Comprehension - Glencoe

ComprehensionGenreNarrative Nonfiction

is a story or account about

actual persons, living things,

situations, or events.

Monitor Comprehension Cause and EffectAs you read, fill in your

Cause and Effect Diagram.

Read to Find OutWhat is it that makes a wild

horse wild?

636

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

ComprehensionGENRE: 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.

STRATEGYMONITOR 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.

SKILLCAUSE 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.

MAIN SELECTION• Wild Horses

• Skill: Cause and Effect

PAIRED SELECTION• “The Tale of Pecos Bill”

• Literary Elements: Hyperbole and Figure of Speech

SMALL GROUP OPTIONS

• Differentiated Instruction, pp. 657M–657V

636

by Cris Petersonphotographs by Alvis Upitis

Main Selection

Wild Horses

637

Preview and PredictAsk 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.

Set PurposesFOCUS QUESTION Discuss the “Read

to Find Out” question on Student

Book page 636. Remind students to

look for the answer as they read.

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.

Read Wild Horses

Use the questions and Think Alouds

to support instruction about the

comprehension strategy and skill.

Main Selection Student pages 636–637

Story available on Listening Library Audio CD

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.

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.

If your students need alternate selections, choose the

Leveled Readers that match their instructional level.

On Level Practice Book O, page 179

Approaching Practice Book A, page 179

Beyond Practice Book B, page 179

As you read Wild Horses, fill in the Cause and Effect Diagram.

How does the information you wrote in the Cause and Effect Diagram help you to monitor your comprehension of Wild Horses?

Cause Effect

Wild Horses 637

In 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 ruffl e in the night breeze. Ever alert and watchful for predators, they swiftly drink their fi ll. 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 defi ne the western wilderness.

638638

Main Selection Student page 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.

1

Develop Comprehension

1 STRATEGYMONITOR 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.

638

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.

639


2 3


2 AUTHOR’S PERSPECTIVE

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

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


640


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.)

Cross–Curricular ConnectionESTIMATION

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.

4

640

To fi nd 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 thirteen-year-old boy when he met his fi rst 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 fi ve hundred years ago. By 1900, more than two million smart, fast, surefooted wild horses roamed the West.

641



5 GENRE: NARRATIVE NONFICTION

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.

6 CAUSE AND EFFECT

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.

STRATEGIES FOR EXTRA SUPPORT

Question 6 CAUSE AND EFFECTExplain 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?

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.)

Cause Effect

Dayton goes to his uncle and grows up as a cowboy.

Dayton comes to love the

western range and its wild horses.

5

6

Wild Horses 641


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.

Cause and Effect What caused the mustang population to increase during the 1970s?

642


7 MAKE INFERENCES

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.)

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


7

98

10

Cause Effect




Congress made a law against

catching or killing wild horses.

Herds increased, though some died in harsh winters.

642

643


9 STRATEGYCONTEXT 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 MAINTAINSUMMARIZE

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

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.)

Wild Horses 643


After months of searching and many long days spent convincing government offi cials 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 fi elds. He also fenced in a fi fty-acre training fi eld where the horses would spend their fi rst few days on the ranch adjusting to their new surroundings.

644


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.

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.

STRATEGIES FOR EXTRA SUPPORT

Question 11 CAUSE AND EFFECTAsk, 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?

Cause Effect







Hyde wanted a place for the wild

horses to live.

Hyde acquired eleven thousand acres of land for

them.

11

12

644

On a miserably cold fall day, huge creaking semi-trailers fi lled with snorting, stomping steeds fi nally arrived at the ranch. After hours of coaxing, Dayton succeeded in getting Magnifi cent Mary to skitter off the trailer. She was a battle-scarred, 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.

645



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.)

Student Think Aloud

The author

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.)


13

14

Wild Horses 645


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-the-clock vigilance, he swung open the gate from the training fi eld 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.

646


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.)

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.

Cause Effect







Hyde wanted a place for the wild

horses to live.

Hyde acquired eleven thousand acres of land for

them.

Hyde creates a sanctuary for the

wild horses.

Dozens of wild horses are now

born each spring.

15

16

646

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, Magnifi cent Mary, and several others. When he spots them all, he knows the whole herd is accounted for.

647


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

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.)

Students should identify multiple

conflicts in the narrative.


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)

17

18

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.

Wild Horses 647


648



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

Cause and Effect What were the events that caused the wild horses from the feedlot to be protected in the Sanctuary?

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.

649

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

Can students identify the causes and effects of actions?


20 CAUSE AND EFFECT

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.)

RETURN TO PREDICTIONS

AND PURPOSES

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?

PERSONAL RESPONSE

Ask students to discuss and write

about a time they felt inspired to make

a bad situation better.


19

20

Wild Horses 649

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.

Ride Away with Cris and Alvis

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.

Other books by Cris and Alvis

Find out more about

Cris Peterson and Alvis Upitis

at www.macmillanmh.com

Author’s PurposeCris 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.

650

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?

■ How did working together previously

affect the relationship between the

author and the illustrator?

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.

Students can find more information

about Cris Peterson and Alvis Upitis at

www.macmillanmh.com

Author’s CraftAlliteration

■ 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.

Author’s PurposeTell 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

http://www.macmillanmh.com


Comprehension Check

Summarize

Summarize Wild Horses. Include only

the most important information in

your summary. Use your Cause and

Effect Diagram to help you.

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

3. What would you do if you found a horse drinking soapy

dishwater? Apply

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

651

Respond Student page 651

Comprehension Check

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

Sample answers are given.

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.

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

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.

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.

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.

Wild Horses 651

Fluency/Comprehension

As I read, I will pay attention to my pronunciation of vocabulary words.

By the 1800s, huge herds of wild horses were roaming the

10 open range.

12 Picture this: You must catch a wild animal that can run as

24 fast as a train. You must tame that wild animal by riding on its

38 back. You must teach that animal to follow your every command.

49 And you must trust that animal with your life.

58 That is exactly what cowboys did when they caught, tamed,

68 and rode wild mustangs.

72 Capturing a wild mustang was a team effort. One cowboy

82 could not do it alone. Cowboys rode together on tamed horses in

94 order to catch the wild mustangs. The cowboys used their fastest

105 and strongest horses to chase the wild mustangs.

113 When the wild mustangs were exhausted, the cowboys drove

122 them into a fenced corral. The mustangs couldn’t see the fence

133 until it was too late. Tired and thirsty from the long chase and

146 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? Cause and Effect

2. Summarize this passage. Summarize

Words Read – Number of Errors = Words

Correct Score

First Read – =

Second Read – =

He would get a horse that would follow his commands and that he could trust with his life. Cowboys chased wild horses to make them tired, then drove them into a corral to capture them.




Objectives• Read accurately with good

prosody and tempo

• Rate: 113–133 WCPM

Materials

• Fluency Transparency 25

• Fluency Solutions

• Leveled Practice Books, p. 180

FluencyRepeated 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.

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.

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.

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


If No Approaching Level Fluency, p. 657N



Can students read accurately with good prosody and tempo?

651A

ComprehensionMAINTAIN SKILLSUMMARIZE

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.

For comprehension practice use Graphic Organizers on Teacher’s

Resource Book pages 40–64.

Fluency/Comprehension

Objective• Summarize text by

identifying important details

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

Wild Horses 651B

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.

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.”

Pecos BillThe Tale

ofLanguage ArtsGenreTall Tales are stories with

events so exaggerated that

they are beyond belief. Tall

tales are an American form

of storytelling.

Literary ElementsHyperbole is the use of

exaggeration for emphasis.

The author does not expect

it to be believed.

A Figure of Speech is an

expressive use of language

that is not meant to be

taken literally.

Pecos Bill’s description of a tough guy is hyperbole. It’s a humorous exaggeration that the reader is not meant to believe.

652

Paired Selection Student page 652

1

Folk TaleGENRE: TALL TALES

Have students read the bookmark on

Student Book page 652. Explain that

tall tales

■ are stories that are full of

exaggerations;

■ have heroes who are clever, brave,

and resourceful;

■ often include regional dialects.

Literary Elements: Hyperbole and Figure of Speech

EXPLAIN/MODEL

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

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.

653

2

Folk TaleRead: “The Tale of Pecos Bill”

As you read, remind students to apply

what they have learned about tall tales.

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.)


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

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 Widow-Maker. 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


Folk Tale3 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.)

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.

1. The runaway mare stood there calmly, munching the long grass and allowing the men with the lassoes to get a little bit closer.

2. Timothy was as strong as a horse.

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.

5. Jim’s dad got hopping mad. He really blew his top!

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, but keep it under your hat.”

8. Rather than preparing a speech for Open House, Samantha thought she would play it by ear.

9. Roger would give his right arm for a new skateboard.

10. Pedro’s great-grandmother is older than the hills.

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.

gg

s to get a little bit closes to get a little bit closeaway mare stood theraway mare stood ther

men with the lassoesmen with the lassoesy, munching the longy, munching the long

✓

✓

✓

✓

✓

✓

yy

g pp gg pp g

p yp y

p y yp y y

g gg g

pp




3

654

But Sue insisted, and Bill finally let Sue give it a try. Sue got on Widow-Maker, who bucked and jumped and bucked again. Then he threw Slue-Foot 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 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.

Connect and Compare1. Find two examples of hyperbole in the descriptions of

Slue-Foot Sue and her adventures. Hyperbole

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

Sue was not actually shot from a cannon, but the comparison helps the reader picture what happened. This comparison is a figure of speech.

Find out more about tall tales at www.macmillanmh.com

655

Folk TaleConnect 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.

APPLY

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 tall-

tale creature, while the mustangs

are real. READING/WRITING ACROSS TEXTS


Internet Research and Inquiry Activity

Students can find more facts about tall

tales at www.macmillanmh.com

4

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.

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



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.

WritingTone

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.

WRITING• Descriptive Writing

• Writer’s Craft: Tone

WORD STUDY• 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

• Differentiated Instruction, pp. 657M–657V

Write About a Scientific

Observation

Red-Tailed Hawkby Jack F.

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.

I included words that give specific details.

I observed a hawk in flight. Then I wrote this accurate observation.

Writer’s CraftToneScientific 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.

656

656

Transparency 97

Writing Transparency 97

PREWRITE

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.

DRAFT

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.

REVISE

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.

Transparency 97: Observation

Log

Transparency 98: Draft

Transparency 99: Revision

Writing Student pages 656–657

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?

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?

Descriptive Writing

Your TurnPretend that you are a scientist. You must

observe an animal and write about what you

see. The animal could be a wild animal that

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.

657

Observation LogDate:yesterday

Time:3 P.M.

Location:The park

Animal Red-tailed hawk

Description brown, white chestspeckled with brown

red tail feathers

light gray claws, sharp

sharp, curved beak

Actions flew in circles and held itswings out straight

was hunting

landed on tree trunk

flew away and flapped its wings

Sounds

Smells

Touch


Wild Horses 657

SPEAKING STRATEGIES

■ Speak clearly, in a natural

tone of voice.

■ Pause after important

details.

■ Make frequent eye contact

with your audience.

LISTENING STRATEGIES

■ Prepare to listen.

■ Listen without

interruptions.

■ Listen for main ideas and

details.

ToneEXPLAIN/MODEL

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.


Transparency 100

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.

5. When lightning hit the freezers at every store in

town, everyone chowed down on Super Samuel’s

pancakes for a month.

(1. informal; 2. informal; 3. formal; 4. formal; 5. informal)

Writing Transp

arency 100

PRACTICE/APPLY

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.

Publishing OptionsStudents 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.

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.

Writer’s CraftWriting

657A

Technology

Writing

Writer’s Toolbox

Comparing with good and bad

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 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.

Writing Trait: Sentence Fluency

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.

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.

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.

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 StudyWord Study

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


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.

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

Review

VocabularyWords 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.

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.

Transparency 49

glistening coaxing descendants fragilethreatened 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

657C

STRATEGYCONTEXT CLUES: PARAGRAPH CLUES

EXPLAIN/MODEL

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.

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.

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.

1. corral defi nition:

context clues:

2. foal defi nition:

context clues:

3. wobbly defi nition:

context clues:

4. wilderness defi nition:

context clues:

a fenced-in area for animals

fence; horses

a baby horse

followed mother, only two days old

a natural area without people

in the canyon; instead of living around people

unsteady

getting used to walking; legs





If No Approaching Level Vocabulary, pp. 657N–657O



Can students use context clues to choose the correct word?

Can students find paragraph clues to help them with the

meanings of unfamiliar words?

Word Study

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.

Vocabulary Strategy 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.

Transparency 50

Wild Horses 657D

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.

Choose a word from the box to fill in each blank. Underline the letters that make the /әl/ sound in each word.

1. A community group is working to protect the

habitat of wild horses.

2. Cal, my grandfather’s brother, used to work on a farm that caught and tamed wild horses.

3. For homework, the watched a documentary about

wild horses on the nature .

4. Wild horses are not the most animals, which makes them diffi cult to tame.

5. When working with horses, the trainer would call out commands.

6. I poured a more water from the

into my tea cup.

local little adaptable channel settlekettle verbal uncle natural

local

Uncle

channel

adaptable

verbal

kettlelittle

natural

pupil




Word StudyWord Study

Phonics Decode Words with Final /ә l/

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.

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.

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.

Objectives• Recognize the /әl/ sound in

spellings le, el, il, ol, and al

• Identify content vocabulary

associated with animals

Materials


• Teacher’s Resource Book, p. 29

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.


If No Approaching Level Phonics, p. 657M



Can students decode words with final /әl/?

657E

Word Study

Apply Vocabulary

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.

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 PuzzleMaker For additional vocabulary and

spelling games, go to

www.macmillanmh.com

Spiral Review

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.

bumbling

fragile

Vocabulary Building

Oral Language

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.

free

shy

threatened

NorthCarolina

dirty fast

WILD HORSES

habitat sanctuarythreatened

gloriousglistening famished

Wild Horses 657F


5 Day Spelling

Words with Final /ә l/

ASSESS PRIOR KNOWLEDGE

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.

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

TEACHER AND STUDENT SORTS

■ Review the Spelling Words,

pointing out the /әl/ endings.

■ 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.

Spelling

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.

Preteach Word Sorts

Spelling Practice Book, pages 153–154 Spelling Practice Book, page 155

uncle local vessel

turtle paddle bugle

total pupil pedal

pencil symbol special

oral medal ankle

pebble bubble docile

channel settle

Review barber, anchor, cheddar

Challenge animal, snorkel

657G


MULTIPLE-MEANING WORDS

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.

1. channel 4. settle

2. pupil 5. vessel

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.

SPIRAL REVIEW

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.

PROOFREAD AND WRITE

Write these sentences on the

board, including the misspelled

words. Have students proofread,

circle each misspelled word, and

write the word correctly.

1. Kim used a canoe paddul to

navigate the channal. (paddle,

channel)

2. The pupel left her pensel on

the desk. (pupil, pencil)

3. The locle market sells speshil

mustards. (local, special)

4. His unckel knew how to play

the bugil. (uncle, bugle)

POSTTEST

Use the Dictation Sentences on

page 657G for the Posttest.

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.

Challenge student partners to

look for words that have the same

schwa + l patterns they studied

this week.

Spelling

Word Meanings Review and Proofread Assess and Reteach

medal turtle pedal oral symbollocal bugle pupil vessel unclepebble channel pencil ankle paddlespecial settle docile bubble total

What’s the Word?

Complete each sentence with a spelling word.

1. We watched a TV program about wild horses on this .

2. The family made a trip to visit the wild ponies.

3. Never approach a wild horse; they are not .

4. The mustang is a of the American West.

5. My told me and my cousins a story about wild horses.

6. A group in our town wants to save wild horses.

7. A mustang can run much faster than a .

8. They gave her a to honor her work with the wild horses.

Define It!

Write the spelling word that matches each clue below.

9. To ride a bicycle

10. Joint between the foot and the leg

11. Student

12. An oar

13. A type of horn

14. A small stone

channelspecial

docilesymbol

unclelocal

turtlemedal

pedalankle

pupil

pebble

paddlebugle

Spelling Practice Book, page 156

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.

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.

I hope you can come and visit my class. It would be very speciol to us.

Regards,

Ava Recio

1. 3 5.

2. 4. 6.

Writing Activity

What is your favorite animal? Write a paragraph about it using atleast four spelling words in your description.

pupilChannel

localsymbol

total

special


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 correctword. Before you begin, look at the sample set of words. SampleA 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:

� ridel � able� riddel � abel� riddle � aibel� ridel aible

1. � medle� medel� medal� medol

2. � local� locul� lokel loakal

3. � pebol� pebbul� pebble� pebbel

4. � special� speshul� speshle spechel

5. � turtle� turtool� turtul� turtel

6. � buegel� bugel� bewgle bugle

7. � channle� channel� channul� channil

8. � settel� settle� scettle settol

9. � pedle� pedal� pedel� pedol

10. � pupul� pupool� pupil pupol

11. � pencil� pensil� pencel� pensel

12. � dossile� dosul� dociel docile

13. � orol� orel� oral� orul

14. � vessol� vesel� vessle vessel

15. � ankel� ankle� anckel� anchol

16. � bubel� bubble� bubbel bubbul

17. � symble� cymbol� symbol� symbel

18. � uncel� unkel� unkle uncle

19. � paddol� padole� paddel� paddle

20. � totel� total� totle totol

�

��

��

��

��

��

��

��

��

��

��

��


Wild Horses 657H

5 Day Grammar

Comparing with Good and Bad

INTRODUCE COMPARING

WITH GOOD

Present the following:

■ Some adjectives have special

forms for comparing. They are not

used with more and most, nor do

they use -er and -est endings.

■ 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.

REVIEW GOOD, BETTER, AND BEST

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.

Grammar

Daily Language ActivitiesUse these activities to introduce each day’s lesson. Write the day’s activity on the board or use Daily Language Transparency 25.

DAY 1The arabian horse was the fastest of the two mares. She escaped on the darker night of the winter. (1: Arabian; 2: faster; 3: darkest)

DAY 2Yes Comet is the better jumper in the herd. He is also the most alertest. (1: Yes,; 2: best; 3: most alert)

DAY 3Compared to yesterday, the weather is worst Today. The indian pony has the worse time in the cold. (1: worse today.; 2: Indian; 3: worst)

DAY 4The 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)

DAY 5Which 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)

Introduce the Concept Teach the Concept

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.

Grammar Practice Book, page 153

• Use worse to compare two people, places, or things.• Use worst to compare more than two. t

Write worse or worst to complete each sentence correctly. t

1. The invention of barbed-wire fences made life forwild horses than before.

2. During the period, the population of horses fell below 17,000.

3. Hunger and thirst were the threats to horses.

4. Seeing wild horses in fenced feedlots made Dayton Hyde feel

than he had for a long time.

5. The ranch was no than the feedlot.

6. The thought of the horses breaking down the fence was Dayton’s

fear.

7. Conditions were for horses after more land wassettled.

8. The cold felt for the cowboys than it did for thehorses.

9. This is the time to ride a horse.

10. My saddle sore is no than yours, I suppose.

11. That’s not the riding I’ve ever seen.

12. That trail is much than this trail.

worse

worst

worst

worseworse

worstworse

worse

worst

worstworse

worse


See Grammar Transparency 121 for modeling and guided practice.


657I

REVIEW GOOD AND BAD

Review the comparative and

superlative forms of good and bad.

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.

■ 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.

■ Memorize irregular comparatives

and superlatives.

REVIEW COMPARING WITH

GOOD AND BAD

Ask students how good and bad

change when making comparisons.

Ask them to explain the difference

between comparatives and

superlatives.

PROOFREAD

Have students correct errors in the

following sentences.

1. Dawn is a more better pet than

Comet. (is a better)

2. Tornado is the more

determinedest mustang I have

seen. (most determined)

3. Polly is the more watchfuller

mother in the herd. (most

watchful)

4. Thunder has a worser temper

than Tornado. (worse)

ASSESS

Use the Daily Language Activity

and page 157 of the Grammar

Practice Book for assessment.

RETEACH

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.

Grammar

Review and Practice Review and Proofread Assess and Reteach


Rewrite each sentence in the scientific observation below.Remember to use forms of good and d bad correctly.d

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 to approach a horse?y ppy ppOBSERVATIONS: Calm horses have relaxed muscles, heads, and necks. Frightened horses may raise their heads and tense their muscles. Flattened ears are one heads and tense their muscles Flattened ears are oneheads and tense their muscles Flattened ears are oneof the worst signs of fear.of the worst signs of fearof the worst signs of fear Alan and Maria approached the horse namedppppBertha. The trainer, Marcos, was with them. (It is always best to have adults present for safety.) When Alan walked loudly toward Bertha from behind,Alan walked loudly toward Bertha from behindAlan walked loudly toward Bertha from behindher signs of fear grew worse. When Maria walked her signs of fear grew worse When Maria walkedher signs of fear grew worse When Maria walkedslowly and quietly toward Bertha from the left fronty q yy q yside, Bertha stayed calmer. She seemed to like this approach much better.CONCLUSION: Approaching a horse from the front orCONCLUSION Approaching a horse from the front orCONCLUSION Approaching a horse from the front orside is better than approaching from behind.side is better than approaching from behindside is better than approaching from behind

Grammar Practice Book, page 156 Grammar Practice Book, pages 157–158




Wild Horses 657J

ELL Practice and

Assessment, 152–153

Fluency Assessment

En

d-o

f-W

ee

k A

sse

ssm

en

tAdminister the Test

Weekly Reading Assessment, Passage and questions, pages 309–316

ASSESSED SKILLS

• Cause and Effect

• Vocabulary Words

• Context Clues: Paragraph Clues

• Comparing with Good and Bad

• Words with Final /ә l/

Administer the Weekly Assessment online or

on CD-ROM.

FluencyAssess 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 Weeks 1, 3, 5

On Level Weeks 2, 4

Beyond Level Week 6

Alternative Assessments• Leveled Weekly Assessment, for Approaching Level,

pp. 317–324

• ELL Assessment, pp. 152–153

Weekly Assessment, 309–316Assessment Tool

657K

En

d-o

f-We

ek

Asse

ssme

nt

VOCABULARY WORDS

VOCABULARY STRATEGY

Context Clues: Paragraph

Clues

Items 1, 2, 3, 4

IF...

0–2 items correct . . .

THEN...

Reteach skills using the Additional

Lessons page T10.

Reteach skills: Go to

www.macmillanmh.com

Vocabulary PuzzleMaker

Evaluate for Intervention.

COMREPHENSION

Skill: Cause and Effect

Items 5, 6, 7, 8

0–2 items correct . . . Reteach skills using the Additional

Lessons page T5.


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

0–108 WCPM

Fluency Solutions


Diagnose Prescribe

To place students

in the Intervention

Program, use

the Diagnostic

Assessment in the

Intervention Teacher’s

Edition.

TriumphsAN INTERVENTION PROGRAM

R E A D I N G

Wild Horses 657L



Phonics

Approaching Level Options

Objective Decode words with final /ә l/

Materials • 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/.

laughable comfortable natural identical

physical fashionable comparable 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.

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

Additional Resources

To help students build

speed and accuracy with

phonics patterns, use

additional decodable

text on page 29 of the

Teacher’s Resource Book.

Decodable Text

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.

ConstructiveFeedback

657M

Objective Read with increasing prosody and accuracy at a rate of 113–123 WCPM

Materials • 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.

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.

Vocabulary

Objective Apply vocabulary word meanings

Materials • 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.


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.

ConstructiveFeedback

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.

Wild Horses 657N


Vocabulary

Approaching Level Options

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.

Objective Create context clues

CONTEXT CLUES: PARAGRAPH CLUES

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 Identify cause and effect

Materials • Student Book “The Wild Ponies of Chincoteague”

• Transparencies 25a and 25b


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.


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.

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-and-

effect relationships. Discuss the following questions.

■ 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.

Student Book, or Transparencies 25a and 25b

by Gregory Searle

657O

Leveled ReaderLeveled Reader Lesson

Objective Read to apply strategies and skills

Materials • Leveled Reader Horses of the Plains

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.

VOCABULARY WORDS

Review the vocabulary words as needed. As you read together, discuss

how each word is used in context.


Remind students that monitoring, or checking, their comprehension as

they read can help them better understand what they are reading.


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.

Leveled Reader

Wild Horses 657P

Leveled Reader LessonVocabulary

On Level Options

Student Book


Pecos BillTale


As I read, I will pay attention to my pronunciation of vocabulary words.

By the 1800s, huge herds of wild horses were roaming the

10 open range.

12 Picture this: You must catch a wild animal that can run as

24 fast as a train. You must tame that wild animal by riding on its

38 back. You must teach that animal to follow your every command.

49 And you must trust that animal with your life.

58 That is exactly what cowboys did when they caught, tamed,

68 and rode wild mustangs.

72 Capturing a wild mustang was a team effort. One cowboy

82 could not do it alone. Cowboys rode together on tamed horses in

94 order to catch the wild mustangs. The cowboys used their fastest

105 and strongest horses to chase the wild mustangs.

113 When the wild mustangs were exhausted, the cowboys drove

122 them into a fenced corral. The mustangs couldn’t see the fence

133 until it was too late. Tired and thirsty from the long chase and

146 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? Cause and Effect

2. Summarize this passage. Summarize

Words Read – Number of Errors = Words

Correct Score

First Read – =

Second Read – =

He would get a horse that would follow his commands and that he could trust with his life. Cowboys chased wild horses to make them tired, then drove them into a corral to capture them.

Objective Apply vocabulary words and context clues

Materials • Vocabulary Cards

VOCABULARY WORDS

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 Study different editorials

Materials • 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.

Objective Read fluently with appropriate prosody at a rate of 113–133 WCPM

Materials • 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.

Timed Reading Have students read the passage and record their reading

rate.

657Q



Materials • Leveled Reader Cattle Driving Horses of the Old West

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.


Remind students to check their understanding as they read. Discuss self-

monitoring strategies such as summarizing, adjusting their reading rate,

and rereading.


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


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.

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.

ELLLeveled Reader

Go to pages

657U–657V.

Leveled Reader

Wild Horses 657R

Vocabulary


Beyond Level Options

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.

Objective Use vocabulary words, synonyms, and antonyms to write a tall tale

Materials • 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.

Literary Elements

Objective Find examples of hyperbole and illustrate them

Materials • 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.

Objective Read fluently with appropriate prosody at a rate of 123–133 WCPM

Materials • 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.

Student Book


Pecos BillTale

657S



Materials • Leveled Reader Full Gallop

PREVIEW AND PREDICT

Have students preview Full Gallop, predict what they might learn from

the selection, and set a purpose for reading.


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

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 Read independently to analyze cause-and-effect relationships in a selection

Materials • 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 cause-

and-effect relationships.

Leveled Reader

Wild Horses 657T

English Language Learners

Academic LanguageThroughout 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.

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)

tamed (p. 632)

grasslands (p. 633)

heroes (p. 652)

resourceful (p. 652)

regional dialects (p. 652)

cause and effect (p. 635A)

paraphrase (p. 635A)

adjust reading rate (p. 635A)

hyperbole (p. 652)

figure of speech (p. 652)

tone (p. 656)

scientific observation (p. 656)

sentence fluency (p. 657B)

good, better, best (p. 657I)

bad, worse, worst (p. 657I)

comparative form (p. 657J)

superlative form (p. 657J)

For additional language

support and oral language

development, go to

www.macmillanmh.com

657U


ELL Leveled ReaderELL Leveled Reader Lesson

DEVELOP ORAL LANGUAGE

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?

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

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?

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.

Choose from among the differentiated strategies below to support

students’ reading at all stages of language acquisition.

Beginning

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?

Intermediate

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.

Advanced

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.

Remind students to use the vocabulary and story words in their whole

group activities.

Objective• To apply vocabulary and

comprehension skills

Materials

• ELL Leveled Reader

DAY 1 • Academic Language

• Oral Language and Vocabulary Review








• ELL Leveled Reader Comprehension Check and Literacy Activities

ELL Teacher’s Guide

for students who need

additional instruction

HHorsesorsesinin the the

Old WestOld West

by Ann Gadzikowskiby Ann Gadzikowski

Informational Nonfiction

Wild Horses 657V

Documents

Comprehension - Glencoe