Wonders TEACHER'S EDITION 2.1 by twoponds_

NEW EDITION

UNIT 1 TEACHER’S EDITION

Cover: Nathan Love, Erwin Madrid

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Wonders New Edition Teacher’s Edition Grade 2 Unit 1 Adaptation Copyright © 2022 by McGraw-Hill Education (Singapore) Pte. Ltd. Published by arrangement with McGraw Hill LLC ALL RIGHTS RESERVED. NO PART OF THIS BOOK MAY BE REPRODUCED OR TRANSMITTED IN ANY FORM OR BY ANY MEANS, ELECTRONIC OR MECHANICAL, INCLUDING PHOTOCOPYING, RECORDING OR BY INFORMATION STORAGE AND RETRIEVAL SYSTEMS, WITHOUT PERMISSION IN WRITING FROM MCGRAW HILL. Adapted from Reading Wonders Teacher’s Edition Grade 2 Unit 1 Original ISBN: 978-0-07-901676-8 Original MHID: 0-07-901676-6 Send all inquiries to: McGraw-Hill Education 1 International Business Park #01-15A The Synergy, Singapore 609917 When ordering this title, please use ISBN: 978-981-3311-09-1 Printed in Korea 1 2 3 4 5 6 7 8 9 Artec 26 25 24 23 22 21

s r e d n o W o t e m o c l e W Read exciting Literature, Science, and Social Studies texts! L E ARN about the world around you! T H INK , SPEAK , and W RI TE about genres! CO L L AB ORAT E in discussion and inquiry!

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E X P RE SS yourself!

SOCIA

GENRE STUDY 1 REALISTIC FICTION Key Concept: Families Around the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2 Vocabulary

SHARED READ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

SHARED READ Maria Celebrates Brazil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T8 Comprehension Strategy: Visualize . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T20 Genre Study: Realistic Fiction [Beginning, Middle, End]. . . . . . . . . . . . . . . . . . . T21 Comprehension Skill: Character, Setting, Events. . . . . . . . . . . . . . . . . . . . . . . . . . . T22 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T24 Vocabulary Strategy: Inflectional Endings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T26 Research and Inquiry: Internet Search Using Keywords . . . . . . . . . . . . . . . . . . T27 Vocabulary

PAIRED READ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

T28

PAIRED READ A Look at Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T30 Grammar: Statements and Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T36 Grammar: Commands and Exclamations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T37 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T38 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T39

Janet Broxon

Genre Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T40

iv iv

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TU L S DI

UNIT

GENRE STUDY 2 FANTASY Key Concept: Friends Help Friends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T52 Vocabulary

SHARED READ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

T54

SHARED READ Little Flap Learns to Fly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T58 Comprehension Strategy: Visualize . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T70 Genre Study: Fantasy [Use Illustrations]. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T71 Comprehension Skill: Key Details. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T72 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T74 Vocabulary Strategy: Root Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T76 Research and Inquiry: Ask Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T77 Vocabulary

PAIRED READ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

T78

PAIRED READ The Enormous Turnip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T80 Grammar: Subjects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T84 Grammar: Predicates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T85 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T86 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T87

Tim Beaumont

Genre Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T88

GENRE STUDY 3 NARRATIVE NONFICTION

UNIT

Key Concept: Animals Need Care. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T100 Vocabulary

SHARED READ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

T102

SHARED READ Taking Care of Pepper. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T106 Comprehension Strategy: Ask and Answer Questions. . . . . . . . . . . . . . . . . . . T118 Genre Study: Narrative Nonfiction [Photos and Captions] . . . . . . . . . . . . . . . T119 Comprehension Skill: Key Details. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T120 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T122 Vocabulary Strategy: Root Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T124 Research and Inquiry: Survey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T125 Vocabulary

PAIRED READ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

T126

PAIRED READ Animal Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T128 Grammar: Expanding and Combining Sentences (Subjects). . . . . . . . . . . . . . T132 Grammar: Expanding and Combining Sentences (Predicates). . . . . . . . . . . . . T133 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T134 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T135

Altrendo Images/Shutterstock

Genre Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T136

ENCE CI

vii Aleksandra Saveljeva/Shutterstock

Explain

Key Concept Families Around the World

Essential Question

• Read the Key Concept and Essential Question to students. • Have students repeat after or choral read the Essential Question a second time. Ask students to share their initial ideas about the Essential Question. • Tell students that families around the world may have the same or different holidays, traditions, and language, or way of speaking. These things make up a family’s culture, or way they live.

How are families around the world the same and different?

Model • Read with students: In some places, families celebrate a spring holiday called Holi. They use colorful powder to show the colors of blooming flowers. Talk with a partner about what is happening in the photo on page 2. • Ask: What is this family doing? (They are putting colored powder on the man.) What are they celebrating? (They are celebrating Holi.) What are they doing with the colored powder? (They cover themselves with the colored powder.) Why do they use colored powder? (The powder represents the spring flowers.) • Give students time to discuss with their partners. Move around the classroom to check for understanding. T2 G2U1GS1

Unit 1 • Realistic Fiction

COLLABORATE

In some places, families celebrate a spring holiday called Holi. They use colorful powder to show the colors of blooming flowers. Talk with a partner about what is happening in the photo.

Guided Practice

• visit family • give thanks

• have a meal • cook together

• dress up • exchange gifts

Same

(bkgd) Exotica.im 2/Alamy; (l to r) Marina Andrejchenko/Shutterstock; Yuganov Konstantin/Shutterstock; StockImageFactory.com/Shutterstock; Roman Samborskyi/Shutterstock

Your Turn What are some holidays that your family celebrates? How are your family's celebrations the same as or different from the celebration of Holi in the photo? Write your ideas in the chart. Use the photos and words to help you.

• make decorations • decorate the house

Different

Answers will vary, but students should be able to talk about the things that are similar and different between Holi and another celebration.

COLLABORATE

Talk with a partner about your ideas. Unit 1 • Realistic Fiction

COLLABORATE

Your Turn

• Have students read the “Your Turn” prompt: What are some holidays that your family celebrates? How are your family’s celebrations the same as or different from the celebration of Holi in the photo? Write your ideas on the chart. Use the photos and words to help you. • Say: Let’s look at the photos and words to get some ideas about how our celebrations are the same and different. • Have students describe the photos using the given words. Ask: What is happening in the first photo? What are the words below the first photo? Does the photo help us to understand what “visit family” or “give thanks” means? Repeat for the other three photos and phrases.

• Help partners share information about holidays. Ask: What holiday does your family celebrate? (My family celebrates Thanksgiving.) What do you do that day? (We have a meal together.) How are Holi and Thanksgiving the same? (During both holidays, we share a family meal.) How are Holi and Thanksgiving different? (Holi happens in the spring. Thanksgiving happens in the fall.) • Give students time to work on their charts independently before asking them to turn and talk with a partner about their ideas.

Realistic Fiction

T4 G2U1GS1

VOCABULARY

aside

adv. out of the way

The people moved aside to watch the penguins walk by. Make some space on your desk. Move your books aside. beat

n. the regular pattern of sounds in music

Listen to the beat of the drums. Make your own sentence. “I (t to b) Smile Fight/Shutterstock; gornostay/Shutterstock; wavebreakmedia/Shutterstock; Pavel L Photo and Video/Shutterstock

• Play track 02. Students will first listen, and then repeat the sentences. • Introduce each vocabulary word using the Define/Example/Ask routine to introduce each word. Have students talk about each photo. • Ask them to read the bolded Vocabulary words, aside, beat, chance, costumes, crowd, culture, fair, and invited with you. • Say: Each of the words in the Vocabulary section has some extra information. We can see the part of speech, or the kind of word it is, and the definition. For example, the word aside is an adverb. This kind of word tells us how something moved. • Have students think about and complete the task for the prompt in blue: Make some space on your desk. Move your books aside. • Say: The next three words are nouns, which are people or things. A beat, a chance, and a costume are all things. • Have students think about and respond to the prompts and questions in blue for beat, chance, and costumes.

chance

to the beat of the music.”

n. a time when you get to do something

The concert was a chance to show her singing skills. If you had the chance to travel anywhere, where would you go? costumes

n. special clothes worn at certain times or events

They wore fancy costumes to go to the dance. When do you wear costumes? 4

Unit 1 • Realistic Fiction

VOCABULARY ROUTINE 1. Define the word in simple child-friendly language. 2. Provide an example of the word in a meaningful sentence, relevant to children’s lives. 3. Ask a question that requires children to apply the word. They can give an example or explanation, or they can identify a synonym or antonym.

SHARED READ crowd

n. a large group of people in one place

The crowd at the concert listened to the live music. Do you like to be in a crowd of people? Why or why not? culture

n. the way of life of a group of people

At Lunar New Year, we celebrate our culture. What makes your culture special? How is it different from others? adj. agreeing with what is thought to be right or treating people in

(t to b) David Buffington/Blend Images LLC; szeyuen/123RF; rumo777/Shutterstock; Pressmaster/Shutterstock

fair

an equal way

Mom cut the cake so we all got our fair share. Do you speak up when you think something is not fair? invited

v. asked someone to go somewhere or to do something

I invited some friends to my birthday party. When was the last time you invited friends to your house? Unit 1 • Realistic Fiction

• Say: The words crowd and culture are also things and are also nouns. Think about a time you were in a crowd. What was it like? Allow students the opportunity to share their ideas. • Have students think about and answer the question in blue: Do you like to be in a crowd of people? Why or why not? • Have students think about and answer the question in blue: What makes your culture special? How is it different from others? • Invite students to share their ideas to compare different cultures and backgrounds. • Say: The word fair is an adjective, it describes how something is. • Have students think about and answer the question in blue: Do you speak up when you think something is not fair? • Say: The word invited is a verb, it shows an action. • Have students think about and answer the question in blue: When was the last time you invited friends to your house?

Realistic Fiction

VOCABULARY language

n. the way people speak, read, or write in a particular country

My friend Naomi can write in a foreign language. Which language would you like to learn? parade

n. a long line of people walking as part of a celebration

We saw the parade move down the street. Have you ever been to a parade? What did you see?

(t to b) hramovnick/Shutterstock; Alexander Shuldiner/Alamy; Eclipse Studios/McGraw-Hill Education; Wealan Pollard/age fotostock

• Continue to introduce each vocabulary word using the Define/ Example/Ask routine to introduce each word. Have students talk about each photo. • Ask them to read the bolded Vocabulary words, language, parade, plead, practice, proud, scurries, and share with you. • Have students take turns reading the sample sentence for each of the words as well as the definitions. • Ask: How do the photos help you understand the vocabulary words? (Students may talk about the photos showing an example of the word.) • Have students think about and complete the task for the first prompt in blue: Which language would you like to learn? • Say: Look at the next three words on your own and respond to the prompts or questions in blue for each one. • Have students think about and respond to the prompts and questions in blue for parade, plead, and practice.

plead

v. beg to get what you want

I had to plead with Dad to get a new bike. When do you plead to your parents? practice

n. a regular time when you practice something

Dan has guitar practice every Friday. Make your own sentence. “I have to go to 6

practice after school.”

Unit 1 • Realistic Fiction

T6 G2U1GS1

SHARED READ proud

adj. happy because someone has done well

Mom was so proud of my drawing. When are you proud of yourself? scurries

v. goes or moves quickly

The squirrel scurries across the grass. Who scurries to school in the morning? Raise your hand if you do. share

v. tell someone about your ideas, experiences, and feelings

I like to share my stories with friends.

COLLABORATE

(t to b) Rido/Shutterstock; Dmitri Ma/Shutterstock; creatista/123RF

Let’s share ideas for a class party. Your Turn Pick three words. Write three questions for your partner to answer.

Unit 1 • Realistic Fiction

• Say: The word proud is an adjective, while the words scurries and share are verbs. Have students think about and answer the question in blue: When are you proud of yourself? Allow students to share with their class. • Say: Look at the next two words on your own and respond to the prompts or questions in blue for each one. • Have students think about and respond to the prompts and questions in blue for scurries and share. • Say: Read the “Your Turn” box with me. Read: Pick three words. Write three questions for your partner to answer. (Answers will vary depending on the words that students pick and their individually generated questions. Walk around the room to check students’ work. Questions should include the use of the vocabulary word.)

Realistic Fiction

SHARED READ TAKE NOTES Asking questions helps you figure out what you want to learn or your purpose for reading. Write your questions here.

As you read, make note of: Interesting Words

Key Details

Essential Question How are families around the world the same and different? Read about a family from Brazil.

Unit 1 • Realistic Fiction

T8 G2U1GS1

h M

l y T

Before Reading Build Background • Create a concept web on the board for Culture. Explain that culture is made up of the special traditions we have from our families and background. Add ways that people celebrate their culture to the web, such as parades, food, language, and dances. Invite volunteers to add to the web. • Explain the meaning of the Essential Question: Families around the world are families living in different countries. Your family may have come from a different country. • Model an answer: Families around the world are different because they speak different languages and have different customs. They are similar because they live together, do things together, and help each other. • Ask students a question that ties the Essential Question to their own background knowledge: Turn to a partner and talk about ways families around the world are the same and different. Call on several pairs. Set Purpose for Reading • Say: Today we will read “Maria Celebrates Brazil” and focus on understanding the language in the text. As we read, think about the Essential Question: How are families around the world the same and different? Think about what you want to know about the story.

During Reading Interactive Question-Response Routine • Ask questions that help students understand the meaning of the text after each paragraph. • Reinforce the meanings of key vocabulary, providing meanings embedded in the questions.

• Ask students questions that require them to use key vocabulary. • Reinforce strategies and skills by modeling and questions. • Use the images to aid students’ comprehension. Page 8 Take Notes • Say: As we read the story, we need to do some tasks. • Have students look at the TAKE NOTES prompt on page 8: Asking questions helps you figure out what you want to learn or your purpose for reading. Write questions here. • Have them write their questions in the left column on page 8. As students read, have them write down interesting words and key details from the text. • Before students begin to read, have students look at the pictures on pages 8-13. • Ask: What do you see? Students should be able to share what they see on each page. • Play track 03 and have students follow along with their fingers as the story goes. Stop at the end of the story on page 13. • Have students go back to page 8. • Ask: What is the title of this story? (“Maria Celebrates Brazil”) Based on the title, which character is in the picture? (Maria) What parts of the picture show the celebration will be fun? (Maria’s smile; her beautiful outfit; the maraca)

Realistic Fiction

REALISTIC FICTION FIND TEXT EVIDENCE Read Paragraph 1

Character, Setting, Events Draw a box around the characters. Where are they?

They are in their bright, hot kitchen.

Paragraph 2

Mãe speaks Portuguese. This is the language of Brazil. “No matter how much you beg or plead, you must go to practice. The parade is next week.”

Reread

Author's Craft

Why does the author use Portuguese words in the story? Janet Broxon

Maria and her family are in their bright, hot kitchen. “Please, Mãe, por favor!” Maria begs.

Beginning, Middle, End Circle what Maria's parents want her to do in the beginning of the story.

Unit 1 • Realistic Fiction

T10 G2U1GS1

FIND TEXT EVIDENCE Read Paragraph 1

Character, Setting, Events • Read paragraph 1 together. Model using text evidence to identify the characters and setting. Say: Knowing who the story is about and where it happens is important. The people in a story are characters. In this story, I see three characters, and the text says “Maria and her family,” so I think the girl is Maria, Mãe is her mother, and the man is her father. I’ll keep reading to see if I’m right. I can see they are in a kitchen, and the text says “bright, hot kitchen,” so that is the setting, where the story happens. • Ask students to look for the names of people and places as they read. This will tell them who the characters are, and where they are. • Tell students they can learn about characters from the text and from illustrations. Have them look at the illustration. Ask: What details in the illustration show you how Maria is feeling? (She has her arms crossed and is looking down, which says she is unhappy and angry.) What details in the illustration show you how her parents are feeling? (Her mother has her hands on her hips and looks serious; her father has a concerned look on his face.) • [Advanced] Ask: What does the word begs mean? Which context clue helps you? (to ask for something that you really want; please) Why does the author use the word begs instead of says? (It shows Maria really wants something.) • Read the Character, Setting, Events prompt with the students and have them complete the task: Draw a box around the characters. Where are they?

Paragraph 2

Beginning, Middle, End • Read paragraph 2 together. • Tell students that the beginning of a story often introduces a problem a character has. Ask students to point out Mãe in the illustration and reread her exact words to Maria. Ask them what problem Maria has. (She doesn’t want to go to practice; her mother wants her to go.) Encourage students to make predictions about what they think might happen in the middle and end of the story. • Read the Beginning, Middle, End prompt with the students and have them complete the task: Circle what Maria’s parents want her to do in the beginning of the story. Reread

Author's Craft • Tell students that they will reread this page to learn about how the author wrote this realistic fiction story. • Have students locate words in the story that are not English and identify who speaks them. (por favor, Maria) • Explain that “por favor” means “please” in Portuguese. Point out that Maria speaks both English and Portuguese; ask students what language Mãe speaks. (Portuguese) • Say: Help me finish these sentences: Maria’s family is from (Brazil). People who live in Brazil speak (Portuguese). • Read the Author’s Craft question with the students and have them answer it: Why does the author use Portuguese words in the story? (The author wants to show that some family members are originally from Brazil.)

Realistic Fiction

T11

SHARED READ FIND TEXT EVIDENCE Read Paragraphs 1-3

Beginning, Middle, End Circle what Maria says about going to practice. Draw a box around the reason she feels this way. Paragraph 4

Visualize Underline details that help you picture the parade. What can the family share there?

They can share their culture. Reread

Author's Craft

How does the author use dialogue to show the way each character feels?

Unit 1 • Realistic Fiction

T12 G2U1GS1

“It’s not fair,” says Maria in English. Mãe does not know a lot of English. Maria is surprised when she asks, “What is not fair about going to practice? You must do the right thing.” “Ana invited me to her house,” Maria answers. “I want to go!” Pai says, “Maria, the parade is important. People from around the world come to see it. They try our food, see how we dress, and how we live. It is a chance for us to share our culture.”

FIND TEXT EVIDENCE Read Paragraphs 1-3

Beginning, Middle, End • Read paragraphs 1-3 together. Point out to students that they are in the middle of the story now, where we learn more about Maria’s problem. Ask: What is Maria talking about in the first paragraph? (practicing for the parade) If something is fair, it means it is equal. Some children say it’s not fair when they don’t want to do something. Why does Maria think going to practice is unfair? (She doesn’t want to go to practice. She wants to visit her friend instead.) In this case, Maria’s problem is a conflict with her parents. • [Advanced] Ask: Which word describes how Maria feels when Mãe speaks English? (surprised) Why is Maria surprised? (Mãe does not speak a lot of English.) • Read the Beginning, Middle, End prompt with the students and have them complete the task: Circle what Maria says about going to practice. Draw a box around the reason she feels this way. Paragraph 4

Visualize • Read paragraph 4 together. Model using text evidence to visualize the parade. Say: Pai says the parade is important. To understand why it’s important, I will make a picture in my mind, or visualize, the parade. What key details can we use to visualize the parade? (people from around the world, food, different ways of dressing) I can see lots of people eating and wearing pretty clothes. The parade lets them show their culture.

• Read the Visualize prompt with the students and have them complete the task: Underline details that help you picture the parade. What can the family share there? Reread

Author's Craft • Tell students that they will reread this page to learn about how the author wrote this realistic fiction story. • Point to the first sentence and explain that writers put quotation marks around dialogue, or words characters say. • Model how to identify who is talking. • Have students identify each use of dialogue, name the speaker, and read the words with expression. (Maria’s mother, Mãe; Maria; her father, Pai) • Read the Author’s Craft question with the students and have them answer it: How does the author use dialogue to show the way each character feels? (The characters’ words help us understand how each character feels. Each person has the chance to speak. The author uses some exclamations in the dialogue to show Maria is speaking loudly.)

A C T Access Complex Text

Prior Knowledge

Maria and her family are from Brazil. Provide some information about Brazil as you read the beginning of the text. • Brazil is a country in South America. Point out Brazil on a map or globe. • Portuguese is the official language of Brazil. • The Portuguese words for mom and dad are mãe [MY] and pai [PIE].

Realistic Fiction

T13

“I know, but I really want to see Ana,” says Maria. Pai says, “Maria, you can see Ana another time. They are giving out costumes at practice today.” Maria thinks about her father’s words. Pai is right. She and the other children have worked hard for a year. They practiced their dance steps over and over. They even made their own bright, colorful costumes.

REALISTIC FICTION FIND TEXT EVIDENCE Read Paragraphs 1-2

Character, Setting, Events Draw a box around what Maria can do another time. What important event is happening today?

They are giving out costumes at practice today. Paragraph 3

Inflectional Endings Circle the ending added to practice. Underline what the children did over and over to do it better. Reread

Author's Craft

Unit 1 • Realistic Fiction

T14 G2U1GS1

Janet Broxon

Why does the author describe Maria's thoughts? 11

FIND TEXT EVIDENCE Read Paragraphs 1-2

Character, Setting, Events • Read paragraphs 1-2 together. Guide students to think about the events that are happening today. Ask: Why does Pai say Maria can see Ana any time? (He wants to point out that Maria can visit her friend any day, but she can only get her costume today.) What is a costume? (a special outfit) Why is getting the costume important? (Maria will wear it in the parade, which is happening soon.) • Read the Character, Setting, Events prompt with the students and have them complete the task: Draw a box around what Maria can do another time. What important event is happening today? Paragraph 3

Inflectional Endings • Read paragraph 3 together. Ask what Maria and the other children have been working at doing. Then ask: What will Maria and the other children do today? (practice) What did Maria and the other children do yesterday? (practiced) Point out that to show something happened in the past, we add –ed to the verb. Say: Since practice ends in an e, the past tense was formed by adding –d: practiced. • Read the Inflectional Endings prompt with the students and have them complete the task: Circle the ending added to practice. Underline what the children did over and over to do it better.

• [Advanced] Ask: Find the verbs on the page. (know, want, says, can see, are giving, thinks, is, have worked, practiced, made) Why do you think the author switched from the present tense (thinks) to the past tense (made, practiced)? (to show Maria is thinking about the past)

Visualize • Help students to visualize what is happening in the story. Point out the illustrations to help them understand that the thought bubble shows what Maria is thinking in her own mind. Ask: How does this picture of the dancers help us understand the story? (It shows what Maria does at practice.) Reread

Author's Craft • Tell students that they will reread this page to learn about how the author wrote this realistic fiction story. • Have students tell how Maria feels based on what she says. (She is upset because she wants to see Ana, in spite of what her parents say.) Ask: What does Pai say to Maria? (He says she can see Ana another time.) How does Maria react to her father’s words? (She thinks about what he says and about how hard the children have worked.) • Read the Author’s Craft question with the students and have them answer it: Why does the author describe Maria’s thoughts? (The author describes Maria’s thoughts because they help her come to an agreement with her father.)

Realistic Fiction

T15

SHARED READ FIND TEXT EVIDENCE Read Paragraph 1

Beginning, Middle, End How does Maria feel about going to practice now?

She thinks Pai is right and wants to go to practice now. Paragraph 2

Character, Setting, Events Underline the two sentences that tell when and where the parade takes place. Reread

Author's Craft

Why does the author use an illustration to support details about the setting? 12

Unit 1 • Realistic Fiction

T16 G2U1GS1

“You’re right,” Maria says to her father. “I’ll go to practice. I’ll tell Ana I cannot visit her.” One week passes. Lots of people line the streets. The children in Maria’s group are wearing their sparkling costumes. They know each dance step. They dance to the beat.

T thei

W sees The cam ear. The Mar

FIND TEXT EVIDENCE Read Paragraph 1

Beginning, Middle, End • Read paragraph 1 together. Talk with students about how Maria’s feelings have changed. Ask: How does Maria feel about practice at the beginning of the story? (She does not want to go to practice.) What does she think about practice after listening to Pai? (She agrees it is more important than going to Ana’s house.) What caused her to change her mind? (Her father reminded her of how important the parade is, and she remembered how long and hard she and the other children have worked.) • Read the Beginning, Middle, End prompt with the students and have them complete the task: How does Maria feel about going to practice now?

Reread

Author's Craft • Tell students that they will reread this page to learn about how the author wrote this realistic fiction story. • Remind students to use the words and pictures on a page to understand a story. Have students identify words that give details about the children in Maria’s group. (They are wearing sparkling costumes; they dance to the beat.) How does the author show more details about Maria’s group and the parade? (through the illustration) • Read the Author’s Craft question with the students and have them answer it: Why does the author use an illustration to support details about the setting? (The illustration shows how long the parade is and that it’s outside, somewhere warm. It shows some children are playing musical instruments. The new details help us better visualize the parade and understand why it’s important.)

Paragraph 2

Character, Setting, Events • Read paragraph 2 together. Tell students that setting refers to the time and place an event happens. • Say: I see from the picture that Maria isn’t in the kitchen anymore; she is outside and dressed up. The text says, “One week passes.” So I know that a week has gone by and now Maria is at the parade. Ask students what other detail the author gives to tell them about the setting. (people line the street) • Read the Character, Setting, Events prompt with the students and have them complete the task: Underline the two sentences that tell when and where the parade takes place.

A C T Access Complex Text

Connection of Ideas

Students may have trouble identifying the main conflict in the story and seeing how it motivates the actions of the characters throughout the story. Say: • At the beginning of the story, Maria doesn’t want to go to parade practice. Why is this a problem? (The parade is next week. Maria needs to be prepared.) • In the middle of the story, how does Maria’s father convince her to go to practice? (He tells her the parade is important because people from around the world are coming to see it, and it is a chance for them to share their culture.) Does he help to solve the problem? (Yes, his words convince her that it is important to go to practice.)

Realistic Fiction

T17

The crowd moves aside as they make their way down the street. When the crowd moves away, Maria sees a woman with a camera. She is hurrying. The woman scurries by Maria. She puts her camera to her eye. Maria smiles from ear to ear. She is excited to be in the parade. Click! The woman takes a picture of Maria. Maria is proud of her hard work!

My family celebrates other cultural events from the Middle East.

FIND TEXT EVIDENCE Read Paragraph 2

Visualize Circle the person Maria sees when the crowd moves away. Underline details that help you picture what the character is doing. Beginning, Middle, End How does Maria feel about going to practice at the end of the story?

She is proud of going to practice and of her

Make Connections How is Maria’s family the same and different from other families you know? ESSENTIAL QUESTION Compare Maria’s family to your own family. TEXT TO SELF

hard work. Summarize Use your notes and think about the events in the beginning, middle, and end of "Maria Celebrates Brazil." Summarize the important events. Unit 1 • Realistic Fiction

T18 G2U1GS1

Janet Broxon

They are the same because they love each other and spend time together. They celebrate different things from their own culture.

REALISTIC FICTION

FIND TEXT EVIDENCE Read Paragraph 2

Visualize • Before you read paragraph 2, remind students to use the words to create pictures in their minds about the parade. After reading, model using text evidence to visualize the photographer. • Say: I read that Maria saw a woman with a camera. The woman hurries and scurries; those words tell me she is moving fast. Then she takes a picture of Maria. I think she was hurrying to get a picture of Maria before the parade passed. Ask students what other words help them visualize the parade. • Read the Character, Setting, Events prompt with the students and have them complete the task: Circle the person Maria sees when the crowd moves away. Underline details that help you picture what the character is doing.

something is happening now; the woman is moving fast right now. How does the word hurry help you know what scurries means? (Possible response: Since we know that when you hurry, you move fast, I think both words mean that you move fast.) Point out that the root words hurry and scurry rhyme but have different inflectional endings in the text. Have students identify the inflectional endings in other verbs.

[Spotlight on Language] • [Paragraph 2] Point out the idiom smiles from ear to ear. Explain that it means someone is very happy. Give students a big smile, and ask them to smile back. Ask: Why is Maria happy? (She is happy to be in the parade. The woman is taking her picture.) Talk to your partner about a time when you smiled from ear to ear. Show your partner how you smiled.

Summarize

• Review Maria’s feelings about practicing for the parade in the beginning and middle of the story. Ask: How does Maria feel about going to practice now? (She is glad she practiced so she could be in the parade; she is proud of her hard work.) • Read the Beginning, Middle, End prompt with the students and have them complete the task: How does Maria feel about going to practice at the end of the story?

• After their first read, ask partners to orally summarize the selection using their notes. Say: To finish your work with this story, use your notes and think about the events in the beginning, middle, and end of “Maria Celebrates Brazil.” Summarize the important events. Allow students to work in pairs, small groups, or independently to complete this task. (Sample: Maria doesn’t want to practice for the festival, but she wants to go to her friend’s house. Her parents remind her that she is sharing her traditions, and it’s important to participate. Maria has a good time in the parade and feels proud of her hard work.)

Inflectional Endings

Make Connections

• [Paragraph 2] Ask: What words describe how the woman is moving? (She is hurrying. She scurries.) Notice that hurrying has the ending –ing. This is an inflectional ending that shows

• Invite students to address the Make Connections box as a small group or in pairs. Students should be able to answer and discuss both questions with their peers.

Beginning, Middle, End

Realistic Fiction

T19

COMPREHENSION STRATEGY

Explain • Explain to students that they can use the words of the story and the illustrations to help them form pictures in their mind about characters, settings, and events. This can help them better understand the story. Say: • Think about what you already know about the characters and where the story takes place. • As you read, pay attention to any describing words and action words the author uses. • Close your eyes and try to picture what the author is describing. • Change your picture as you read more details.

Model

T20 G2U1GS1

Visualize FIND TEXT EVIDENCE When you read the last sentence on page 11, use the author’s words to help you visualize the costumes. Page 11

Maria thinks about her father’s words. Pai is right. She and the other children have worked hard for a year. They practiced their dance steps over and over. They even made their own bright, colorful costumes.

COLLABORATE

SHARED READ Quick Tip

When you visualize, you use the author’s words to form pictures in your mind about a story.

FIND TEXT EVIDENCE

• Using page 11, model how to identify words in the text that can help you visualize details in “Maria Celebrates Brazil.” Ask: How do the words bright colorful costumes help you form a picture in your mind of the parade? What other words in this paragraph help you imagine what the parade will look like? (The words dance steps help us picture the children dancing in their costumes.)

Reread

To help you visualize, pay attention to words that tell about actions, or what people do. Words that describe the way something looks or sounds will also help you.

I reread, “They even made their own bright, colorful costumes.” I can picture in my mind the bright colors of the costumes. This helps me visualize what their costumes are like.

Your Turn Reread the second paragraph on page 12. What details help you picture the parade and Maria’s group of dancers?

Lots of people line the streets. Maria’s group wears sparkling costumes as they dance to the beat. 14

Unit 1 • Realistic Fiction

Guided Practice

COLLABORATE

Your Turn

• Say: Now it’s your turn. Have students look at the Your Turn prompt and help complete the task. Direct them to page 12 and have them point out phrases that will help them visualize the parade, such as lots of people line the streets, sparkling costumes, and dance to the beat. Guide them with questions to help them elaborate on what they “see.” Ask: About how many people do you see? How old are the people? What are the people doing? How do they look? • (Answers may vary, but they should include something about Maria’s sparkling costume and that they danced to the beat.)

GENRE STUDY

REALISTIC FICTION

Reread

Beginning, Middle, End

• Explain the characteristics of realistic fiction. Realistic fiction is a made-up story. The characters are like real people and the events could happen in real life. Realistic fiction has a beginning, middle, and end. • Point out that the beginning of a story introduces the main characters and tells when and where the story takes place. The middle tells the main events, and the end finishes the story so that it makes sense.

Readers to Writers

“Maria Celebrates Brazil” is a realistic fiction story. The characters, settings, and events are made up, but they could really happen. A realistic fiction story has a beginning, a middle, and an end. FIND TEXT EVIDENCE I can tell that “Maria Celebrates Brazil” is realistic fiction because the characters, settings, and events could be real. The story has a beginning, middle, and end. Page 10

Explain

SHARED READ

Writers organize stories with a beginning, middle, and end. A story with three clear parts helps readers follow the main events and understand the characters. You can plan a story you write in this way.

Beginning, Middle, End In the beginning of the story, Maria wants to skip practice and go to a friend’s house. Her parents remind her why practice is important.

COLLABORATE

Your Turn How does the author show Maria’s feelings about going to practice change in different parts of the story?

Model

Maria agrees with her father in the middle of the story and is proud of

Unit 1 • Realistic Fiction

Guided Practice

COLLABORATE

Janet Broxon

her hard work by the end. 15

Your Turn

• Say: Now it’s your turn. Have students look at the Your Turn prompt and help complete the task. Guide them to ask questions about the events to help focus their thinking, such as: How does Maria feel about practice after her father talks with her? (She agrees with him that it is important.) How does Maria feel about practice when she’s in the parade? (She is proud of her hard work.) • (Answers may vary, but they should include something about Maria first being upset, saying “it’s not fair,” then to her feeling “proud of her hard work.”)

FIND TEXT EVIDENCE

• Model identifying the characteristics of realistic fiction in “Maria Celebrates Brazil.” Use page 4 to discuss story structure and how it helps you to understand a story. • Explain that the beginning of a story usually introduces a problem or conflict. Ask: What problem does Maria have at the beginning of the story? (She doesn’t want to go to practice for the parade, but her parents think practice is more important than visiting a friend.)

Realistic Fiction

T21

COMPREHENSION SKILL

Explain • Tell students that characters, settings, and events are all parts of a story. A character is a person or animal in a story. The setting is where and when a story takes place. Events are the main things that happen in a story. • Explain that setting and events can affect what characters do and say.

T22 G2U1GS1

FIND TEXT EVIDENCE As I read pages 8 and 9 of “Maria Celebrates Brazil,” I learn who the characters are, where the story begins, and what the characters are doing.

FIND TEXT EVIDENCE

• Model how to identify the characters and setting in the first scene of “Maria Celebrates Brazil” (pages 8 and 9) and record the information on the graphic organizer. • Next, model how to use text evidence to write a few sentences to describe the first main event in the story. For example: Maria wants to miss practice. Her parents want her to go to practice.

Quick Tip

A character is a person or an animal in a story. The setting of a story tells when and where a story takes place. The events are what happens.

COLLABORATE

Janet Broxon

Model

Character, Setting, Events

Characters

Settings

Events

Maria Mãe Pai

The family’s kitchen one week before the parade

Maria tells her parents she wants to miss dance practice. Her parents want her to go to practice.

Your Turn Continue rereading the story. Fill in the information in the graphic organizer about the characters, settings, and events. Then talk with your partner about an example of why the setting is important.

Unit 1 • Realistic Fiction

The setting is important because it helps you to understand the characters and events. Look at the chart. Dance practice takes place one week before the parade. This explains why Maria's parents want her to go.

Reread

Guided Practice

SHARED READ

Characters

Settings

Events

Maria Mãe Pai

The family’s kitchen one week before the parade

Maria tells her parents she wants to miss dance practice. Her parents want her to go to practice.

Maria, Pai

Maria’s family’s bright kitchen

Maria listens to her father and changes her mind.

Maria and the group of dancers

the streets of the parade with many people watching one week later

Maria’s group wears sparkling costumes and dances to the beat.

Maria, the woman with a camera

a street where the parade is passing

The woman takes a picture of proud Maria and the parade.

Unit 1 • Realistic Fiction

• When students complete the organizer, have partners choose one setting and discuss why it was important to the story. Ask pairs to work together to complete the following sentence frames to describe main events in the middle and end of the story and how Maria feels about those events. In the middle, Maria thinks about . She decides . At the end, Maria . She feels .

COLLABORATE

Your Turn

• Say: Now it’s your turn. Have students look at the Your Turn prompt and help complete the task. Have them note where the setting changes at the end of the story. Discuss each important event as students complete the graphic organizer. • Have students review the characters, setting, and events on pages 9-10. Read pages 11-12 and discuss the setting and events. Ask: Did the setting change? Have them use the illustrations and text clues, such as “one week” and “street,” to help them respond. Then have partners describe the characters, setting, and events using: The character Maria decided to go to the parade. The setting changed to the street and one week later. In the event, Maria dances in the parade. • (Answers may vary, but they should include additional settings of the parade on the day it is held, as well as the event of the parade itself. Adding the character of the photographer would also be recommended. Students can add information for the remaining pages or spreads.)

Realistic Fiction

T23

• Have students turn to page 18. • Say: You will be responding to the reading. When we see questions about something we read, we need to be able to provide text evidence. This is the information from the text that helps us answer a question. • Read aloud the questions and the “Discussion Starters” for each of the questions. • Guide students to work with a partner to answer the questions orally using the “Discussion Starters.” • Have students find text evidence to support their answers. Have them write the page number(s) where the answers can be found. • 1. What do we learn about Maria’s culture? (Possible answers: I read that Maria’s family comes from Brazil. In Maria’s country, they have parades.) • 2. How is Maria’s family the same as yours? (Answers will vary based on students’ experiences.) • 3. How is Maria’s family different than yours? (Answers will vary based on students’ experiences.)

T24 G2U1GS1

RESPOND TO READING COLLABORATE

Discuss Work with a partner. Use the discussion starters to answer the questions about “Maria Celebrates Brazil.” Write the page numbers.

Questions 1 What do we learn

about Maria’s culture?

2 How is Maria’s

family the same as yours?

3 How is Maria’s

family different than yours?

Discussion Starters I read that Maria’s family is from . . .

Text Evidence Page(s):

In Maria’s country, they have . . . Our families are the same because . . .

Page(s): 10-13

Another way they are alike is . . . One way Maria’s family is different from my family is . . .

Page(s): 10-13

I am different from Maria because . . .

Unit 1 • Realistic Fiction

• After students have attempted, call on students to share their answers. • Ask: How do we know what the answers are? (Students should be able to say something about looking back in the text to find the information.)

Reread

SHARED READ

• Have students look at page 19. • Before reading the prompt with students, say: You will be responding to the reading by answering specific questions based on the notes you took. • Read the Write prompt together: Review your notes. Then use text evidence to answer the questions below. • Tell students to answer the questions independently and that there will be time to share with the whole class later.

Write Review your notes. Then use text evidence to answer the question below.

How is Maria’s family the same and different from your family? Maria’s family is from Brazil. My family is from Answers will vary. Maria’s family likes to celebrate Brazil / dance.

My family likes to Answers will vary.

Janet Broxon

Both Maria’s family and my family Answers will vary.

Unit 1 • Realistic Fiction

Realistic Fiction

T25

VOCABULARY STRATEGY

Explain • Say: We will be looking at inflectional endings. These are letters we add to words that change their meaning in some way. Explain that some words have added endings, such as –s, -ed, or –ing. Tell students that when they see a word they don’t know, they can look for an ending. If there is one, they can take it off to see if they recognize the word that remains, which is called the root word.

T26 G2U1GS1

dings

To understand the meaning of a word, you can separate the root word from the ending, such as -ed or -ing. FIND TEXT EVIDENCE

I'm not sure what hurrying means. To hurry means to "move quickly." The ending -ing can mean “something happening right now.” I think hurrying means “moving quickly right now.”

Maria sees a woman with a camera. She is hurrying.

FIND TEXT EVIDENCE

• Say: Look at the Find Text Evidence section. It gives us more information about how to find the meaning of words by considering the ending. • Model how to distinguish a root word from its inflectional ending, using the word hurrying on page 13. • Say: I’m not sure of the meaning of hurrying. I notice –ing at the end of the word; when I take it off, I’m left with hurry. I know that word means “to move very quickly.” The ending –ing means “something happening right now.” So hurrying must mean “moving very quickly right now.”

SHARED READ

COLLABORATE

Your Turn Use the ending to figure out the meaning of the word below in “Maria Celebrates Brazil.” wearing, page 12: having something on your body now

Janet Broxon

Model

Inflectional En

Reread

Unit 1 • Realistic Fiction

Guided Practice

COLLABORATE

Your Turn

• Say: Now it’s your turn. Have students look at the Your Turn prompt and help complete the task. Point to the word wearing. Ask: What is the root word? (The root word is wear.) What is the ending of the word wearing? (The ending is ing.) What do you know about the ending –ing? (It can mean something is happening now.) What is the meaning of the word wearing? (having something on your body now) What are the children wearing on page 12? (The children are wearing costumes.) Point to your clothes and model the word. Say: Today, I’m wearing pants/a dress/a skirt. What are you wearing today? Encourage them to use time words such as now or today, and adjectives to describe their clothes. (Sample answer: Today, I’m wearing a blue skirt.)

Internet Search Using Keywords Keywords will help you find facts quickly. Keywords are important words you use when talking or writing about a topic. When you do an Internet search, keywords tell the search engine what to look for. Imagine you want to find information about family celebrations in Brazil. What keywords could you use?

SOCIA

RESEARCH AND INQUIRY

TU L S DI

Explain

e Integrat

• Tell students that the fastest way to find information about topics they are interested in is to use Keywords to search the Internet. Explain these key points about keyword searches: - Keywords can be names, places, things, ideas, or topics. - Specific keywords give more relevant search results. - If search results are too broad, add a keyword to narrow them.

Quick Tip Think about research questions for your poster. Ask what you want to learn. These questions will help you figure out the keywords to use in your Internet searches.

family, celebration, Brazil

COLLABORATE

Make a Poster With a partner, make a poster that shows how foods are the same and different around the world. You could focus on: 1. one kind of meal, such as breakfast. 2. one kind of food, such as bread. 3. the most popular foods from different countries. What is your topic? Answers will vary depending on

countries and foods focused on.

Model What do people eat for breakfast in France? What keywords can the M200_038A_118695 author type into a search engine to find the answer?

France, breakfast, foods

Discuss the keywords you can use for your Internet search. Unit 1 • Realistic Fiction

Guided Practice

COLLABORATE

Make a Poster

• Say: Now it’s your turn. Have students look at the Make a Poster prompt and help them begin their initial work with their partner. Guide them to use previous knowledge to come up with keywords for the search. Ask them to brainstorm types of bread they know or eat at home. Have them share where the bread is from. Help partners plan their posters using sentence frames. What is our topic? (I already know about bread in Colombia.) Think of other countries. How is bread the same in Peru? How is it different? What keywords will we use? (We can search for bread, Peru.)

FIND TEXT EVIDENCE

• Tell students that you would like to see Brazil on a map, so you will use the keywords “Brazil” and “map.” Show students the visual and text search results. Explain that seeing Brazil on its continent is helpful, but you’d like to see where it is in the world, so you are going to add “world” as a keyword to get more relevant results. Point out that now some results show maps with Brazil highlighted on a world map. • Read the Quick Tip box together with students. • Guide students through the questions below the laptop image on the right of the page.

Realistic Fiction

T27

VOCABULARY

common

adj. found frequently among many people or places

Elephants are common animals in Thailand. Name some common animals in your country. differences

n. the ways two or more things are not the same

There are many differences between oranges and strawberries. What are some differences between you and your best friend?

(t to b, l to r) MyStockVideo/Shutterstock; yurakp/123RF; Elena Schweitzer/Shutterstock; Brent Hofacker/Shutterstock; DenisProduction.com/Shutterstock

• Play track 04. Students will first listen, and then repeat the sentences. • Introduce each vocabulary word using the Define/Example/Ask routine to introduce each word. Have students talk about each photo. • Ask them to read the bolded Vocabulary words, common, differences, include, light, near, row, and stilts with you. • Have students take turns reading the sample sentence for each of the words as well as the definitions. • Have students think about and complete the task for the first prompt in blue: Name some common animals in your country. • Say: Look at the next three words on your own and respond to the prompts or questions in blue for each one. • Have students think about and respond to the prompts and questions in blue for differences, include, and light. • If time allows, invite students to share their responses to the blue questions.

include

v. have something be part of a whole or a group

The sandwiches include bread, meat, and vegetables. What does a traditional meal include in your country? light

v. make something start to burn

My brother can light the candles on my birthday cake. When do you light a candle? 22

Unit 1 • Realistic Fiction

T28 G2U1GS1

PAIRED READ near

prep. close to someone or something

I like to read near the window. What places are near your house?

row

n. a line of people, animals, or things

The ducks swim in a row. Which row do you like to sit in at the movies?

stilts

n. long poles or posts that hold something up (t to b) Africa Studio/Shutterstock; Srinivasan.Clicks/Shutterstock; sunsinger/Shutterstock

The stilts hold the houses above the water. Do people live in houses on stilts in your town?

COLLABORATE

Your Turn Pick three words. Write three questions for your partner to answer.

Unit 1 • Realistic Fiction

• Say: The word near is a preposition, while the words row and stilts are nouns. A preposition can be a way to talk about where something is. • Have students think about and answer the question in blue: What places are near your house? Allow students to share with their class. • Say: Look at the next two words on your own and respond to the questions in blue for each one. • Have students think about and respond to the questions in blue for row and stilts. • Say: Read the “Your Turn” box with me. Read: Pick three words. Write three questions for your partner to answer. (Answers will vary depending on the words that students pick and their individually generated questions. Walk around the room to check students’ work. Questions should include the use of the vocabulary word.)

Realistic Fiction

T29

T30 G2U1GS1

PAIRED READ FIND TEXT EVIDENCE Read

How are families around the world the same and different? Read about how families are alike and different.

Paragraph 1

Underline two sentences about families around the world. Paragraph 1

What will you look at as the text continues? (t) Miki Duisterhof/Photographer's Choice/Getty Images; (c) Kentaroo Tryman/age footstock; (b) Paul Taylor/The Image Bank/Getty Images

• Have students turn to page 24 and recall their previous discussion about the Essential Question: How are families around the world the same and different? • Have students look at the photos on pages 24-27 before reading the story. • Ask: What do you see? Students should be able to talk about the images they see on each page. Say: Some of the images include captions. How do the captions help you understand what you are looking at? • Say: This is a Paired Read story. It is called, “A Look at Families.” We will listen to the audio first, and then read together. When we read together, we will need to do some tasks. • Play track 05 and have students follow along with their fingers as the story goes. Stop at the end of the story on page 27. • Have students go back to page 24. Read each paragraph together. If it’s possible for your class, invite students to read individual paragraphs aloud. • Remind students to use their pointer finger as they read the text. • Read each prompt together and help students find the answers.

Essential Question

how families in different cultures live Paragraph 2

Draw a box around what all families need. Circle details that tell about where some families live.

Families around the world do some things the same. They have differences, too. Let’s take a look at how families in different cultures live. All families need homes. Some families live in large cities. They might

Apartment homes in the United States and Denmark

live in tall apartment buildings. Many families live in the same building.

Paragraph 3

Some families live near water. Some

Why do some families live in houses on stilts?

families live in houses on stilts. Stilts

to keep the homes safe

are tall poles. They keep the homes

from water

safe from water.

Unit 1 • Realistic Fiction

Family homes in Chile

EXPOSITORY TEXT FIND TEXT EVIDENCE Read Paragraph 1

Mexican meal

What is one thing all families share?

They all share food.

All families share food. Culture has a lot to do with what a family eats. Families may also eat foods from other cultures. Some families in Korea eat rice and fish. Meals in Mexico often include rice and

Paragraph 1

Underline two sentences about how families pick their food. Paragraph 2

Draw a box around the food from Korea, Mexico, and Italy. What is the food that is eaten in more than one place?

(tl) NoonBuSin/Shutterstock; (tr) BestStockFoto/Shutterstock; (b) Africa Studio/Shutterstock

Korean meal

rice

beans. Pasta is a common Italian meal. Italian meal

COLLABORATE

Talk about a common meal in your home. Unit 1 • Realistic Fiction

A C T Access Complex Text

• Have students move to page 25. Read each paragraph together. If it’s possible for your class, invite students to read individual paragraphs aloud. • Remind students to use their pointer finger as they read the text. • Read each prompt together and help students find the answers. • Have students read the fourth prompt with you and help them complete the task: Talk about a common dinner in your home. (Answers will vary depending on students’ experiences.)

Purpose

Tell students that this selection will give them some new information about a familiar concept—families. Challenge students to remember the interesting traditions they read about so they can discuss with the class.

Realistic Fiction

T31

PAIRED READ

• Have students move to page 26. Read each paragraph together. If it’s possible for your class, invite students to read individual paragraphs aloud. • Remind students to use their pointer finger as they read the text. • Read each prompt together and help students find the answers.

FIND TEXT EVIDENCE Read Paragraph 1

Underline two sentences about how families talk to each other. What language do you use to talk to your family?

Answers may vary, but it should include students’ home language. Paragraph 2

Draw a box around the words children in Japan call their grandparents. Paragraph 3 (t) Eastfenceimage/Shutterstock; (b) Heinrich van den Berg/Getty Images

Circle the word South African families use to say “hello” to each other. How do you say hello in your language?

Answers may vary, but it should include students’ home language. 26

T32 G2U1GS1

Unit 1 • Realistic Fiction

Japanese family

All families talk to each other. Different families speak different languages. Culture has a lot to do with how families talk to each other. In Japanese, a grandfather may be called ojiisan (oh-jee-sahn). A grandmother may be obaasan (oh-baah-sahn). In South Africa when families visit each other, they say, “Sawubona!” (sah-woo-boh-na). This means hello!

South African family

EXPOSITORY TEXT

• Have students move to page 27. Read each paragraph together. If it’s possible for your class, invite students to read individual paragraphs aloud. • Remind students to use their pointer finger as they read the text. • Read each prompt together and help students find the answers. • Have students read the third prompt with you: Talk about the question the author asks at the end of the text. (Answers will vary depending on students’ experiences.)

FIND TEXT EVIDENCE Read Paragraph 1

American family Indian family

All families celebrate together. In India, families celebrate the holiday Diwali. They light a row of lamps called deepa (dee-pah) outside their homes. In the United States, families celebrate Independence Day. They might watch fireworks or go to a parade. What are some things you celebrate with your family?

Underline the sentence that tells how Indian families celebrate Diwali. Paragraph 1

What do families in the United States do to celebrate Independence Day?

They might watch fireworks or go to a parade.

How are families around the world the same and different? ESSENTIAL QUESTION How do all the families you have read about this week celebrate together?

(l) PhotosIndia.com/Getty Images; (r) Purestock/Getty Images

Make Connections COLLABORATE

Talk about the question that the author asks at the end of the text.

TEXT TO TEXT

Unit 1 • Realistic Fiction

• Say: To finish your work with the story, we are going to work to make connections. Look at the questions in the Make Connections box. Now that we have read about different families around the world, how might we answer the Essential Question? Allow students to work in pairs, small groups, or independently to complete this task. (Answers may vary, but they should include information about celebrating together and maybe sharing food as a similarity, and what, how, and where they celebrate as a difference.) • Invite students to address the second question as a small group or in pairs. Students should be able to answer and discuss the question with their peers.

Realistic Fiction

T33

Reread

• Have students turn to page 28. • Before reading through the page, say: We will be looking at ways to answer questions about the text. • Call on students to help read the information on the page. Have one student read the opening question. • Say: Look at the Quick Tip box. It gives us more information about what the author chose to include in the text. • Read the Quick Tip box together.

PAIRED READ Why does the author tell about families from many parts of the world?

COLLABORATE

Talk About It Reread "A Look at Families." What does the author tell us about families? Cite Text Evidence Write details from the text that show how all families are the same.

need homes

Cite Text Evidence • Say: It’s OK if you need to go back into the text to get information. This way, you know for sure what was shared. • Invite another student to read the Cite Text Evidence section. • Guide students to use text evidence to add information to the graphic organizer. T34 G2U1GS1

The author shows that families have the same needs and activities around the world. Make connections between the families you read about and your own family.

share food

All families…

Lane Oatey/Blue Jean Images/Getty Images

Talk About It • Invite another student to read the Talk About It section. • Say: Can we answer this question without looking back? What do you remember? Invite students to share what they recall about families from the text without going back.

Quick Tip

celebrate

talk to

together

each other

Write The author wants to explain that families

everywhere are the same even though we live in different cultures. 28

Unit 1 • Realistic Fiction

Write (Show What You Learned) • Students should refer to the notes on the graphic organizer as they respond to the writing prompt at the bottom of the page. When students have finished writing, have them share their responses. • Say: Now, using the information you put into the graphic organizer, complete the writing activity: The author wants to explain that… Your answer should include things that families have in common and what makes them different. (Answers will vary, but they should include how families are similar and different according to the text. It should include details from the text.)

Explain

Captions

• Have students turn to page 29. • Before reading through the page, say: We will be looking at how captions help us understand the images on a page. • Call on students to help read the information on the page. Have one student read the information about captions. • Say: Look at the Quick Tip box. It gives us more information about when and why an author might include images. • Read the Quick Tip box together.

Quick Tip

Captions are words that tell about a photo, map, or other text feature. Authors use captions to give information about what appears in the text features.

FIND TEXT EVIDENCE Look back at the photos and captions on page 24. What did you learn from the captions?

Authors use photos and captions in expository text to help you to understand the topic. Authors often use captions to point out an important detail shown in a photo.

I learned that the photos show apartment buildings in the United States and Denmark, as well as family homes in Chile.

COLLABORATE

Your Turn Look back at the photos and captions on page 25. How do the captions help you to understand the purpose of these photos?

Model

The captions helped me understand that these photographs show important details I read about in the text. Unit 1 • Realistic Fiction

Guided Practice

COLLABORATE

Your Turn

• Say: Read the “Your Turn” section with me. Guide partners to work together to choose another photo and caption from page 25 and talk about what they learned from it. Give students time to work independently to answer the question.

FIND TEXT EVIDENCE

• Model showing students how to read the captions on page 24. Point out how the caption relates to what’s in the photo and to the text. • Ask: Where are the captions located on the page? (under the photos) • Point out that none of the captions in “A Look at Families” is a complete sentence. Some of them are short and some of them are long, but they each name what is shown in the photo.

Realistic Fiction

T35

GRAMMAR

Explain • Have students turn to page 30. • Before reading the prompts with students, say: You will be learning about statements and questions.

Statements and Questions • A statement is a sentence that tells something. • A statement ends with a period. • A question is a sentence that asks something. • A question ends with a question mark.

• Read the description of statements and questions at the top of the page with students.

Model

FIND TEXT EVIDENCE Is the sentence a statement or a question? Circle the part of the sentence that helps you answer.

FIND TEXT EVIDENCE

This is a statement.

• Read the prompt together: Is the sentence a statement or a question? Circle the part of the sentence that helps you answer. • Model how to identify a statement. Say: The sentence from “Maria Celebrates Brazil” is a statement because it ends with a period. It tells about something not asking.

Maria thinks about her father’s words.

COLLABORATE

Your Turn A. Underline the statements. Circle the questions. 1. Does Maria want to see Ana? 2. Maria will not visit her friend. 3. Many people will watch the parade. 4. What does Maria choose to do?

Janet Broxon

B. Write a statement about yourself. I am 30

Quick Tip Two types of common questions are yes/no and open-ended. Yes/no questions usually begin with do/does. Open-ended questions can begin with what/how/why.

Unit 1 • Realistic Fiction

Guided Practice

COLLABORATE

Your Turn

• Say: Now, it’s your turn. Before working on the activities, let’s look at the Quick Tip box. Read the Quick Tip box together with students. • Say: Look at activity A. You will need to underline the statements and circle the questions. Remember to look back at the top of the page if you need to. • Give students time to complete activity A before moving to activity B. • Say: For activity B, you will write a statement about yourself. Use the sentence starter and complete the sentence. (Answers will vary, but they should include some information about the student using the I am sentence starter.) T36 G2U1GS1

Explain • Have students turn to page 31. • Before reading the prompts with students, say: You will be learning about other kinds of sentences: commands and exclamations. • Read the description of commands and exclamations at the top of the page with students.

Commands and Exclamations • A command is a sentence that tells someone to do something. • A command ends with a period. • The subject of a command is the person to whom the speaker is talking to. • An exclamation is a sentence that shows strong feeling. • An exclamation ends with an exclamation point. FIND TEXT EVIDENCE What tells you this is an exclamation? Circle the exclamation point.

Model

The exclamation point at the end tells me this is an exclamation.

Maria is proud of her hard work!

COLLABORATE

Your Turn A. Underline the exclamations. Circle the commands. 1. Go to practice. 2. I want to see my friend! 3. Take a picture of the parade. 4. Maria worked hard!

• Read the prompt together: What evidence tells you this is an exclamation? Circle the exclamation point. • Model how to identify a statement. Say: The sentence from “Maria Celebrates Brazil” is an exclamation because it ends with an exclamation point. This sentence shows strong feeling.

Quick Tip An exclamation begins with a capital letter and ends with an exclamation point.

Guided Practice

COLLABORATE

Janet Broxon

B. Complete the sentence below by adding words and an exclamation point. It is very late. You Unit 1 • Realistic Fiction

FIND TEXT EVIDENCE

Your Turn

• Say: Now, it’s your turn. Before working on the activities, let’s look at the Quick Tip box. Read the Quick Tip box together with students. Say: Look at activity A. You will need to underline the exclamations and circle the commands. Remember to look back at the top of the page if you need to. • Give students time to complete activity A before moving to activity B. • Say: For activity B, you will complete the sentence by adding words and an exclamation point. Use the sentence starter and complete the sentence. (Answers will vary, but they should include words to complete the sentence as well as an exclamation point.)

Realistic Fiction

T37

e Integrat

• Have students turn to page 32. • Before reading the prompts with students, say: You will be thinking about all the information you’ve read and connecting it with ideas from a song. • Call on students to help read the information on the page. Have one student read the opening question.

What have you learned from the selections and the song about friends and families doing things together?

COLLABORATE

• Invite another student to read the Cite Text Evidence section. • Guide students to use text evidence to make connections between the song and the selections they have read. Remind students to use the sentence starters in the Quick Tip box as a guide.

T38 G2U1GS1

Quick Tip Use these sentence starters to talk about friends and families: Friends are like family because… My family spends time together…

Write This song and the selections I read help me understand that family and

friends become closer and ___________________________ work out their problems ___________________________ when they spend time ___________________________ together. ___________________________ ___________________________

The More We Get Together The more we get together, together, together, The more we get together, the happier we’ll be. For your friends are my friends, and my friends are your friends, The more we get together, the happier we’ll be. — German Folk Song

___________________________

Monkey Business Images/Shutterstock

Cite Text Evidence

Talk About It Read the song. Talk about what the song says about being with friends. How is this like being with family? Cite Text Evidence Circle a clue from the song that tells you how friends are like family.

Talk About It • Invite another student to read the Talk About It section. • Say: If we look at the song, do the words sound similar to how we think about our families? • Invite students to share what they think and how they would answer the question.

MAKE CONNECTIONS

________________________ ________________________ 32

Unit 1 • Realistic Fiction

Write (Show What You Learned) • Have students write a response synthesizing the knowledge they built about families around the world and how they are similar and different. When students have finished writing, have them share their responses. • Say: Let’s look at the song one more time. For the writing part, you will write about how the story and text you read, as well as the song, help you understand something about families. Take some time to consider everything we read and talked about before you begin writing. (Answers will vary, but they should include details about how families spend time together and celebrate together, which makes them happy similar to how the song talks about spending time together makes people happy.)

Present Your Work COLLABORATE

With your partner, plan how you will present your poster to the class. Use the Presenting Checklist to help you improve your presentation. After all the presentations are finished, discuss the sentence starters below and write your answers.

SOCIA

RESEARCH AND INQUIRY

TU L S DI

Planning the Presentation

e Integrat

Quick Tip Pause after each point so that your audience can follow important ideas. Remember, it’s okay if you make a mistake! Take a breath and keep going.

Presenting Checklist

An interesting fact I learned about foods around the world is _________________________________________________

I will practice my presentation. I will look at my audience. I will speak clearly and slowly. I will make sure everyone can see our poster. I will listen carefully to questions from the audience.

I would like to know more about _________________________________________________ Unit 1 • Realistic Fiction

During the Presentation • Tell students to write down any questions they have as they observe others’ presentations. Explain that doing so will help them remember their questions after each speaker has finished. Following each presentation, guide the discussion by asking students to paraphrase or summarize the key ideas in the presentation. Guide students to use the sentence frames on the bottom of page 33 to focus on discussion.

• Have students turn to page 33. • Tell students that they will need to prepare in order to best present their posters. Say: Last time, you had the chance to research information about different foods people eat in different countries. Now you will have the time to present the posters that you created. Read together the directions at the top of the page. • Remind students that they will be audience members for other students’ presentations and that as observers and listeners they will play an important role in the presentations. • Next, read the Quick Tip box with students and discuss how to pause after each point in the presentation and why that is important. Say: Don’t worry too much if you make a mistake while speaking. Just take a breath and continue. • Discuss each item on the Presenting Checklist and give students time to practice their presentations before having them stand in front of the class or from their seat to share their posters.

Realistic Fiction

T39

Genre Writing: Write Your Own Realistic Fiction Story Explain that students will develop a longer piece of writing in the same genre as the Shared Read or Paired Read. Students will work through all the stages of the writing process for these pieces. Plan

Writers choose their topic. They consider their purpose and audience and plan their work using a range of strategies such as brainstorming, freewriting, and filling in graphic organizers. Sometimes they do research.

Draft

Writers use their notes to get their initial ideas on the topic down on paper.

Revise

Writers use rubrics and participate in peer and teacher conferences to help them refine the structure and content of their work. Students should revise their writing several times.

Edit / Proofread

Writers check their spelling and edit their pieces for correct grammar, mechanics, and usage. Remind students that using standard English conventions allows them to communicate more effectively.

Publish / Present / Evaluate

Writers create a final version of the piece by printing out a clean copy or using their best handwriting. They synthesize and share their ideas.

Expert Model

Plan

Draft

GENRE WRITING

Plan: Brainstorm Shared Read (pages 8-13)

• The characters act and speak like real people.

As you brainstorm, think about a problem a family member might have or an event that can make family members feel closer.

• Discuss features of realistic fiction • Discuss the mentor text (Maria Celebrates Brazil)

• The narrator uses words that tell sequence, or the order of events. • The story has a beginning, middle, and end. Analyze an Expert Model Studying “Maria Celebrates Brazil” will help you learn how to write realistic fiction. Answer the questions below. Reread page 9. How does the author show that Maria has a problem?

Reread page 12. How do you know that time has gone by in the story?

bogdan ionescu/Shutterstock

Reread pages 10-11. How does the author show that family members work together to make good decisions?

Unit 1 • Realistic Fiction

Expert Model

TING

Plan

Plan: Brainstorm Shared Read (pages 8-13)

Realistic Fiction

ction is a story that could happen in real life.

racters act and speak like real people.

ator uses words that tell sequence, or the order of events.

Generate Ideas You will write realistic fiction about a family. Use this space for your ideas. Draw and brainstorm words that describe the characters, settings, and events you might write about.

Draft Plan:Plan: Choose Choose YourYour Topic Topic

Quick Tip As you brainstorm, think about a problem a family member might have or an event that can make family members feel closer.

fun for fun them fortothem read.to read.

My characters My characters are are

y has a beginning, middle, and end.

At theAt beginning the beginning of theof story, the story,

e 9. How does the author show that Maria has a problem?

In the In middle, the middle,

Purpose Purpose and Audience and Audience Some Some authors authors write realistic write realistic fictionfiction to entertain to entertain their audience. their audience. They may Theyalso maywant also want to show to how showpeople how people learn and learngrow. and Think grow. Think aboutabout why why you chose you chose your characters. your characters. Then explain Then explain the purpose the purpose for writing for writing your story your in story yourinwriter’s your writer’s notebook. notebook.

andresr/E+/Getty Images

es 10-11. How does the author show that family members work make good decisions?

bogdan ionescu/Shutterstock

At theAt end, the end,

andresr/E+/Getty Images

e 12. How do you know that time has gone by in the story?

T40 G2U1GS1

Revise

Unit 361 • Realistic Unit Fiction 1 • Realistic Fiction

Edit / Proofread

Plan:Plan: Organization Organization

Quick TipQuick Tip Some words Some and words and

Develop Develop Sequence Sequence Authors Authors think about think about the order, the order, phrasesphrases help show help show story theis story is or sequence, or sequence, of events of events in a story. in a Read story. the Read chart the below. chart below.that thethat movingmoving from one from one Write Write first, next, first, and next,last and tolast show to the show sequence the sequence of of part to part the next. to theYou next. You events.events. can usecan words use like words like

COLLABORATECOLLABORATE

, the backyard , the backyard gate isgate open.is open. Annie’sAnnie’s puppy puppy is gone!is gone!

first, later, first,then, later,after then, after that, when, that, finally, when, finally, and in the andend. in the end.

, Mom ,and Daisy. MomDad andhelp Dadlook helpfor look for Daisy. They hear bark.a bark. Theyahear , they see Annie’s friend friend Gina. She holding , they see Annie’s Gina.is She is holding the puppy! “Daisy“Daisy wantedwanted to visittomy yard, the puppy! visit my” Gina yard,”laughs. Gina laughs. Plan In Plan yourInwriter’s your writer’s notebook, notebook, make make a chart a like chart the like the one above. one above. Fill it in Fillwith it indetails with details aboutabout what happens what happens at at the beginning, the beginning, middle, middle, and end andofend yourofstory. your story.

Unit 1 • Realistic Unit 1Fiction • Realistic Fiction 37

Publish / Present / Evaluate

• Brainstorm • Choose the topic • Discuss purpose and audience • Plan a sequence of events • Take notes

REALISTIC REALISTIC FICTION FICTION Quick TipQuick Tip Your audience, Your audience, or or

Writing Writing Prompt Prompt Write Write realistic realistic fictionfiction aboutabout a a readers,readers, may include may include your classmates or or character character in a family. in a family. Show Show how the how character's the character's feelings feelingsyour classmates family.about Think about change. change. Use your Useideas your from ideaspage from 35. page Complete 35. Complete these these family. Think how to how maketoyour make your sentences sentences to helptoyou help get you started. get started. ideas interesting ideas interesting and and

Expert Model Studying “Maria Celebrates Brazil” will help you o write realistic fiction. Answer the questions below.

Unit 1 • Realistic Fiction

GENRE GENRE WRITING WRITING

REALISTIC FICTION

Model

Publish / Present / Evaluate

Quick Tip

Generate Ideas You will write realistic fiction about a family. Use this space for your ideas. Draw and brainstorm words that describe the characters, settings, and events you might write about.

Realistic fiction is a story that could happen in real life.

COLLABORATE

Edit / Proofread

REALISTIC FICTION

Expert Model Features of Realistic Fiction

Revise

GENRE WRITING

COLLABORATE

Revise

Descriptive Details The author of “Maria Celebrates Brazil” uses details to describe the characters and setting in the beginning of the story.

Strong Openings A strong opening grabs your attention and makes you want to find out what happens next. Read the story opening below. Then revise it. Add details about the character and his problem to make readers interested in the story.

Mãe speaks Portuguese. This is the language of Brazil. “No matter how much you beg or plead, you must go to practice. The parade is next week.”

Quick Tip

Tim had slept late. He needed to make a picnic for Father's Day. Outside his bedroom window, there were clouds.

Use the paragraphs as a model to start writing. Think about details that describe your setting. Include descriptive details in the words your characters speak.

Unit 1 • Realistic Fiction

peaks Portuguese. This is the language of matter how much you beg or plead, you practice. The parade is next week.”

Tim had slept late. He needed to make a picnic for Father's Day. Outside his bedroom window, there were clouds.

Strong openings can describe a problem a character faces, or has, in the story. Think about details that show what the character feels about the problem. Dialogue, or what a character says, can show strong feelings.

Pay attention to your end punctuation marks. Use question marks at the end of questions. Use exclamation points when you write sentences that show a strong feeling.

TING

dback Write one suggestion that you will vision of your story.

ish giving each other feedback, reflect on nference. What was helpful? What might rently next time?

e the Revising Checklist to help you figure xt you may need to move, add to, or delete. o use the rubric on page 43 to help you vision.

After you finish giving each other feedback, reflect on the peer conference. What was helpful? What might you do differently next time?

Revision Use the Revising Checklist to help you figure out what text you may need to move, add to, or delete. Remember to use the rubric on page 43 to help you with your revision.

Janet Broxon

Revise It’s time to revise your draft. Include a strong opening that makes your reader want to find out what happens next. 39

When you edit and proofread, you look for and correct mistakes in your writing. Rereading a revised draft several times will help you catch any errors. Use the checklist below to edit your sentences. Editing Checklist Are all sentences complete sentences? Do all questions end with question marks? Do sentences that show strong feelings, such as excitement, end with exclamation points? Do statements end with periods? Are all the words spelled correctly?

Does my story fit my purpose and audience? Does it include descriptive details? Does it have a strong opening? Does the story have a beginning, middle, and end?

Grammar Connections When you revise your writing, make sure that you capitalize the first word in every sentence. Be sure to use the correct end punctuation for all of your sentences.

• Revise the story checking for strong openings • Revise the story based on partner feedback

List two mistakes you found as you proofread your story. 1

Unit 1 • Realistic Fiction

Revise

Draft

Plan

Expert Model

y partner’s feedback, I will _______________

Based on my partner’s feedback, I will _______________

Grammar Connections

Unit 1 • Realistic Fiction

raft Listen carefully as a partner reads his aloud. Begin by telling what you liked about k questions and make suggestions to give eas for making the writing stronger.

Partner Feedback Write one suggestion that you will use in the revision of your story.

Use these sentence starters to discuss your partner’s work. I enjoyed your story opening because… How about adding details about… I have a question about…

Revising Checklist

graphs as a model to start writing. Think s that describe your setting. Include etails in the words your characters speak.

ft Look over the chart you made. Use it to te your draft in your notebook. Remember s that describe, or tell about, your ettings, and events.

Edit and Proofread

Quick Tip

Review a Draft Listen carefully as a partner reads his or her work aloud. Begin by telling what you liked about the draft. Ask questions and make suggestions to give the writer ideas for making the writing stronger.

COLLABORATE

Publish / Present / Evaluate

REALISTIC FICTION

Revise: Peer Conferences

Quick Tip

Edit / Proofread

Revise

GENRE WRITING

REALISTIC FICTION

Draft

Plan

Revise

Peer Conferences

Janet Broxon

Revise It’s time to revise your draft. Include a strong opening that makes your reader want to find out what happens next.

Expert Model

and her family are in their bright, hot lease, Mãe, por favor!” Maria begs.

• Use descriptive language • Write the draft

Pay attention to your end punctuation marks. Use question marks at the end of questions. Use exclamation points when you write sentences that show a strong feeling.

Write a Draft Look over the chart you made. Use it to help you write your draft in your notebook. Remember to use details that describe, or tell about, your characters, settings, and events.

Details The author of “Maria Celebrates Brazil” uses details to characters and setting in the beginning of the story.

Grammar Connections

Unit 1 • Realistic Fiction

TING

Publish / Present / Evaluate

REALISTIC FICTION

Draft

Maria and her family are in their bright, hot kitchen. “Please, Mãe, por favor!” Maria begs.

Edit / Proofread

Revise

Draft

Plan

Expert Model

Edit / Proofread

Publish / Present / Evaluate

REALISTIC FICTION

Edit and Proofread

Quick Tip Use these sentence starters to discuss your partner’s work. I enjoyed your story opening because… How about adding details about… I have a question about…

Revising Checklist Does my story fit my purpose and audience? Does it include descriptive details? Does it have a strong opening? Does the story have a beginning, middle, and end?

Grammar Connections When you revise your writing, make sure that you capitalize the first word in every sentence. Be sure to use the correct end punctuation for all of your sentences.

• Edit the story checking for correct grammar • Proofread the story checking for correct spelling

List two mistakes you found as you proofread your story. 1

Unit 1 • Realistic Fiction

Expert Model GENRE GENRE WRITING WRITING

Publish, Publish, Present, Present, andand Evaluate Evaluate

Revise

Draft

Plan

Evaluate Evaluate After you After publish you publish and present and present your story, your story, use the use rubric the rubric belowbelow to to evaluate evaluate your writing. your writing. 1

1 What What did you did doyou successfully? do successfully?

2 What What needs needs more work? more work?

• Publish and present the story • Self-evaluate using a rubric

understand understand their ideas. their ideas.

What What I learned I learned from .........................................................'s from .........................................................'s

ListeningListening Checklist Checklist

presentation: presentation:

Make eye Make contact eye contact with thewith speaker. the speaker. Listen for details Listen for details about characters. about characters. Listen for Listen for details about detailsaabout a beginning, middle,middle, beginning, and end. and end. IdentifyIdentify what the what the speakerspeaker does well. does well. Think ofThink questions of questions you canyou ask.can ask.

presentation: presentation:

Unit 421 • Realistic Unit Fiction 1 • Realistic Fiction

Publish / Present / Evaluate

REALISTIC REALISTIC FICTION FICTION Presenting Presenting Checklist Checklist

Sit up or Sitstand up or stand Publishing Publishing CreateCreate a clean, a clean, neat final neatcopy finalof copy yourofstory. your story. up straight. up straight. You may Youadd mayillustrations add illustrations or other or other visualsvisuals to make to make your your Look atLook the at the audience. audience. published published work more work interesting. more interesting. Speak slowly Speakand slowly and Presentation Presentation Practice Practice your presentation your presentation when when you are you are clearly. clearly. Speak loud ready ready to present to present your work. your work. Use the Use Presenting the Presenting Checklist Checklist Speak loud enoughenough so that so that to helptoyou. help you. everyone can hear everyone can hear you. you. Listening Listening WhenWhen you listen you actively, listen actively, you pay youclose pay close AnswerAnswer questions questions attention attention to what to you what hear. you When hear. When you listen you to listen other to other using from details from children's children's presentations, presentations, take notes take notes to helptoyou help better you better using details your story. your story.

Questions Questions I haveIabout have about .........................................................’s .........................................................’s

Edit / Proofread

• tells a• lively, tells arealistic lively, realistic • tells a• story tells aabout storyaabout• atries to • tries writetorealistic write realistic • does not • does focus notwriting focus writing fiction story fictionabout storyaabout acharacter character in a family in a family fiction but fiction details but are details are on the genre on theor genre topicor topic character character in a family in a family unclearunclear • begins• with begins a strong with a strong • lacks •anlacks opening an opening • begins• with begins a strong, with a strong, openingopening • lacks a • lacks stronga opening strong opening • does not • does sequence not sequence detaileddetailed openingopening • has a •beginning, has a beginning, • makes• an makes effort antoeffort to events into events a into a • has a •clear has abeginning, clear beginning, middle,middle, and endand end sequence sequence events and events and beginning, beginning, middle,middle, middle,middle, and endand end • has few create acreate beginning, a beginning,and endand end • has errors few errors middle,middle, and endand end • has many • is free• or is free almost or almost free free • haserrors manythat errors that of errors of errors

• has many • haserrors manythat errors that make the make story thehard story hard distractdistract from the from the to understand to understand meaning meaning of the story of the story Unit 1 • Realistic Unit 1Fiction • Realistic Fiction 43

Realistic Fiction

T41

GENRE WRITING

Features of Realistic Fiction • Have students look at pages 2627. • Explain that students will begin writing a realistic fiction story.

Expert Model Features of Realistic Fiction

Realistic fiction is a story that could happen in real life.

• Review the features of realistic fiction. Ask students to recall what they know about realistic fiction that can help them write their own stories.

• The characters act and speak like real people. • The narrator uses words that tell sequence, or the order of events. • The story has a beginning, middle, and end. Analyze an Expert Model Studying “Maria Celebrates Brazil” will help you learn how to write realistic fiction. Answer the questions below.

Analyze an Expert Model • First, we need to analyze an expert model. For us, we will be analyzing “Maria Celebrates Brazil.” It is our example of realistic fiction. • Have students read the Analyze an Expert Model section with a partner to collaborate. • Say: Work with your partner to answer the questions on this page. We will go over your ideas in a few minutes.

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Shared Read (pages 8-13)

COLLABORATE

Reread page 9. How does the author show that Maria has a problem?

The author says “Maria begs,” and the illustration shows she is unhappy. Reread page 12. How do you know that time has gone by in the story?

The author writes, “One week passes.” This tells us that time has gone by. Reread pages 10-11. How does the author show that family members work together to make good decisions?

The parents do not yell. Maria thinks about the work she has done for a year. 34

Unit 1 • Realistic Fiction

Generate Ideas

REALISTIC FICTION

Plan: Brainstorm

As you brainstorm, think about a problem a family member might have or an event that can make family members feel closer.

bogdan ionescu/Shutterstock

Generate Ideas You will write realistic fiction about a family. Use this space for your ideas. Draw and brainstorm words that describe the characters, settings, and events you might write about.

Quick Tip

Unit 1 • Realistic Fiction

• Have students look at page 35. • Tell students that now they are going to write a realistic fiction story about a family. Remind them how important it is to make the characters and events realistic. Tell students they can think about people they know and experiences they’ve had to get ideas for their stories. • Say: Before we begin to write something, we need to come up with ideas. This is called brainstorming. Let’s look at the Quick Tip box first, before you start to generate your ideas. • Read the Quick Tip box together with students. • Say: Read the instructions for generating ideas silently. Then, work in the box to draw and brainstorm words that describe characters, setting, and events you might want to write about.

• Have students list or draw ideas for their stories in the box on page 35. Help them focus on the characters first. Ask: What does your main character say and do? Who are the other family members? Next, students can think about the events in the story. Ask: What is the problem? How do the characters solve it? • Give students time to complete this task. • Walk around the room to help support students as they brainstorm. • Give feedback or ask questions to help students flush out their ideas. (Students’ ideas will vary, but they should include ideas about the prompt and stay true to the realistic fiction genre.)

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GENRE WRITING

Writing Prompt

Plan: Choose Your Topic Writing Prompt Write realistic fiction about a character in a family. Show how the character's feelings change. Use your ideas from page 35. Complete these sentences to help you get started.

Quick Tip Your audience, or readers, may include your classmates or family. Think about how to make your ideas interesting and fun for them to read.

My characters are At the beginning of the story,

In the middle,

At the end,

Purpose and Audience Some authors write realistic fiction to entertain their audience. They may also want to show how people learn and grow. Think about why you chose your characters. Then explain the purpose for writing your story in your writer’s notebook.

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• Have students look at page 36. • Say: Let’s look at some more writing strategies. This page helps us to plan by getting us to think about our topic. • Call on a student to read the Writing Prompt section. • Say: Take some time to think about the characters in your story. Remember your ideas from the previous page. • Give students time to complete the Writing Prompt task before moving to Purpose and Audience. (Answers will vary depending on individual students’ choices, but they should include information about their characters, as well as what a basic summary of what happens at the beginning, middle, and end of their story.)

Unit 1 • Realistic Fiction

Purpose and Audience • Explain that authors often write realistic fiction to entertain and teach readers about people and events. Read the Quick Tip box with students and ask clarifying questions. • Say: Think about what details you can include to make your story realistic and interesting for your audience. Anything that we write that isn’t part of the student book will go in a writer’s notebook. Let’s read together about Purpose and Audience. • Give students time to consider their purpose for writing their story and to record their ideas in their writer’s notebook. T44 G2U1GS1

Develop Sequence

REALISTIC FICTION

Plan: Organization COLLABORATE

Develop Sequence Authors think about the order, or sequence, of events in a story. Read the chart below. Write first, next, and last to show the sequence of events.

First

, the backyard gate is open. Annie’s puppy is gone!

Quick Tip Some words and phrases help show that the story is moving from one part to the next. You can use words like first, later, then, after that, when, finally, and in the end.

, Mom and Dad help look for Daisy. They hear a bark. Last

, they see Annie’s friend Gina. She is holding the puppy! “Daisy wanted to visit my yard,” Gina laughs. Plan In your writer’s notebook, make a chart like the one above. Fill it in with details about what happens at the beginning, middle, and end of your story.

Unit 1 • Realistic Fiction

Plan • Tell students that before they write their stories, they will plan their ideas in a chart like one on this page. • Say: Now, you will be working more in your writer’s notebook. Read the Plan section and complete the task for your story. • Tell students to draw the boxes in their writer’s notebook and plan what happens at the beginning, middle, and end of their stories. As they write, encourage students to think about what sequence words they can use to help the reader understand the order of events.

• Have students look at page 37. • Say: Part of planning our writing is thinking about when different events happen. Let’s read about how to organize and develop the sequence in a story. • Discuss how one even leads to the next. Since the back gate is open, Annie’s puppy escapes. Because the puppy is gone, the parents have to look for the dog. Ask students if it would make sense to begin the story with Gina holding the puppy. (No, we wouldn’t understand why that was important.) • Tell students that authors think carefully about how to order events. They often use sequence words to help readers follow the order. Discuss the sequence words first, next, and last. Ask students to fill in these words on the chart. Then, ask volunteers to name the characters and the setting. Discuss how knowing the characters, setting, and order of events helps readers understand what is happening in a story. • Read the Quick Tip box with students.

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GENRE WRITING

Descriptive Details • Have students look at page 38. • Say: Let’s look at the expert model again. • Explain that authors use details to describe the characters, setting, and events in a story. Ask: Which details tell about the setting? (“bright, hot kitchen”) Which details tell about the characters? (Maria is with her family; Maria speaks English, but her mother Mãe speaks Portuguese.) What do the details tell us about what’s happening? (Maria and her mother are arguing. Maria doesn’t want to go to practice. Mãe says that she has to go because there is a parade next week.) Have students write an opening for their story modeled on the beginning of “Maria Celebrates Brazil.” • Tell students that it’s important to give readers specific details about characters and settings so they can understand the story.

Write a Draft • Say: The very first time you write, we call that a draft. This is the first time the ideas are put on paper. It does not need to be perfect. There are other steps that will help us get it cleaned up. T46 G2U1GS1

Draft COLLABORATE

Descriptive Details The author of “Maria Celebrates Brazil” uses details to describe the characters and setting in the beginning of the story.

Maria and her family are in their bright, hot kitchen. “Please, Mãe, por favor!” Maria begs. Mãe speaks Portuguese. This is the language of Brazil. “No matter how much you beg or plead, you must go to practice. The parade is next week.” Use the paragraphs as a model to start writing. Think about details that describe your setting. Include descriptive details in the words your characters speak.

Write a Draft Look over the chart you made. Use it to help you write your draft in your notebook. Remember to use details that describe, or tell about, your characters, settings, and events. 38

Unit 1 • Realistic Fiction

At this point, we can take all the ideas you have written done in the student book and your writer’s notebook and begin your draft. • Have students review the charts they created during the Plan phase. They will use their charts as they write their drafts. Remind students that their story should have a beginning, middle, and end. Help students organize their ideas into paragraphs with descriptive details and sequence words. • Give students time to work on their drafts. If they are stuck, or need help, ask them questions about their ideas that might help them get back on task. One strategy is to just begin writing from any point in the story. This will get students writing, and they can go back to fill in missing details later.

Strong Openings

REALISTIC FICTION

Revise Strong Openings A strong opening grabs your attention and makes you want to find out what happens next. Read the story opening below. Then revise it. Add details about the character and his problem to make readers interested in the story. Tim had slept late. He needed to make a picnic for Father's Day. Outside his bedroom window, there were clouds. “Tim, wake up!” his mom yelled. Tim had slept late. There was no time to get ready for Father’s Day. He and his mom had made Dad’s favorite pasta salad for a picnic. He rushed out of bed. Outside his window, he saw dark clouds. “Oh, no,” he said to himself. “Rain is going to spoil everything.”

Quick Tip Strong openings can describe a problem a character faces, or has, in the story. Think about details that show what the character feels about the problem. Dialogue, or what a character says, can show strong feelings.

Grammar Connections Pay attention to your end punctuation marks. Use question marks at the end of questions. Use exclamation points when you write sentences that show a strong feeling.

Janet Broxon

Revise It’s time to revise your draft. Include a strong opening that makes your reader want to find out what happens next. Unit 1 • Realistic Fiction

made the opening stronger. Ask: Does this opening make you want to continue reading the story?

Revise • Have students look at the Grammar Connections box before they work. Say: It is important to check for grammar and things like punctuation in your writing. Because you are revising, you can add, change, or remove things if necessary. • Say: Now that you’ve had some practice with revisions, it’s your turn. Be sure you reread your opening and add details and information to make it stronger.

• Have students look at page 39. • Say: Now that you have your first draft written down, you can start the revision process. This means you make improvements on what you have written. • Explain that writers begin a story with a strong opening so that a reader will want to continue reading. A strong opening can include an exciting or funny moment, interesting dialogue, or a striking description. • Point to the Strong Openings section and have students read through it. Before they begin the activity, review the Quick Tip box together to talk more about strong openings. • Read aloud the opening on page 39. Model adding a detail to make the opening stronger. Say: Let’s add a detail to show what Tim’s mother says. Model adding dialogue, such as “Tim! It’s late! Time to get up!” Have students continue adding details to improve the opening, such as describing what Tim had to do or what he saw out of the window. • Have volunteers share their revised version. Discuss details the students added. Then ask them to underline the words, phrases, or sentences in their revisions that Realistic Fiction

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GENRE WRITING

Review a Draft • Have students look at page 40. • Say: Writers often need other people to help them through their revisions. We are going to help each other revise our stories. • Read together the Peer Conference steps. Partners should already be in place to complete this activity. Say: You will listen while your partner reads their work. Once your partner has finished, talk about what you liked about their story. Then, you can ask questions or make suggestions using kind words. Look at the Quick Tip box for other ideas about how to give feedback. • Model using the sentence starters in the Quick Tip box.

Revise: Peer Conferences COLLABORATE

Partner Feedback Write one suggestion that you will use in the revision of your story. Based on my partner’s feedback, I will _______________

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Use these sentence starters to discuss your partner’s work. I enjoyed your story opening because… How about adding details about… I have a question about…

Revising Checklist

After you finish giving each other feedback, reflect on the peer conference. What was helpful? What might you do differently next time?

Revision Use the Revising Checklist to help you figure out what text you may need to move, add to, or delete. Remember to use the rubric on page 43 to help you with your revision.

Partner Feedback • After both partners have given feedback, have students complete the tasks in the Partner Feedback section. • Have students share examples of how they used peer feedback to improve their drafts.

Quick Tip

Does my story fit my purpose and audience? Does it include descriptive details? Does it have a strong opening? Does the story have a beginning, middle, and end?

Unit 1 • Realistic Fiction

Revision • Say: At this point, it’s time to take the feedback you received from your peer conferences and make additional revisions. • Review the Revising Checklist together. Allow students time to implement suggestions. Tell students that the rubric on page 43 can also help with revision. Go over each box so students know how to reach each score. Give students time to consider the feedback they received. • After students have completed their revisions, allow them time to share how their partners’ feedback helped improve their stories.

Edit and Proofread

REALISTIC FICTION

Edit and Proofread When you edit and proofread, you look for and correct mistakes in your writing. Rereading a revised draft several times will help you catch any errors. Use the checklist below to edit your sentences. Editing Checklist Are all sentences complete sentences? Do all questions end with question marks? Do sentences that show strong feelings, such as excitement, end with exclamation points? Do statements end with periods? Are all the words spelled correctly?

• Have students look at page 41. • Tell students that after they have finished their drafts, they must go back to edit and proofread. Say: We are nearly done with the writing process for the realistic fiction stories. At this point, you don’t need to make really big changes. In the Edit and Proofread section, you will make sure your work is ready for publication. When you edit, you can move or add details in a better order, add words to describe your characters or setting, and add words to show sequence. • Proofreading means to correct grammar, usage, punctuation, and spelling. It is often helpful to have someone else read your draft to help edit and proofread it.

Grammar Connections When you revise your writing, make sure that you capitalize the first word in every sentence. Be sure to use the correct end punctuation for all of your sentences.

List two mistakes you found as you proofread your story. 1

Unit 1 • Realistic Fiction

• Give students time to go through their writing to edit and proofread. Ask them to list two mistakes that they found while proofreading their story on the lines provided.

• Read the information at the top of the page with students. Tell them that the Grammar Connections box and the Editing Checklist are all things to consider as they work to put the final revisions on their stories.

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GENRE WRITING

Publishing • Have students look at page 42. • Once their drafts are final, students can prepare for publishing and presenting their work. Published work should be error-free with all illustrations in place. • Say: You have now finished your stories and are ready to publish your work. • Read the Publishing section together with students. Allow students time to create their final copy of the story. Remind them that they can add illustrations or other visuals once their writing is done.

Publish, Present, and Evaluate Publishing Create a clean, neat final copy of your story. You may add illustrations or other visuals to make your published work more interesting. Presentation Practice your presentation when you are ready to present your work. Use the Presenting Checklist to help you. Listening When you listen actively, you pay close attention to what you hear. When you listen to other children's presentations, take notes to help you better understand their ideas.

Listening Checklist

presentation:

Make eye contact with the speaker. Listen for details about characters. Listen for details about a beginning, middle, and end. Identify what the speaker does well. Think of questions you can ask.

Questions I have about .........................................................’s

Presentation

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Sit up or stand up straight. Look at the audience. Speak slowly and clearly. Speak loud enough so that everyone can hear you. Answer questions using details from your story.

What I learned from .........................................................'s

presentation:

• Say: You will have the opportunity to present your story and any illustrations or visuals to the whole class. To prepare for the presentation, practice a few times and refer to the Presenting Checklist.

Presenting Checklist

Unit 1 • Realistic Fiction

Listening • Say: Before we get to the presentations, we need to talk about how to be a good audience. Let’s look at the Listening section. • Read the Listening section together with students. Review the Listening Checklist. • Say: As you listen to your classmates’ presentations, take some notes about what you hear. You can refer to the prompts on this page but record your notes in your writer’s notebook. • Depending on the number of students, this will likely take the longest time.

Evaluate

REALISTIC FICTION Evaluate After you publish and present your story, use the rubric below to evaluate your writing. 1

What did you do successfully?

What needs more work?

4 • tells a lively, realistic fiction story about a character in a family • begins with a strong, detailed opening • has a clear beginning, middle, and end • is free or almost free of errors

3 • tells a story about a character in a family • begins with a strong opening • has a beginning, middle, and end • has few errors

• tries to write realistic fiction but details are unclear

• does not focus writing on the genre or topic

• lacks a strong opening

• does not sequence events into a beginning, middle, and end

• makes an effort to sequence events and create a beginning, middle, and end • has many errors that distract from the meaning of the story

• lacks an opening

• has many errors that make the story hard to understand

Unit 1 • Realistic Fiction

• Have students look at page 43. • Explain that rubrics show what is expected from the assignment and how it will be evaluated. Ideally, students should look at rubrics before they begin writing in order to fulfill all the requirements. When they finish, they should evaluate their work. • Say: After you have presented, evaluate your writing using the rubric on page 43. Think about what you did successfully and what you think needs more work. Write down your ideas on the lines. • Have students exchange stories with a partner and give the partner a score. Remind them to be respectful. When they are finished, have students reflect on the effectiveness of the collaboration and on their progress as writers. Have them note where they need improvement, and set writing goals.

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