weekly literature

retold by Gillian Reed

Pecos BillTale

by Gregory Searle

Weekly Literature

Week At A Glance

Tested Skills for the Week

Read-Aloud AnthologyListening Comprehension

Readers’ Theater

•

•

Vocabulary/Comprehension

Weekly Theme: Wild Horses

Whole Group

VOCABULARY

descendants, sanctuary,

glistening, threatened,

coaxing, fragile, habitat

Context Clues/

Paragraph Clues

COMPREHENSION

Strategy: Monitor

Comprehension

Skill: Cause and Effect

WRITING

Descriptive Writing

Science LinkLife Science

Describing Animals

Small Group Options

Differentiated Instructionfor

Tested Skills



Science LinkMain Selection Genre Narrative Nonfiction

Genre Tall Tale

632A

A

UDIO CD

HHorsesorsesinin the the

Old WestOld West

by Ann Gadzikowskiby Ann Gadzikowski

Informational Nonfiction


Old WestOld West




Old WestOld West




Old WestOld West




Old WestOld West




Old WestOld West



Resources for Differentiated Instruction

Leveled ReadersLeveled Readers

• Same Theme• Same Vocabulary• Same Comprehension Skills

LEVELED PRACTICE

CLASSROOM LIBRARY

Approaching On Level Beyond

On-Level Reader

sheltered for English

Language Learner

ELL Teacher’s Guide

also available

Beyond LevelApproaching Level

English Language Leveled Reader

On Level

ELL

HOME-SCHOOL CONNECTION

Family letters in

English and Spanish

Take-Home Stories

•

•

ONLINEINSTRUCTION

www.macmillanmh.com

AUDIO CD

Listening

Library

Fluency

Solutions

•

•

CD ROM

Vocabulary

PuzzleMaker

•

A

UDIO CD CD ROM

Also AvailableLEVELED READER PROGRAM

Genre Informational Nonfiction

Genre Realistic FictionGR Levels P–U

P R U

Phonics and Decoding

Comprehension

Vocabulary

Also available Reading Triumphs,

Intervention Program

•

•

•

INTERVENTION ANTHOLOGY

Approaching On Level Beyond

Trade books to apply Comprehension Skills

Wild Horses 632B

http://www.macmillanmh.com


Old WestOld West



Wild Horses,636–649

ORAL LANGUAGE• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing

Focus Question The horses on pp. 632–633 live in a big marsh in southern France. What do you see that tells you they are wild?

Build Background, 632

Read Aloud: “Misty of Chincoteague,” 633

Listening/Speaking

Focus Question What is it that makes a wild horse wild?

WORD STUDY• Vocabulary

• Phonics/Decoding

Vocabulary

descendants, sanctuary, glistening, threatened, coaxing, fragile, habitat, 634

Practice Book A-O-B, 177

Strategy: Context Clues/Paragraphs Clues, 635

Vocabulary

Review Vocabulary, 636

Phonics

Decode Words with Final /ә l/, 657E


READING• Develop

Comprehension

• Fluency

“The Wild Ponies ofChincoteague,” 634–635

Comprehension, 635A–635B

Strategy: Monitor Comprehension



Model Fluency, 633

Partner Reading, 632I

Wild Horses, 636–649

Comprehension, 636–649





LANGUAGE ARTS• Writing

• Grammar

• Spelling

Writing

Daily Writing Prompt: Create a poster to convince people to give money to help a campaign to save wild horses.

Scientific Observation, 656–657B

Grammar Daily Language Activities, 657I

Comparing with Good and Bad, 657I

Grammar Practice Book, 153

Spelling Pretest Words with Final /ә l/, 657G

Spelling Practice Book, 153–154

Writing

Daily Writing Prompt: Write a list of ways that wild horses and domestic horses are alike or different.



Comparing with Good and Bad, 657I


Spelling Word Sorts, 657G

Spelling Practice Book, 155

ASSESSMENT• Informal/Formal Vocabulary, 634

Comprehension, 635B

Comprehension, 643, 649

Phonics, 657E

Leveled Readers

Student Book

by Gregory Searle

Student Book

Differentiated Instruction 657M-657VDifferentiated Instruction 657M-657VTurn the Page for

Small Group Lesson Plan

Suggested Lesson Plan Instructional NavigatorInteractive Lesson Planner

632C632C

Vocabulary

Vocabulary Words

Context Clues/Paragraph Clues

Comprehension



Writing

Descriptive Writing

Listening/Speaking

Focus Question Compare Assateague Island with the Black Hills Wild Horse Sanctuary. How are the two places alike? How are they different?

Summarize, 651


Focus Question Compare Widow-Maker to the mustangs described in Wild Horses. How are they similar? How are they different?

Media Literacy: The Internet, 647

Expand Vocabulary: Wild Horses, 657F


Focus Question Based on your readings about wild horses, what kinds of things would cause a community to control an animal’s population?

Speaking and Listening Strategies, 657A

Vocabulary

Review Words in Context, 657C

Strategy: Context Clues/Paragraph Clues 657D


Phonics

Decode Multisyllabic Words, 657E

Vocabulary

Content Vocabulary, 657F

Apply Vocabulary to Writing, 657F

Vocabulary

Spiral Review: Vocabulary Game, 657F

Wild Horses, 636–649

Comprehension

Comprehension Check, 651

Maintain Skill: Summarize, 651B

Repeated Reading, 651A



“The Tale of Pecos Bill,”652–655

Comprehension

Folk Tale: Tall Tales

Hyperbole and Figure of Speech, 652



Self-Selected Reading, 632I

Comprehension

Connect and Compare, 655

Practice, 651A


Writing

Daily Writing Prompt: Write an e-mail to your Senator explaining why wild horses should be saved from extinction.

Writer’s Craft: Tone, 657A



Mechanics and Usage, 657J


Spelling Word Meanings, 657H


Writing

Daily Writing Prompt: Suppose you could adopt a wild horse. Describe in a paragraph how your horse would look and what its name might be.

Writing Trait: Sentence Fluency, 657B



Comparing with Good and Bad, 657J


Spelling Review and Proofread, 657H


Writing

Daily Writing Prompt: If you were a wild horse, where would you want to live and why? Write a description.



Comparing with Good and Bad, 657J

Grammar Practice Book, 157–158

Spelling Posttest, 657H


Fluency, 651A Vocabulary, 657D

Student Book

retold by Gillian Reed

Pecos BillTale

Student Book Student Book

Differentiated Instruction 657M-657V Differentiated Instruction 657M-657VDifferentiated Instruction 657M-657V

Weekly Assessment, 309–316

Wild Horses 632D

Suggested Lesson Plan

For intensive intervention see TriumphsR E A D I N G

Focus on Skills

Differentiated Instruction

What do I do in small groups?

Instructional Navigator Interactive Lesson Planner

Approaching Level

• Additional Instruction/Practice

• Tier 2 Instruction

Fluency, 657N

Vocabulary, 657N

Comprehension, 657OELL Reinforce Vocabulary,

657N

Phonics, 657M

Vocabulary, 657O

Leveled Reader Lesson, 657P

• Vocabulary

• ComprehensionOn Level

• Practice Vocabulary, 657Q

Leveled Reader Lesson, 657R

• ComprehensionELL Leveled Reader,

657U–657V


• Comprehension

• Vocabulary

Beyond Level

• Extend Vocabulary, 657S

Leveled Reader Lesson, 657T

• Comprehension


• Comprehension

• Vocabulary

Use your observations to guide additional instruction and practice.

Vocabulary

Words: descendants, habitat, threatened,

sanctuary, coaxing, fragile, glistening

Strategy: Context Clues/Paragraph Clues

Comprehension



Fluency

Phonics

Decode Words with final /ә l/

632E

Day 5

Focus on Leveled Readers

Leveled Reader DatabaseGo to www.macmillanmh.com

Search by

• Comprehension Skill

• Content Area

• Genre

• Text Feature

• Guided Reading Level

• Reading Recovery Level

• Lexile Score

• Benchmark Level

BeyondApproaching

ELL

Apply skills and strategies while reading

appropriate leveled books.


Old WestOld West



P R U

On LevelSubscription also available.

Levels P–U

Small Group Options

Additional Leveled Reader Resources

Phonics, 657M

Fluency, 657N

Vocabulary, 657O


• Comprehension

Phonics, 657M


• Comprehension

Fluency, 657N


• Make Connections Across

Texts

Fluency, 657Q

Vocabulary, 657Q


• Comprehension

Literary Elements, 657Q


• Comprehension

Fluency, 657Q


• Make Connections Across

Texts

Fluency, 657S

Vocabulary, 657S


• Comprehension

Literary Elements, 657S


• ComprehensionELL Reinforce Vocabulary, 657S

Fluency, 657S

Self-Selected Reading, 657T

Wild Horses 632F


Teacher-Led Small Groups

Indepen

de

nt

Ac

tiv

itie

sLite

rac

yW

orkstations

© M

acm

illan

/McG

raw

-Hill

✔ Put a check next to the activities you complete.

Name Date

My To-Do ListMy To-Do List

Reading

Practice fluency

Choose a tall tale to read

Writing

Write a character description

Write a journal entry

Social Studies

Look up horse facts

Make a horse time line

Technology

Vocabulary Puzzlemaker

Fluency Solutions

Listening Library

www.macmillanmh.com

Word Study

Use context clues

List words with schwa + l

Science

Research a horse breed

Write an article about it

Leveled Readers

Write About It!

Content Connection

Independent Practice

Practice Book, 177–183

Grammar Practice Book, 153–158

Spelling Practice Book, 153–158

Contracts Unit 5 • Wild Horses 27

Isabella

Vincent

Jack Eliza

Dean

Maria

Green

Literacy Workstations

Independent Activities

Teacher-LedSmall Groups

Red

Blue

Orange

Green

What do I do with the rest of my class?

Managing the Class

Class Management Tools

Includes:

• How-To Guides • Rotation Chart • Weekly Contracts

Layered Book Foldable Pyramid Foldable

Hands-on activities for reinforcing weekly skills.

632G


A

UDIO CD


Old WestOld West



Write a Travel JournalWith a partner, talk about being cowboys

on your first cattle drive. Write a paragraph

that describes your thoughts and feelings.

Observe and CompareWatch a pet owner walking a dog on a leash.

A leash is a rope or chain with a collar.

Talk with a partner about how the owner

communicates with the dog. Is this like the

way riders communicate with horses? How is it

different?

Independent Activities

Approaching On Level ELL Beyond

LEVELED PRACTICE

Approaching On Level ELLBeyond

ONLINE INSTRUCTION www.macmillanmh.com

Turn the page for Literacy Workstations.

VOCABULARY PUZZLEMAKER

Activities providing multiple exposures to vocabulary, spelling,and high-frequency words including crossword puzzles, word searches, and word jumbles

CD ROMCD ROM

For Repeated Readings and Literacy Activities

Leveled ReadersLeveled Readers

Skills: Vocabulary (p. 177), Comprehension: Cause and Effect (p. 178), Graphic Organizer (p. 179), Fluency (p. 180),

Literary Elements: Hyperbole and Figure of Speech (p. 181), Vocabulary Strategy: Context Clues (p. 182), Phonics (p. 183)

• Meet the Author/Illustrator

• Oral Language Activities

• Computer Literacy Lessons

• Vocabulary and Spelling Activities

• Research and Inquiry Activities

• Leveled Reader Database

LISTENING LIBRARY

Recordings of selections

• Main Selections

• Leveled Readers

• ELL Readers

• Intervention Anthology

FLUENCY

SOLUTIONS

Recorded passages for modeling and practicing fluency

Wild Horses 632H


Reading

• Select a paragraph from the Fluency passage on page 180 of your Practice Book.

• With a partner, take turns reading the sentences aloud, stressing the most important words in each sentence.

20 Minutes

Fluency SolutionsListening Library

Extension

• Read the sentences and emphasize unfamiliar words.

• Readers Theatre: Practice fluency with the play The Camera in the Attic.

Fluency

Things you need:

• Practice Book

• The Camera in the Attic page 203 of Read Aloud Anthology

49

In

dep

en

de

nt

Ac

tiv

itie

s

Teacher-Led Small Groups

Lite

rac

yW

ork

statio

ns

632I

Objectives• Practice fluency with Readers’ Theater.

• Read a tall tale and write a cause and effect

relationship in the story.

• Share self-selected texts from a variety of genres.

Objectives• Use context clues.

• Identify the spelling patterns for the final /l/

and /ә l/ sound.

Literacy ActivitiesCollaborative Learning Activities

Managing the Class




Objectives• Write a description of a tall tale character.

• Write a journal entry from the point of view

of a tall tale character; make sure it includes

clear language and a specific point of view.

Objectives• Research information about a breed of

horses.

• Use research to find facts about horses in

North America.

Literacy Workstations

Wild Horses 632J


632

ORAL LANGUAGE• Build Background

• Read Aloud

• Expand Vocabulary

VOCABULARY• Teach Words in Context

• Context Clues

COMPREHENSION• Strategy: Monitor

Comprehension

• Skill: Cause and Effect

SMALL GROUP OPTIONS

• Differentiated Instruction, pp. 657M–657V

Oral LanguageBuild Background

ACCESS PRIOR KNOWLEDGE

Share the following information.

Wild horses are nearly extinct, but a

few live in central Asia.

TALK ABOUT WILD HORSES

Discuss the weekly theme.

■ Why do you think only a few wild

horses exist?

■ What type of genre usually includes

a wild horse as a character? Why?

FOCUS QUESTION Ask a volunteer to

read “Talk About It” on Student Book

page 633 and describe the photo.

■ What are these horses doing?

■ Do you think these horses could be

tamed to live and work on a ranch?

Why or why not?

Beginning Develop Language Ask students to say what they

can about the picture. Say, These are horses. The horses are running.

Have students repeat. Ask, Do you like horses? Can you ride a horse?

Intermediate Build Language Ask students to describe what

they see in the picture. Encourage them to use descriptive phrases

to answer. Explain that there aren’t many wild horses left in the

world. Ask, How are wild horses different from tame horses?

Advanced Develop Language Ask, What do horses need to

live? How are the needs of wild horses different from the needs of tame

horses? What can people do to help wild horses survive? List students’

ideas on the board.

632

Talk About ItThese wild horses live in

a big marsh in southern

France. What do you see

that tells you they are wild?

Find out more about

wild horses at

www.macmillanmh.com

633

For an extended lesson plan and Web site activities for oral language development, go to www.macmillanmh.com

Picture Prompt

Look at the picture. Write about what you see. You can write a poem,

a story, or a description, or use any other type of writing you like.

Read AloudRead “Misty of Chincoteague”

GENRE: Classic

Novel

Remind students

that a classic novel

is a made-up story

about characters

and events.

LISTENING FOR A

PURPOSE

Encourage students to listen carefully

to identify causes and effects as

you read the selection “Misty of

Chincoteague” in the Read-Aloud

Anthology. Choose from among the

teaching suggestions.

Fluency Ask students to listen

carefully as you read aloud. Tell

students to listen to your phrasing,

expression, and tone of voice.

RESPOND TO THE STORY

Have students write a paragraph

about what life might be like as a

wild horse living on the grasslands in

North America. Encourage them to use

figurative language in their responses.

Expand VocabularyInvite students to pick an unfamiliar

word in the story that relates to

this week’s theme of Wild Horses.

Have them use a thesaurus to look

up synonyms to create a word web.

Students should then share and discuss

their webs with a partner or a small

group and combine webs. Students

should understand a task through

group cooperation.

Talk About It Student pages 632–633

Read Aloudpages 101–104

Wild Horses 633



Vocabularydescendants

sanctuary

glistening

threatened

coaxing

fragile

habitat

Context CluesParagraph Clues are words

that can help readers

figure out the meaning

of unfamiliar words.

Use paragraph clues

to figure out what

descendants means.

by Gregory Searle

very year since 1924, a pony swim has

taken place between two tiny islands in the

Atlantic Ocean. Assateague and Chincoteague

Islands are located off the coasts of Maryland

and Virginia. Part of Assateague belongs to

Maryland and part belongs to Virginia. On a

smaller neighboring island, the Chincoteague

ponies graze.

These beautiful animals are descendants of

wild horses. How the ancestors of the ponies

ended up on an island, no one knows for sure.

634

Vocabulary/Comprehension Student page 634

VocabularyTEACH WORDS IN CONTEXT

Use the following routine.

■ A sanctuary is a place that is safe or

protected. We visited the bird sanctuary

on the island. Why would people set

aside land for an animal sanctuary?

EXPLANATION

■ Anything glistening is shining or

gleaming. The ground was glistening

with the morning dew. What is a

synonym for glistening? SYNONYM

■ If something is threatened , it is in

danger. Many of our rain forests are

threatened by logging, mining, and

farming. What else can you think of that

is threatened? EXAMPLE

■ When you are coaxing , you are trying

to convince someone gently. The

firefighter was coaxing the kitten down

from the tree. How is coaxing different

from demanding? COMPARE AND CONTRAST

■ Anything that is fragile can be easily

broken. The china plates were very

fragile. What is an antonym for fragile?

ANTONYM

■ An animal’s habitat is the area where

it lives. Growing cities are one danger

to the habitat of many animals because

the animals are forced to move to a

new location. Describe one kind of

animal habitat. PRIOR KNOWLEDGE

During Small Group Instruction

If No Approaching Level

Vocabulary, p. 657N

If Yes On Level Options,

pp. 657Q–657R

Beyond Level Options,

pp. 657S–657T

Do students understand

word meanings?

Write/Use Visuals

For habitat, write: habitat =

jungle, forest, desert, ocean.

Discuss the words. Then

write: The habitat of a is

the . Have students use

the sentence frame to name

animals that live in each

habitat. For descendants,

write: great-grandparents—

grandparents—parents—

you—your children. Draw

stick figures to represent

each one. Use the visuals

to explain descendants and

ancestors.

Define: Descendants are those family

members who are born after others in a

family.

Example: Children are the descendants

of their parents and grandparents.

Ask: What is the difference between

ancestors and descendants? COMPARE AND

CONTRAST

634

The Pony SwimThe calm, quiet privacy of

Assateague provided a sanctuary

for its residents. However, when

several terrible fi res broke out on

Chincoteague, it was clear that

emergency services were needed.

The new Volunteer Fire Department

needed money to buy equipment.

That’s how the idea for the annual

pony swim started.

Every year thousands of people

come to watch the ponies. Many

watch from boats out on the

glistening water. The fi remen

“round up” the wild ponies on

Assateague Island. At fi rst, the

ponies feel threatened and try

to head back into the trees.

After some coaxing, the ponies

swim across the channel to

Chincoteague Island.

These ponies are small, but

they are not fragile. They are very

strong and intelligent animals.

Many farmers want to buy a

Chincoteague pony. Some of the

foals are auctioned off to good

homes. The rest of the ponies swim

back to Assateague Island a few

days later. The fi re department

uses the money that is raised to

update their safety equipment.

Protecting the PoniesThe pony swim is important for

another reason, too. The number of

horses living on Assateague has to

be controlled. If too many horses

are born, there won’t be enough

grass for the rest to eat. Keeping

the numbers under control protects

the habitat and its natural resources

for future generations.

Vocabulary and Comprehension

Reread for Comprehension

Monitor ComprehensionCause and Effect As you read, remember to monitor your comprehension, or check your understanding, of cause and effect. A cause is why something happens. What happens is the effect. Authors do not always provide a cause and effect. Sometimes readers have to make inferences.

A Cause and Effect Diagram will help you identify what happens in a story or article and why. Reread the selection and identify the causes and effects.

635

VocabularySTRATEGYCONTEXT CLUES

Paragraph Clues Explain to students

that when they see an unfamiliar word,

they can use the context clues in the

surrounding paragraph to help them

determine the word’s meaning. The

paragraph may contain an antonym, a

synonym, an example, or a description

of the unfamiliar word.

Write the two sentences of the second

paragraph on Student Book page 634

on the board. Ask students to point

out a recent vocabulary word and

recall its meaning. (ancestors, meaning

“those who are born before,” from My

Brother Martin) Then ask students to

suggest how descendants is related to

ancestors.

Read “The Wild Ponies

of Chincoteague”

As you read “The Wild Ponies of

Chincoteague” with students, ask

them to identify clues that reveal the

meanings of the highlighted words.

Tell students they will read these words

again in Wild Horses.

Vocabulary/Comprehension Student page 635

descendants habitat threatened sanctuarycoaxing fragile glistening

Label each statement True or False. If the statement is false, explain why.

1. Something is fragile if it is hard to break.

2. The desert is the whale’s natural habitat.

3. When you try to force someone strongly to do something, you are coaxing them.

4. Children are descendants of their grandparents.

5. If you think you are safe from harm, you may feel threatened.

6. A sanctuary is a place where wild animals can live safely.

7. When clouds are blocking the sun, the ocean water is glistening.

8. Write a sentence that contains two of the above vocabulary words.

False; fragile objects break easily.

False; its natural habitat is the ocean.

False; coaxing means to persuade someone gently to do something.

True

False; you do not feel threatened when you feel safe.

True

False; water is glistening when the sun shines on it.Possible response provided.

The coral reef is a fragile habitat.

On Level Practice Book O, page 177

Approaching Practice Book A, page 177

Beyond Practice Book B, page 177 Wild Horses 635


Reread for

ComprehensionSTRATEGYMONITOR COMPREHENSION

As students read a piece of narrative nonfiction, they can use

strategies that help them monitor their comprehension. For

example, they might reread passages to correct any errors in their

understanding or ask themselves questions about the narrative.

Students may also want to paraphrase as they go along or adjust

their reading rate to make sure they know what they have read.

SKILLCAUSE AND EFFECT

■ When an author’s purpose is to explain how or why certain things

happen, he or she often describes causes and their effects.

■ As they read the story, students should look for events that cause

actions to happen. They might ask themselves, “What happens

because of that event?” or “What brought about that action?”

■ Students should look for words and phrases that the author uses

to signal cause and effect. Such words and phrases include, but

are not limited to, because, due to, as a result, since, and therefore.

Objectives• Monitor comprehension

• Identify cause and effect

• Use academic language:

monitor, comprehension,

cause, effect

Materials

• Comprehension

Transparencies 25a and 25b

• Graphic Organizer

Transparency 25

• Leveled Practice Books, p. 178

Give Concrete Examples

Turn off the lights. Write:

I turned off the lights. As

a result, the room became

darker. The room became

darker because I turned off

the lights. The darker room

is due to my turning off the

lights. Circle and label the

cause and effect in each

sentence and underline

the signal words.

Cause and Effect

Introduce 635A–B

Practice/Apply

636–651; Leveled Practice, 178–179

Reteach/ Review

657M–T, 665A–B, 666–681, 687M–T; Leveled Practice, 187–188

Assess Weekly Tests; Unit 5, 6 Tests

Maintain 725A

Student Book pages 634–635 available on Comprehension Transparencies 25a and 25b

The Pony SwimThe calm, quiet privacy of

Assateague provided a sanctuary

for its residents. However, when

several terrible fi res broke out on

Chincoteague, it was clear that

emergency services were needed.

The new Volunteer Fire Department

needed money to buy equipment.

That’s how the idea for the annual

pony swim started.

Every year thousands of people

come to watch the ponies. Many

watch from boats out on the

glistening water. The fi remen

“round up” the wild ponies on

Assateague Island. At fi rst, the

ponies feel threatened and try

to head back into the trees.

After some coaxing, the ponies

swim across the channel to

Chincoteague Island.

These ponies are small, but

they are not fragile. They are very

strong and intelligent animals.

Many farmers want to buy a

Chincoteague pony. Some of the

foals are auctioned off to good

homes. The rest of the ponies swim

back to Assateague Island a few

days later. The fi re department

uses the money that is raised to

update their safety equipment.

Protecting the PoniesThe pony swim is important for

another reason, too. The number of

horses living on Assateague has to

be controlled. If too many horses

are born, there won’t be enough

grass for the rest to eat. Keeping

the numbers under control protects

the habitat and its natural resources

for future generations.

Vocabulary and Comprehension

Reread for Comprehension

Monitor ComprehensionCause and Effect As you read, remember to monitor your comprehension, or check your understanding, of cause and effect. A cause is why something happens. What happens is the effect. Authors do not always provide a cause and effect. Sometimes readers have to make inferences.

A Cause and Effect Diagram will help you identify what happens in a story or article and why. Reread the selection and identify the causes and effects.

635

Transparency 25b

Vocabularydescendants

sanctuary

glistening

threatened

coaxing

fragile

habitat

Context CluesParagraph Clues are words

that can help readers

figure out the meaning

of unfamiliar words.

Use paragraph clues

to figure out what

descendants means.

by Gregory Searle

very year since 1924, a pony swim has

taken place between two tiny islands in the

Atlantic Ocean. Assateague and Chincoteague

Islands are located off the coasts of Maryland

and Virginia. Part of Assateague belongs to

Maryland and part belongs to Virginia. On a

smaller neighboring island, the Chincoteague

ponies graze.

These beautiful animals are descendants of

wild horses. How the ancestors of the ponies

ended up on an island, no one knows for sure.

634

Transparency 25a

635A


MODEL

Read aloud the first two paragraphs of “The Wild Ponies of

Chincoteague” on Student Book page 634.

Think Aloud In the first two paragraphs, I learn that a pony

swim is held every year between two islands off the coasts

of Virginia and Maryland. I also learn that the ponies are

descendants of wild horses and that nobody knows how they

got to Chincoteague Island. This information brings several

questions to mind. For example, I want to know why this

event is held. I also want to know what actually causes the

ponies to get into the water. I will keep reading to find out.

GUIDED PRACTICE

■ Have students read the first paragraph under the heading

“The Pony Swim.” Ask them to identify the cause of the

Volunteer Fire Department’s action. (There were several

fires on Chincoteague.)

■ Then ask students to identify the effect of the fires on

Chincoteague. (The Volunteer Fire Department realized they

needed to raise money to buy more equipment.)

■ Help students add the information from the paragraph to their

Cause and Effect Diagrams.

APPLY

Ask students to reread the remainder of “The Wild Ponies of

Chincoteague.” Tell them to make sure they identify related causes

and effects as they read and to add them to their Cause and Effect

Diagrams. Ask students what they think is the most important cause

and effect of the pony swim.

A cause makes something else happen. When you ask the question “Why did that happen?” the answer is the cause. What happens as a result of the cause is its effect. When you ask the question “What happened?” the answer is the effect.

Read the passage below. Then answer the questions that follow.

Every spring my family goes on a camping trip. My parents like to get

out of the city, and they want my brother and me to enjoy nature. When we

first leave the city I’m always surprised by the quiet. There are no more

sirens or blaring horns because there is no traffic.

Since we love to “rough it,” we bring only what we really need. We

have sleeping bags, cooking equipment, and food. We set up camp near a

mountain river. Because the river water comes from melting snow, we keep

food that can spoil in a container in the water. We put a big rock on top so

our food doesn’t float away.

Our week in the mountains is fun for the entire family. It brings us

together and, for a little while, we forget about our hectic city lives. We all

look forward to our yearly camping trip when we all slow down and enjoy

the peace and beauty of nature.

1. What causes the family to go on a camping trip every spring?

2. What is the effect of driving where there is no traffi c?

3. What causes the river’s cold temperature?

4. What effect does the yearly camping trip have on the family?

The parents like to get out of the city and want the family to enjoy nature.

It is quiet; there are no sirens or horns blaring.

the melting snow

They all enjoy it; it brings the family together; they can forget about the hectic life they live in the city.

On Level Practice Book O, page 178

Approaching Practice Book A, page 178

Beyond Practice Book B, page 178

Graphic Organizer Transparency 25

During Small Group Instruction

If No Approaching Level Comprehension, p. 657O

If Yes On Level Options, pp. 657Q–657R

Beyond Level Options, pp. 657S–657T

Can students identify causes and effects?

Transparency 25

Cause EffectFires break out on

Chincoteague.Fire Dept. needs to raise money.

Ponies feel threatened by

the water.

Firemen must coax the ponies

to swim.

Too many ponies means not

enough grass.

Ponies are auctioned off.

Pony swim is held annually.

Fire Dept. raises needed funds

and protects the pony habitat.

Cause and Effect Diagram

Wild Horses 635B

weekly literature

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