word
together: /MED/ /ә ә ә lll/,
medal.
Objective
Materials
Decodable Text
To help students build
speed and accuracy with
phonics patterns, use
additional decodable
text on page 29 of the
Teacher’s Resource Book.
657M
• Student Book “The Wild Ponies of Chincoteague”
• Teacher’s Resource Book, p. 29
WORDS WITH FINAL /ә l/
Model/Guided Practice
■
Explain that words that end with al, el, il, ol, or le and have an
unaccented last syllable end with the final /ә l/ sound, like the le in able.
■
Write paddle on the board. Say: This word begins with pad, which is
pronounced /pad/. The second syllable is probably unaccented, so I should
pronounce it /әl/. When I blend the sounds together, I get /pad әl/, paddle.
■
Have students follow your model to pronounce the words total, medal,
and pupil. Provide constructive feedback.
MULTISYLLABIC WORDS WITH FINAL /ә l/
■
Write the word acceptable on the board. Say: I see that the first part of
this word is the word accept. The second part is the suffix -able. The first
syllable of -able is unaccented, and so is the second. The second part of
the word should be pronounced /ә bәl/. If I put it all together, the word is
/ak sept ә bәl/, acceptable.
■
Have pairs of students work together to practice decoding longer words
with final /ә l/. Write the following words on the board and ask student
pairs to copy them onto a individual index cards. Have them say each
word, draw lines to divide it into syllables, and circle the final syllable
with /әl/.
Additional Resources
For each skill below,
additional lessons are
provided. You can use these
lessons on consecutive days
after teaching the lessons
presented within the week.
• Cause and Effect, T5
• Context Clues
(Paragraph), T10
Decode words with final /ә l/
laughable
physical
■
comfortable
fashionable
natural
comparable
identical
terrible
Check each pair for their progress and accuracy.
WORD HUNT: WORDS WITH FINAL /ә l/ IN CONTEXT
■
Review words with final /ә l/.
■
Have students search pages 634–635 of “The Wild Ponies of
Chincoteague” to find words with final /ә l/. Ask them to write each word
and circle the letters that stand for the final /ә l/.
■
Check to see that students have found the following: animals, terrible,
annual, people, fragile, natural.
■
Repeat the activity with the decodable passages on Teacher’s Resource
Book page 29.
Constructive
Feedback
Objective
Materials
If students make mistakes
in pronunciation while
reading, pronounce each
troublesome word in
isolation and have them
repeat after you. Then
reread each sentence with
a troublesome word and
have students echo-read.
Finally, echo-read the entire
passage with students.
Read with increasing prosody and accuracy at a rate of 113–123 WCPM
• index cards
• Approaching Practice Book A, p. 180
WORD AUTOMATICITY
Have students make flashcards for the following words with final /ә l/:
uncle, local, vessel, turtle, paddle, bugle, total, pupil, pedal, pencil, symbol,
special, oral, medical, ankle, pebble, bubble, docile, channel, settle.
Display the cards one at a time and have students say each word. Repeat
twice more, displaying the words more quickly each time.
REPEATED READING
Encourage students to follow along as you read aloud the Fluency
passage on Practice Book A page 180. Tell students to pay close attention
to your pronunciation. Then read one sentence at a time and have
students echo-read the sentence, making sure to copy your pronunciation.
&-Reinforce Vocabulary
Have students demonstrate
their understanding
of vocabulary words
by writing their own
sentences that include
the following words:
coaxing, fragile, habitat,
and threatened. Review the
meanings of the words.
Have students take turns
sharing their sentences
with the class. Discuss the
similarities and differences
between the sentences.
During independent reading time, students can take turns reading the
passage with a partner. Have one student read aloud while the other
repeats each sentence. Circulate and offer constructive feedback.
TIMED READING
At the end of the week, have students do a final timed reading of the
passage on Practice Book A page 180. Students should
■
begin reading the passage aloud when you say “Go”
■
stop reading the passage after one minute when you say “Stop”
Keep track of miscues. Coach students as needed. Help students record
and graph the number of words they read correctly.
Approaching Practice Book A, page 180
Vocabulary
Objective
Materials
"T*SFBE*XJMMQBZBUUFOUJPOUPUIFQSPOVODJBUJPOPG
WPDBCVMBSZXPSET
Apply vocabulary word meanings
• Vocabulary Cards
• Student Book Wild Horses
VOCABULARY WORDS
Display the Vocabulary Cards for this week’s words: coaxing, descendants,
fragile, glistening, habitat, sanctuary, and threatened. Help students locate
the words in Wild Horses. Have volunteers identify any context clues
that help them figure out the meaning of each word. Remind them that
context clues can include synonyms, antonyms, or descriptions of the
word.
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jcYZglda[h`^chVcYXgZeiidlVgYi]ZWj[[Vad#I]Zc
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Wild Horses
LdgYh
8dggZXiHXdgZ
657N
Approaching Level Options
Vocabulary
Objective
Create context clues
CONTEXT CLUES: PARAGRAPH CLUES
Review last week’s words
(strutting, swarms, flicked,
barbecue, skyscrapers,
glorious, collage) and this
week’s words (descendants,
sanctuary, glistening,
threatened, coaxing, fragile,
habitat). Have students write
sentences using a synonym
for each word and then have
partners replace the synonym
with the vocabulary word.
Work with students to write a paragraph for one of the vocabulary words.
Include clues within the paragraph that tell the reader the definition of
the word. Use steed as an example and model how to find the definition
for steed in the sentences following the word on Student Book page 645.
Comprehension
Objective
Materials
Identify cause and effect
• Student Book “The Wild Ponies of Chincoteague”
• Transparencies 25a and 25b
STRATEGY
MONITOR COMPREHENSION
Remind students to monitor, or check, their comprehension as they read.
They should regularly stop to ask themselves whether they understand
what is happening in the story.
SKILL
CAUSE AND EFFECT
by Gregory Searle
Explain/Model
■
The cause is why something happens. Sometimes there is more than
one cause for an event.
■
The effect is the result of certain events or actions.
Display Transparencies 25a and 25b. Reread the first two paragraphs.
Student Book, or
Transparencies 25a and 25b
Think Aloud The book tells me that the ponies are the descendants of
wild horses. I may not find out what caused their ancestors to be on the
island since it says that no one knows for sure. I can read on to find out
other details about the ponies, including other causes and effects.
Practice/Apply
After reading, invite students to use paraphrasing to explain how the story
is organized around causes and effects and then identify those cause-andeffect relationships. Discuss the following questions.
657O
■
What led to the first pony swim? Why are pony swims still happening?
■
Think about how the ponies act during the pony swim. Explain the
cause-and-effect relationship of their actions and people’s actions.
Leveled Reader Lesson
Objective
Materials
Read to apply strategies and skills
• Leveled Reader Horses of the Plains
7\T]`[ObW]\OZ
<]\TWQbW]\
PREVIEW AND PREDICT
Have students read the title and preview the first chapter. Ask them if
they have any questions. Ask students to make predictions about what
will happen in the story.
)PSTFT
PGUIF
1MBJOT
VOCABULARY WORDS
Review the vocabulary words as needed. As you read together, discuss
how each word is used in context.
STRATEGY
MONITOR COMPREHENSION
Remind students that monitoring, or checking, their comprehension as
they read can help them better understand what they are reading.
CZ"OO(BE[JLPXTLJ
Leveled Reader
SKILL
CAUSE AND EFFECT
Remind students that cause-and-effect relationships explain why things
happened. Students should look for signal words, such as because, as a
result, since, and therefore. Read the Introduction with students. Model
how to paraphrase after reading in order to find the cause-and-effect
relationship.
Think Aloud According to the legend at the beginning of the selection,
the Great Spirit saw that the people were suffering, so he gave them
the horse to help them work and travel. The cause is the Great Spirit’s
desire to help the people. The effect is that he made the horse. I will
add this to my Cause and Effect Diagram.
READ AND RESPOND
Finish reading Horses of the Plains with students. Ask students to discuss
the effects of the Native Americans’ way of life on the buffalo. Work with
students to revise and complete their Cause and Effect Diagrams.
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Wild Horses and Horses of the Plains. Have
students compare Dayton Hyde’s reasons for protecting and caring for
wild horses with reasons Plains Indians valued their horses.
Wild Horses
657P
On Level Options
Vocabulary
Leveled
Reader Lesson
Objective
Materials
Ma^
Taleh_
Apply vocabulary words and context clues
• Vocabulary Cards
VOCABULARY WORDS
Pecos Bill
retold by Gillian Reed
Student
Book
Have students write real and fake definitions for each of the vocabulary
words. Then have them play a game with partners to see if the partner
can choose the correct definition for each vocabulary word.
CONTEXT CLUES: PARAGRAPH CLUES
Provide sentences for each vocabulary word, leaving a blank where each
word should be. Include context clues that will help students identify the
correct word. For example: They tried
her mom into taking them to
the movies. (coaxing)
Literary Elements
Objective
Materials
Study different editorials
• newspapers
• Student Book “The Tale of Pecos Bill”
HYPERBOLE AND FIGURE OF SPEECH
Point out some examples of hyperbole and figure of speech, and discuss
their importance in a tall tale such as “The Tale of Pecos Bill.” Explain how
these literary elements help create a lively, unbelievable story.
Give each student an editorial from a newspaper and have them add
hyperbole or a figure of speech. Ask students to read their new editorials
aloud to the class. Finally, allow students to explain why these literary
elements are not likely to be found in this genre of writing.
On Level Practice Book O, page 180
As I read, I will pay attention to my pronunciation of
vocabulary words.
10
12
24
38
49
58
68
72
82
94
105
113
122
133
146
By the 1800s, huge herds of wild horses were roaming the
open range.
Picture this: You must catch a wild animal that can run as
fast as a train. You must tame that wild animal by riding on its
back. You must teach that animal to follow your every command.
And you must trust that animal with your life.
That is exactly what cowboys did when they caught, tamed,
and rode wild mustangs.
Capturing a wild mustang was a team effort. One cowboy
could not do it alone. Cowboys rode together on tamed horses in
order to catch the wild mustangs. The cowboys used their fastest
and strongest horses to chase the wild mustangs.
When the wild mustangs were exhausted, the cowboys drove
them into a fenced corral. The mustangs couldn’t see the fence
until it was too late. Tired and thirsty from the long chase and
glistening with sweat, the mustangs could run no more. 155
Comprehension Check
1. What was the effect that a cowboy obtained by following these steps?
He would get a horse that would follow
his commands and that he could trust with his life.
Objective
Materials
Read fluently with appropriate prosody at a rate of 113–133 WCPM
• On Level Practice Book O, p. 180
REPEATED READING
Work with students to begin marking up the Fluency passage on page
180 of Practice Book O. Explain that using a slow or moderate pace to
read may help readers pronounce and sound out difficult words. Then
read one sentence at a time, having students echo-read the sentences.
During independent reading time, have students read aloud to each other.
Cause and Effect
2. Summarize this passage. Summarize Cowboys chased wild
horses to make them tired, then drove them into a
corral to capture them.
Words Read
–
Number of
Errors
=
First Read
–
=
Second Read
–
=
657Q
Words
Correct Score
Timed Reading Have students read the passage and record their reading
rate.
Leveled Reader Lesson
Objective
Materials
Read to apply strategies and skills
• Leveled Reader Cattle Driving Horses of the Old West
7\T]`[ObW]\OZ
<]\TWQbW]\
PREVIEW AND PREDICT
Have students preview Cattle Driving Horses of the Old West. Show the
cover and read the title of the book.
■
Ask students to predict what they think this selection will be about.
■
Ask students to write down any questions they have about the story.
$BUUMF%SJWJOH
)PSTFT
PGUIF
0ME8FTU
STRATEGY
MONITOR COMPREHENSION
Remind students to check their understanding as they read. Discuss selfmonitoring strategies such as summarizing, adjusting their reading rate,
and rereading.
CZ"OO(BE[JLPXTLJ
Leveled Reader
SKILL
CAUSE AND EFFECT
Review: A cause is the reason that something happens. An effect is the result
of certain actions or events. Explain that students will fill in information in a
Cause and Effect Diagram.
READ AND RESPOND
Read the Introduction and first chapter. Pause to discuss how the need
for cattle led to cattle drives and how these caused cowboys to tame wild
horses. Have students paraphrase to infer cause-and-effect relationships.
Fill in the Cause and Effect Diagram.
ELL
Leveled Reader
Go to pages
657U–657V.
VOCABULARY WORDS
As they finish reading Cattle Driving Horses of the Old West, ask students
to point out vocabulary words as they appear. Discuss how each word is
used. Ask, What context clues help you understand the meaning of coaxing?
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Cattle Driving Horses of the
Old West and Wild Horses.
■
Ask students to explain which came first, the rodeo or the cattle drive,
using cause-and-effect reasoning.
■
Ask students to describe how the lives of wild horses have changed and
why.
Wild Horses
657R
Beyond Level Options
Ma^
Vocabulary
Tale h_
Pecos Bill
Objective
Materials
retold by Gillian Reed
Use vocabulary words, synonyms, and antonyms to write a tall tale
• dictionary, thesaurus
EXTEND VOCABULARY
Challenge the class to think of as many synonyms and antonyms as they
can for each of the vocabulary words. Ask them to use a dictionary or
thesaurus if they need help. Then ask students to write a brief tall tale of
their own using the vocabulary words or their synonyms and antonyms.
Remind students to check the spelling of each vocabulary word they use
in their tales.
Student Book
&-Reinforce Vocabulary Ask
students to write brief tall
tales using the vocabulary
words. Ask them to also
include hyperbole and
figures of speech not meant
to be taken literally. Students
can use “The Tale of Pecos
Bill” to get ideas for their
tall tales. When they finish,
pair students and have
them exchange tales. Have
them underline examples
of hyperbole and figures of
speech they find in the tales.
Ask for volunteers to read
their tall tales aloud.
Literary Elements
Objective
Materials
Find examples of hyperbole and illustrate them
• Student Book “The Tale of Pecos Bill”
• books of tall tales
HYPERBOLE AND FIGURE OF SPEECH
Remind students that hyperbole and figures of speech are not meant to
be taken literally. Ask students to identify unbelievable elements of “The
Tale of Pecos Bill.”
Next, have students find examples of hyperbole and figures of speech in
other tall tales. Ask them to choose an example to illustrate. For example,
if they were illustrating hyperbole from “The Tale of Pecos Bill,” students
could draw a man gulping down a huge pot of beans or picking his teeth
with a barbed wire fence.
Beyond Practice Book B, page 180
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657S
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Objective
Materials
Read fluently with appropriate prosody at a rate of 123–133 WCPM
• Beyond Practice Book B, p. 180
REPEATED READING
Ask students to pay attention to the pronunciation of vocabulary words as
you model reading aloud page 180 of Practice Book B. Then, reading one
sentence at a time, have students echo-read each sentence back, imitating
your pace and pronunciation.
During independent time have students work with a partner using the
same passage. Listen for accuracy as one student reads aloud and the
other repeats each sentence. Remind students to wait until their partners
get to the end of a sentence before they correct any mistakes. You may
wish to have students do a timed reading at the end of the week.
Leveled Reader Lesson
Objective
Materials
Read to apply strategies and skills
• Leveled Reader Full Gallop
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PREVIEW AND PREDICT
Have students preview Full Gallop, predict what they might learn from
the selection, and set a purpose for reading.
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SKILL
CAUSE AND EFFECT
Ask a volunteer to explain what a cause-and-effect structure is and why
it is important for understanding a story. Explain that students will read
Full Gallop together, and fill in a chart as they note cause-and-effect
relationships.
READ AND RESPOND
Leveled Reader
As they read, have students identify the cause and effect of different
events and actions in the selection and fill in their Cause and Effect
Diagrams. After reading, invite students to paraphrase what they have
read, including inferences about cause-and-effect relationships. Encourage
them to share their diagrams.
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up. Review
definitions as needed.
Self-Selected Reading
Objective
Materials
Read independently to analyze cause-and-effect relationships in a selection
• Leveled Readers or informational trade books at students’ reading level
READ TO IDENTIFY CAUSE AND EFFECT
Ask students to compare the cause-and-effect relationships described in
any of the week’s selections, specifically the causes and effects of human
actions on the lives of horses and other animals.
Invite students to choose a book for enjoyment and independent reading.
When choosing a book, encourage them to use personal criteria, such as
knowledge of genre, favorite author, or a classmate’s recommendation.
After reading, have students name at least one cause-and-effect
relationship. Discuss what details from the story helped to identify causeand-effect relationships.
Wild Horses
657T
English Language Learners
Academic Language
Throughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments. The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words.
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For additional language
support and oral language
development, go to
www.macmillanmh.com
Use Strategies to Reinforce
Academic Language
■
Use Context Language (see chart below) should be
explained in the context of the task during Whole Group.
Use gestures, expressions, and visuals to support meaning.
■
Use Visuals Use charts, transparencies, and graphic
organizers to point out and explain key labels to help
children understand classroom language.
■
Model Demonstrate the task using academic language in
order for students to understand instruction.
Academic Language Used in Whole Group Instruction
Content/Theme Words
Skill/Strategy Words
Writing/Grammar Words
extinct (p. 632)
cause and effect (p. 635A)
tone (p. 656)
tamed (p. 632)
paraphrase (p. 635A)
scientific observation (p. 656)
grasslands (p. 633)
adjust reading rate (p. 635A)
sentence fluency (p. 657B)
heroes (p. 652)
hyperbole (p. 652)
good, better, best (p. 657I)
resourceful (p. 652)
figure of speech (p. 652)
bad, worse, worst (p. 657I)
regional dialects (p. 652)
comparative form (p. 657J)
superlative form (p. 657J)
657U
Informational
Nonfiction
ELL Leveled Reader Lesson
Horses
in the
Old West
Objective
• To apply vocabulary and
comprehension skills
0ST]`S@SORW\U
Materials
DEVELOP ORAL LANGUAGE
• ELL Leveled Reader
Build Background Ask students whether they
or someone they know has ever ridden a horse.
Where did you ride? What type of horse was it?
3::#2Og>ZO\\S`
DAY 1
• Oral Language and
by Ann Gadzikowski
Review Vocabulary Write the vocabulary and
story support words on the board and discuss
the meanings. Use each word in a sentence. Use words with similar or
opposite meaning to explain new vocabulary. I want to ride only docile—
not wild—horses.
PREVIEW AND PREDICT
Vocabulary Review
DAY 2
Set a Purpose for Reading Show the Cause and Effect Diagram and
remind students they have used it before. Ask them to make a similar
diagram to show causes and effects and summarize the book.
• Academic Language
• ELL Leveled Reader
DAY 3
• Academic Language
• ELL Leveled Reader
DAY 4
Point to the cover photograph and read the title aloud. Explain that Old
West is used to describe the 1800s in the United States, a time when there
were no cars and cowboys rode horses. Have students predict: What do
you think this book is about?
• Academic Language
• Academic Language
• ELL Leveled Reader
DAY 5
• Academic Language
• ELL Leveled Reader
Comprehension
Check and Literacy
Activities
2c`W\U@SORW\U
Choose from among the differentiated strategies below to support
students’ reading at all stages of language acquisition.
Beginning
Intermediate
Advanced
Shared Reading As you
read, model how to identify
examples of cause and
effect. Have students help
you fill in the diagram. What
happened to the horses once
they were caught? What
effect did this have on them?
Read Together Help students
retell the first chapter. Model
how to identify cause and
effect relationships and begin
filling in the diagram. Take
turns reading with students.
Have them use the strategy
and complete the diagram.
Independent Reading
After reading each day, ask
them to identify examples
of cause and effect
relationships with a partner.
Invite students to fill in the
diagram.
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Remind students to use the vocabulary and story words in their whole
group activities.
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-ACMILLAN-C'RAW(ILL
ELL Teacher’s Guide
for students who need
additional instruction
Wild Horses
657V