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Talk About ItBraille changed the life

of many people. What

challenges might this

woman have faced if Louis

Braille had not come up

with this creative solution?

Find out more

about Braille at

www.macmillanmh.com

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Vocabularycautiously wisdom

faint fade

disguised jealousy

crisscrossed

Word PartsWord Families include

words that have the same

base word.

Wise, wiser, and wisdom are

in the same word family.

by Theresa Wisniewski

lizabeth got out of bed, stretched, and dressed. She ate her favorite breakfast of scrambled eggs, toast, and juice. Her mother gave her a kiss before opening the front door and wishing her daughter a good day.

Elizabeth, cautiously tapping along, made her way down the sidewalk to her best friend Katrina’s front door. Elizabeth used to attend a special school for the blind. Today she was joining Katrina at Washington Carver Elementary.

“Here comes my brother,” Elizabeth remarked. Katrina looked around but saw no one. Then,

suddenly, Joshua came around the next corner on his skateboard. “How did you know Joshua was coming?” Katrina asked.

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Vocabulary and Comprehension

Reread for Comprehension

Generate QuestionsDraw Conclusions Authors don’t always spell out every detail. Readers often must apply what they know to the information the author does provide. As you draw conclusions, generate questions. For example, ask yourself, “Does this conclusion make sense?”

A Conclusions Chart can help you analyze what you read. Reread the selection to draw conclusions about Elizabeth.

“From the rattle of the loose wheel on his board,” replied Elizabeth. “I’d know it anywhere.”

Katrina listened again until she heard that one faint sound disguised amongst all the much louder noises on the street. “You’re amazing, Elizabeth,” she exclaimed.

Joshua crisscrossed the sidewalk, coasting from one side to the other and back again, until he came to a stop in front of Elizabeth and Katrina. “Hey Sis,” he said. “Good luck today!”

“Thanks, Josh,” said Elizabeth. “Any words of wisdom for me?”

“Yeah,” her brother replied, smirking. “Stay away from the sloppy joes in the cafeteria.”

Katrina wondered if Elizabeth remembered being four or fi ve, before her vision began to fade.

Katrina wondered how often her friend felt a twinge of jealousy toward the people around her who could see. She decided to ask.

“I used to think I couldn’t do everything,” explained Elizabeth. “But now I know that I can do most things. I just need a little more learning time.”

Katrina gave her friend’s hand a squeeze. “You really are amazing, Elizabeth,” she said.

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ComprehensionGenreRealistic Fiction is a

made-up story that could

have happened in real life.

Generate QuestionsDraw Conclusions As

you read, fill in your

Conclusions chart.

Read to Find OutWhat can a blind man and

a young hunter learn from

each other?

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written and illustrated by KRISTINA RODANAS

Main Selection

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In Africa, not so many years ago, a man named Chirobo lived all by himself in a village of round huts. Each day he went to work in his garden, carefully tending rows of sunfl owers, pumpkins, and corn. As he worked he sang sweet songs, and birds of many colors fl ew out of the trees just to hear him sing.

Chirobo was known to be wise and very kind. People oft en came to him with questions, for it was said that his answers were never wrong. When children came to visit, he always stopped what he was doing so he could laugh with them and listen to their stories.

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Everyone in the village liked this gentle man with the warm smile. Hardly anyone ever seemed to notice that he was blind.

Early one evening, as Chirobo sat stirring a pot of stew, a stranger paused nearby to admire his garden. “Your crops are as beautiful as they are bountiful!” he exclaimed.

Chirobo beamed with pride and asked the young man if hehad traveled far. Th e stranger explained that he was on a hunting trip. He was called Muteye and had come from a village a half day’s walk from the west.

“When I return to my home, I will have a sack full of fatbirds on my back,” he boasted. “Th en I will be welcomed as a great hunter!”

“Before my eyes began to fade I, too, was a hunter,” said Chirobo. “Come sit with me and eat some of this fi ne stew. We will have much to talk about.”

Muteye gladly accepted Chirobo’s off er and joined him beside the cooking fi re. He stayed for many hours sharing tales, laughing, and singing.

When the moon had climbed high above the distant trees, the young man got to his feet.

“Th ank you, my friend, for your kindness,” he said. “Is there anything I can do for you in return?”

Chirobo was silent for a few moments. “It would make me very happy if I could go hunting with you,” he replied.

Th e young man laughed and said, “I will not hunt with a man who cannot see.”

“I will be no trouble,” Chirobo assured him. “I know how to see in other ways.”

“Very well, then,” said the young man. “Tomorrow, when the sun rises, we will go hunting. You may use one of my traps. Whatever you catch will be yours to keep.”

Draw ConclusionsWhat conclusion can you draw about Muteye’s

expectations for his hunting trip with Chirobo?

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At the fi rst light of dawn, the two men went out into the bush. Th e young man led the way, holding the end of a long, straight walking stick. Behind him the blind man followed, clutching the other end. Th ey walked along a narrow path that wound through groves of crooked trees.

All of a sudden, Chirobo pulled back on the walking stick. He stood stone still, his hands cupped behind his ears. “We must be careful,” he whispered. “Th ere is a leopard nearby.”

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Th e young man gazed all around but could not see the leopard. Th en he glanced upward, where a strange pattern caught his eye.

Above the path, draped along an acacia limb, a large cat lay sleeping.

When they had safely passed the sleeping beast, Muteye asked, “How does a man who lives in darkness know when a leopard is near?”

Chirobo answered simply, “I know how to see with my ears.”455

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Th e two men walked on without speaking, into a dense forest where the cool air echoed with the sound of a rushing stream. Again Chirobo tugged at the walking stick, stopping in his tracks. He tilted his head and breathed deeply.

“We must be careful,” he warned. “Th ere are warthogs around.”

Th e young man looked in all directions but could not see them.

He hurried to the crest of a nearby hill and peered down through the brush. To his surprise, a herd of warthogs trotted into view, their sharp tusks fl ashing in the midday sun.

Aft er the two hunters had safely passed the wild pigs, Muteye asked, “How does a man who lives in darkness know when there are warthogs about?”

Th e blind man smiled and said, “I know how to see with my nose.”

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Th ey continued on into a wide valley that was thick with thorn bushes and the sweet scent of fl owers. Once again, Chirobo gave the walking stick a tug and paused, his feet spread wide beneath him. He fell to his knees and placed his hands upon the ground.

“We must be careful,” he murmured. “Th ere are rhinos coming this way.”

Muteye glanced about the thicket but could not see the rhinos.

Cautiously, he pushed aside the dense bushes and scanned the surrounding landscape. All of a sudden, a pair of rhinos appeared, stomping through the tall grass.

When the hunters had safely passed the two creatures, the young man turned and faced his friend. He asked, “How does a man who lives in darkness know when there are rhinos approaching?”

Quietly, Chirobo gave his answer, “I know how to see with my skin.”

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Together the men made their way deeper into the valley until they reached a shallow pond. Countless tracks of birds crisscrossed the soft , muddy bank.

“Birds come here for water,” observed Muteye. “It is a good place to set our traps.”

Following his friend’s instructions, Chirobo placed his trap near the edge of the pond while the other man set his trap a short distance away. Aft er he had disguised both traps, the young man said, “We will camp nearby and return tomorrow. Th en we will see what we have caught.”

Th at night they talked about many things. Muteye grew to admire the blind man’s wisdom and asked him questions about which he had wondered for a long time.

Early the next morning, they returned to their hunting place. Chirobo knew right away that they had been successful. Excited, he cried, “Th ere are birds in our traps. I can hear them!”

Th e young man checked his own trap fi rst and discovered that he had caught a small, thin quail. Although he was disappointed, he carefully removed it and put it into a goatskin sack. Th en he went to check the other trap.

As he kneeled down to look inside, his heart fi lled with jealousy. Th e blind man’s trap contained a large duck, fat enough to feed a hungry jackal.

For a few moments Muteye hesitated as he considered the two birds and wondered, “How would a man who lives in darkness ever know which bird belonged to him?”

His mind made up, he quickly switched the thin bird for the plump one.

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“Your bird is the larger of the two,” he said as he handed the quail over to his companion. “It will make a fi ne meal.”

Chirobo stroked the bird’s scraggly wings and thoughtfully passed his fi ngers along its bony back and breast. Without speaking, he put it into his own sack.

Th en the men gathered their traps and began the journey back to the village.

In silence they walked and walked, until they stopped to rest beneath an old baobab tree. Muteye was eager to continue the conversation of the night before, so he took the opportunity to ask his friend a question that had worried him since he was a small boy.

“Why do people fi ght each other?” he inquired.Chirobo thought about his answer for a long time. When

at last he began to speak, his voice was full of sadness.He said slowly, “People fi ght because they take from each

other what does not belong to them—as you have just done to me.”

Th e young man was stunned by Chirobo’s response. He tried to speak, but the words caught in his throat. Deeply ashamed, he reached for his sack and took out the large duck. He gently placed it into the blind man’s hands.

In a faint voice, Muteye asked, “How does a man who has been unkind earn the forgiveness of his friend?”

Chirobo’s blind eyes seemed to look deep into the young hunter’s soul. He said, “By learning to see with his heart—as you have just done with me.”

Draw Conclusions What was the most important

lesson the hunters learned?

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Other books by Kristina Rodanas

Kristina Rodanas decided to write this story after she read a similar story in a collection of African folktales. Kristina thought the tale had a special message worth sharing with readers all over the world.

Words of Wisdom About Kristina

Find out more about Kristina

Rodanas at www.macmillanmh.com

Write About ItChirobo forgives Muteye

because he knows that

people can act quickly,

without thinking things through.

Give two reasons why it’s

important to think things

through before you act. Explain

your reasons.

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Comprehension Check

Summarize

Summarize The Blind Hunter. Describe the story events in the

order in which they happen. Include the main characters and

the setting.

Think and Compare

1. Draw conclusions about Chirobo’s

character. What kind of person is he?

What clues helped you draw that

conclusion? Use your Conclusions Chart to

organize your clues. Generate Questions:

Draw Conclusions

2. Reread page 460 of The Blind Hunter. Why do you think

Chirobo said nothing when he realized that Muteye had taken

his bird? Analyze

3. If you could meet Chirobo, what would you ask him? Apply

4. What would happen if more people solved their problems with

wisdom the way Chirobo does? Apply

5. Read “Through Elizabeth’s Eyes” on pages 446–447.

How are Elizabeth and Chirobo alike? Use details

from both stories in your answer.

Reading/Writing Across Texts

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Social StudiesGenreMagazine Articles give

facts and information

about interesting topics.

Text FeatureA Glossary defines

selected words used in

a text.

Content Vocabularydevices microphone

limited accessories

refreshes

by Adam Alexander

OOur world changes every day. New inventions make life easier, better, and a lot more fun. People with disabilities benefit from new technology too. There are now many tools and devices that help them do what they want to do. Here are just a few.

Make LifeEasierfor Everybody

Make LifeMake LifeEasierEasierfor Everybodyfor Everybody

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At HomeAt HomeAt one time, people with disabilities were

limited in what they could do at home. Many simple activities were difficult or impossible. With today’s technology, they can do more. From faucet grippers to automated doors, handy devices now make working and relaxing at home a lot easier.

Social Studies

Using a GlossaryUsing a Glossary

ii-

ii-

A glossary is an alphabetized list of definitions for

difficult words or technical terms found within a

text. A glossary usually appears at the back of a

book and gives the same kind of

information as a dictionary.

de·vice (di v s´ ) n. something made for a particular purpose. The device permitted people to use the telephone without having to hold the handset. syn. invention, mechanism.

de·vise (di v z´ ) v. to think out; invent.

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At the ComputerAt the ComputerComputers play an important part

in our lives today. Thanks to new technology, people with disabilities can use the computer for fun, learning, and communicating with others.

For people who find it hard to type, keyboards have been designed with special keys or spacing. There are even on-screen keyboards. These work using touch, a pointer, or a mouse.

People with limited or no sight can link a Braille display to their computer. Information from the computer is sent to the display. The display forms raised Braille characters that are read by touch. After each line is read, the display refreshes. The old line drops down and a new line of characters lifts up.

Computer programs for people with disabilities are being designed all the time. Some programs read aloud what is on a computer screen. Other programs write text as a person speaks into a microphone.

At PlayAt PlayDo you enjoy skiing, biking,

or playing sports? So do people with disabilities. Today they can find cleverly designed pieces of equipment for almost any activity.

Winter sports lovers can fly down ski slopes on sit skis. The skis lift up so skiers can get onto the chairlift. For water skiers, there are specially designed boards. And two-wheel hand bikes make bike riding exciting and fun. There are even short golf clubs for use with wheelchairs!

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Connect and Compare1. Look at the glossary entries on page 465. What does devise

mean? Using a Glossary

2. What device would you design to help someone with a

disability? How would the device make her or his life better?

Synthesize

3. Think about The Blind Hunter. What might Chirobo say about

the new devices for people with disabilities? Give reasons for

your answer. Reading/Writing Across Texts

Social Studies Activity

Research a sport played by people with disabilities.

Write about it. Include a title, drawing, and caption.

Find out more about creative solutions at

www.macmillanmh.com

Getting AroundGetting AroundMany people with limited mobility

use wheelchairs to get around. There are many kinds of wheelchairs, and many wheelchair accessories, or “add-ons.” Accessories include special wheels and support arms for things like cameras and fishing poles. There are even wheelchairs designed for basketball, tennis, or the beach!

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Writing

Word ChoiceWriters use sequence

words such as first, next,

and then when they write

directions. These words

help readers know exactly

what to do.

Write Directions

I used sequence words to tell the order of the steps.

Vegetable Barley Soupby Harry H.

Yesterday Dad decided to show me how to

make soup. He said some of the best chefs were

men. He also said making soup kept him alive in

college. This is how we made soup.

First you fill a big pot 3/4 full with water

and place it over a burner. Next, you see

what vegetables you have. Dad sliced carrots

and celery. I added a jar of tomato sauce and

barley. Later you have to skim off the junk

that floats on top. The soup starts getting

thicker as the water boils away. Then you add

some olive oil and

spices, and you

have soup!

I wrote about how Dad and I made soup yesterday.

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Writer¢s Checklist Ideas and Content: Does my writing show knowledge

of my subject? Did I leave out any important steps?

Organization: Are my steps listed in sequence order?

Voice: Will my readers sense my interest in this topic

and want to try out my directions?

Word Choice: Did I use sequence words such as first,

next, and then?

Sentence Fluency: Are my sentences easy to read

and understand?

Conventions: Did I use subject and object pronouns

correctly? Did I check my spelling?

Your TurnThink about something you know how

to do or how to make. Try to pick

something that other people might

want to learn how to do. Then write

one or two paragraphs explaining how

to do it. State your topic clearly in your

opening sentence. List any materials

that are needed. Then explain each

step in order, using sequence words.

Use the Writer’s Checklist to check

your writing.

Explanatory Writing

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