Wonders READING/WRITING COMPANION 2.4 by twoponds_

NEW EDITION

Grade 2 • Unit 4

McGraw Hill

9 789814 923705

READING/WRITING COMPANION

CYAN MAG YELO BLACK BLUE

ISBN: 978-981-4923-70-5

PHX MAC #1448246 03/02/18

READING/WRITING COMPANION 2.4

UNIT 4

NEW EDITION

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Cover: Nathan Love, Erwin Madrid

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Wonders New Edition Reading/Writing Companion Grade 2 Unit 4 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 Reading/Writing Companion Grade 2 Unit 4 Original ISBN: 978-0-07-901814-4 Original MHID: 0-07-901814-9 Send all inquiries to: McGraw-Hill Education 1 International Business Park #01-15A The Synergy, Singapore 609917 When ordering this title, please use ISBN: 978-981-4923-70-5 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 , SPE AK , 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: Our Culture Makes Us Special. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Vocabulary

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

SHARED READ Happy New Year!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Comprehension Strategy: Visualize . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Genre Study: Realistic Fiction [Point of View]. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Comprehension Skill: Compare and Contrast. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Vocabulary Strategy: Similes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Research and Inquiry: Primary and Secondary Sources. . . . . . . . . . . . . . . . . . . . . 19 Vocabulary

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

PAIRED READ Games Around the World. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Grammar: Linking Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Grammar: Helping Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Susan Swan

Genre Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

iv iv

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TU L S DI

4 UNIT

GENRE STUDY 2 EXPOSITORY TEXT

ENCE CI

Key Concept: Earth Changes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Vocabulary

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

SHARED READ Into the Sea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Comprehension Strategy: Reread. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Genre Study: Expository Text [Subheadings and Bold Print]. . . . . . . . . . . . . . . 53 Comprehension Skill: Cause and Effect. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Vocabulary Strategy: Sentence Clues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Research and Inquiry: Sequence Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Vocabulary

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

PAIRED READ To the Rescue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Grammar: Irregular Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Grammar: Contractions with Not . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Presselect/Alamy

Genre Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

SOCIA

GENRE STUDY 3 EXPOSITORY TEXT Key Concept: Different Places . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Vocabulary

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

SHARED READ Alaska: A Special Place. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Comprehension Strategy: Reread. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Genre Study: Expository Text [Maps and Map Keys]. . . . . . . . . . . . . . . . . . . . . . . . . 91 Comprehension Skill: Compare and Contrast. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Vocabulary Strategy: Compound Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Research and Inquiry: Choosing a Topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Vocabulary

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

PAIRED READ African Savannas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Grammar: Use Conjunctions to Form Compound Subjects. . . . . . . . . . . . . . . . . . . . . 104 Grammar: Use Conjunctions to Form Compound Predicates. . . . . . . . . . . . . . . . . . . . 105 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Joel Garlich-Miller/U.S. Fish & Wildlife Service

Genre Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108

TU L S DI

4 UNIT

vii John R. Delapp/Design Pics Inc/Alamy

Key Concept Our Culture Makes Us Special

Essential Question How are kids around the world different?

Unit 4 • Realistic Fiction

COLLABORATE

The children in the photo are playing a game called cricket. It is played in countries around the world. To play cricket, you hit a ball with a bat. Then you run towards the other end of the field to score. Talk with a partner about what is happening in the photo.

• play on a team • play on a field

• hit a ball • catch a ball

• score points • try to win

Same

COLLABORATE

(bkgd) Image Source Trading Ltd/Shutterstock; (l to r) Fotokostic/Shutterstock; Suzanne Tucker/Shutterstock; Marmaduke St. John/Alamy; ChaiyonS021/Shutterstock

Your Turn What games are special to your culture? How are these games and cricket the same or different? Write your ideas in the chart. Use the photos and words to help you.

• have fun • work together

Different

Talk with a partner about your ideas. Unit 4 • Realistic Fiction

VOCABULARY

band

n. a group of people who sing and play instruments together

The band started to play cheerful music. Would you like to be in a band? Why or why not? carve

v. make something by cutting away a material

I saw the woman carve flowers on the watermelon.

(t to b) Mary-Ella Keith/Alamy; KAMONRAT/Shutterstock; Ariel Skelley/Blend Images LLC; Rawpixel.com/Shutterstock

For which American holiday do people carve pumpkins into jack-o’-lanterns? customs

n. habits or traditions of a society

A turkey dinner and a family gathering are Thanksgiving customs. Tell about your family customs. fancy

adj. made in a way that is decorative; not plain

Everyone wore a fancy costume. Do you own any fancy things? What are they? 4

Unit 4 • Realistic Fiction

SHARED READ favorite

adj. best liked; especially loved

My favorite fruit is watermelon. What is your favorite fruit? firecrackers

n. fireworks that explode with a very loud noise

We heard lots of firecrackers at the festival.

holiday

(t to b) Stuart Pearce/Pixtal/AGE Fotostock; Victori66na/Shutterstock; Dynamic Graphics Group/Creatas/Alamy; sergeiminsk Â/123RF

Have you ever heard firecrackers? Are they quiet or loud?

n. a day that celebrates something special

My family gathered to celebrate the holiday. How do you celebrate your favorite holiday? hung

v. stayed in the air

The sun hung high in the sky. Make your own sentence. “

hung in the sky.”

Unit 4 • Realistic Fiction

VOCABULARY lasts

v. happens for a certain amount of time

The shooting star only lasts for a few seconds. Is there a holiday that lasts for more than one day in your country? leaped

v. made a large jump from one place to another

The frog leaped through the air. Look at the photo. Why do you think the frog leaped?

(t to b) Sede19/Shutterstock; Avalon.red/Alamy; Lisa-S/Shutterstock; Fascinadora/Shutterstock

snapped

v. broke apart while making a loud cracking sound

The tree snapped into pieces. Look at the photo. Why do you think the tree snapped? sprinkled

v. dropped in small pieces over something else

Sugar sprinkled down on the cake. Make your own sentence. “Water sprinkled on 6

Unit 4 • Realistic Fiction

.”

SHARED READ surrounded

v. was everywhere around something

We were surrounded by flowers. How does it feel to be surrounded by your friends? travels

v. goes from place to place

The car travels along the road. What kind of transportation travels on seas and oceans?

v. think about and want to know about

(t to b) Chernikovy Sisters/Shutterstock; Andrey Armyagov/Shutterstock; Soloviova Liudmyla/Shutterstock

wonder

I wonder when it will stop raining. What are some things you wonder about?

COLLABORATE

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

Unit 4 • Realistic Fiction

SHARED READ TAKE NOTES Use the title and illustrations to write a prediction about what happens in the story. 03

As you read, make note of: Interesting Words Key Details

How are kids around the world different? Read about a girl celebrating the New Year holiday in the United States and China.

Essential Question

Unit 4 • Realistic Fiction

REALISTIC FICTION

I celebrated the New Year twice in one year. Do you wonder how? I celebrated the holiday in the United States and then in China.

FIND TEXT EVIDENCE Read Paragraph 1

Point of View Draw a box around the pronouns that show the story is written in the first person.

On December 31, our city had a celebration to welcome the New Year. This celebration began with a parade. A band played music, and I got my face painted like a lion. Then I watched a man carve animals from ice. We were surrounded by fun!

Paragraph 2

Visualize List two details that tell why the girl says, "We were surrounded by fun!"

Just before midnight, everyone went to the park. The crowd counted down the last seconds of the old year. Then came my favorite part, the thing I like most. Pop! Pop! Pop! Fireworks, like a shower of colorful lights, sprinkled down from the sky.

Reread

Author's Craft

Unit 4 • Realistic Fiction

Susan Swan

How does the author help you understand what the fireworks sound like? 9

SHARED READ FIND TEXT EVIDENCE Read Paragraph 1

Simile Circle the words the girl uses to describe how the plane travels over the ocean. Paragraph 2

Compare and Contrast What two parts of New Year's Eve are like the celebration in the United States?

Reread

Author's Craft

Why does the author include a description of the family dinner on New Year's Eve? 10

Unit 4 • Realistic Fiction

Then my family took a plane to China. A plane is huge and travels over the ocean like a whale in the sky. We celebrated the New Year with Grandma. This celebration is different than in the United States. It lasts for fifteen days, not just one night. After we arrived, Grandma surprised me with new red clothing. She said red brings good luck. On New Year’s Eve, we went to Grandma’s house. I learned many interesting Chinese customs. One custom is to have a family dinner that includes tasty dumplings. Then we stepped outdoors to watch a big parade. At the end, a rainbow of firecrackers snapped and popped in the sky!

Later that week, we watched the Chinese lion dance. I had never seen anything like it before. Each pair of dancers wore a fancy lion costume made of cloth as yellow as the Sun. The dancers leaped through the air and did amazing tricks!

REALISTIC FICTION FIND TEXT EVIDENCE Read Paragraph 2

Visualize Circle words that help you visualize the Moon. What lights up the night at the Lantern Festival?

We went to the Lantern Festival on the last day. The full Moon hung like a balloon in the dark sky. Everyone made paper lanterns that lit up the night.

The two celebrations were different. They were the same, too. They had one thing in common. They were both exciting family celebrations to welcome the New Year!

Paragraph 3

Compare and Contrast Underline what the celebrations have in common.

Make Connections How is the New Year's celebration in China different from the celebration in the United States? ESSENTIAL QUESTION

Summarize

Compare the New Year’s celebrations in the story to how you and your family celebrate the New Year. TEXT TO SELF

Unit 4 • Realistic Fiction

Susan Swan

Use the most important details from "Happy New Year!" to orally summarize how the narrator celebrates the New Year. 11

COMPREHENSION STRATEGY

Reread

Visualize

Quick Tip

When you visualize, you use the author’s words to form pictures in your mind about a story. This strategy will help you to clarify the description, or details, of each event. FIND TEXT EVIDENCE When you read the last two sentences on page 10, use the author’s words to help you visualize the event that is happening in the story. Page 10

Then we stepped outdoors to watch a big parade. At the end, a rainbow of firecrackers snapped and popped in the sky!

COLLABORATE

Unit 4 • Realistic Fiction

Pay attention to words that tell about actions and words that describe sensory details, such as how something looks or sounds.

When I reread, “At the end, a rainbow of firecrackers snapped and popped in the sky!” I can picture in my mind the end of the parade. I see a rainbow of different colors in the sky as the firecrackers pop and snap.

Your Turn Reread the first paragraph on page 11. Discuss the Chinese lion dance. What words help you visualize the dancers? Reread to find the answer.

SHARED READ

GENRE STUDY

REALISTIC FICTION

Reread

Point of View

Readers to Writers

“Happy New Year!” is a realistic fiction story. It has made-up characters, settings, and events that could be real. Realistic fiction is sometimes written in the first person. FIND TEXT EVIDENCE I can tell that “Happy New Year!” is realistic fiction because the events in the story could be real events. The story is told by a person who could be real.

When you read or write realistic fiction, ask questions about the characters. Do they act or speak like people you know? How do they feel? What details help you know that they are like people in real life?

Point of View Realistic fiction sometimes uses the first person. A character uses words such as I, me, we, our, my, or us to tell the story.

COLLABORATE

Your Turn Why did the author write in the first person? How does this help you understand the main character?

Susan Swan

Page 9

SHARED READ

Unit 4 • Realistic Fiction

COMPREHENSION SKILL

Compare and Contrast

Quick Tip

Authors compare events in a story by showing how the events are alike. They contrast events by showing how the events are different. FIND TEXT EVIDENCE On page 10 of “Happy New Year!” I can see that the author compares how long the New Year's celebrations in China and the United States last. The signal word different tells me that the author is comparing and contrasting details.

How long it lasts

China

one night

fifteen days

Your Turn Continue rereading the story. Compare and contrast the celebrations in the story and fill in the information in the graphic organizer.

Susan Swan

COLLABORATE

The United States

Unit 4 • Realistic Fiction

Authors often use signal words and phrases, such as both, same, in common, or different, to compare and contrast events in a story.

Reread

How long it lasts

SHARED READ

The United States

China

one night

fifteen days

Entertainment

What People Create

Other Family Activities

Unit 4 • Realistic Fiction

RESPOND TO READING COLLABORATE

Discuss Work with a partner. Use the discussion starters to answer the questions about “Happy New Year!” Write the page numbers.

Questions 1 How is the New

Year's celebration in China different from the celebration in the United States? 2 How do children in

China dress during the New Year's celebration? 3 What events

take place during the New Year's celebration in China? 16

Unit 4 • Realistic Fiction

Discussion Starters I read that the celebration in China lasts for . . .

Text Evidence Page(s):

One custom in China is . . .

Children in China wear . . .

Page(s):

This is because . . .

Chinese children watch . . . On the last day they see . . .

Page(s):

Reread

SHARED READ

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

How do children celebrate the New Year in China? Children in China celebrate the New Year for During the New Year's celebration, children wear During the celebration, children watch Chinese children go to see

Susan Swan

Unit 4 • Realistic Fiction

VOCABULARY STRATEGY

Reread

SHARED READ

Similes A simile uses the words like or as to compare two different things. To understand a simile, figure out how an author compares one thing to another. FIND TEXT EVIDENCE

I read "fireworks, like a shower of colorful lights." I see the word like, so this must be a simile. The author compares the fireworks to a shower of colorful lights to describe how they sprinkle down from the sky. Fireworks, like a shower of colorful lights, sprinkled down from the sky.

COLLABORATE

Your Turn Find the similes with the words below. Tell what the author is comparing. cloth, page 11:

Susan Swan

full Moon, page 11:

Unit 4 • Realistic Fiction

SOCIA

RESEARCH AND INQUIRY

Primary and Secondary Sources Primary sources are original items. They might be created by someone who took part in an event. Examples of primary sources are letters, interviews, and photos.

What is another example of a primary source? Secondary sources include textbooks and encyclopedias. They are created by someone to give information about an event, person, or topic.

Quick Tip Primary sources can help you understand people now and in the past. Think about things in your home or classroom, such as a notebook or journal. How might they help someone learn more about you or understand you?

Celebration Chart With a partner, make a chart about a celebration from another place. Use primary and secondary sources to include important details about the celebration. My celebration is What I want to know about the celebration:

Discuss what sources you might use in your research. Think about which sources are primary and which are secondary sources.

McGraw-Hill Education

COLLABORATE

TU L S DI

e Integrat

Unit 4 • Realistic Fiction

VOCABULARY

crawl

v. move forward on hands and knees

The baby likes to crawl. What parts of your body do you use to crawl? free

v. allow someone or something to move

We should free animals to let them live in nature. (t to b) Monkey Business Images/Shutterstock; Petrenko Andriy/Shutterstock; Iakov Filimonov/Shutterstock; Noam Armonn/Shutterstock

If you could, which animal would you free from the zoo? freeze

v. stop suddenly and become completely still

Each player should freeze when the music stops in this game. Let’s try this game. Everyone, keep moving until I say “freeze!” string

n. a long thin rope

The cat is playing with a ball of string. Name two things string can be used for. 20

Unit 4 • Realistic Fiction

PAIRED READ stuck

adj. unable to move

The car was stuck in the mud. Tell about a time you got stuck somewhere.

tag

n. a game where the person who is “it” chases and catches someone else

We like to play tag at the park. Do you like to be “it” in the game of tag? Why or why not?

twists

n. bending or turning your body in different directions

We do a lot of twists in the yoga class.

COLLABORATE

(t to b) Goga Shutter/Shutterstock; stefanolunardi/123RF; fizkes/Shutterstock

Can you do twists with your body? Your Turn Pick three words. Write three questions for your partner to answer.

Unit 4 • Realistic Fiction

PAIRED READ FIND TEXT EVIDENCE Read

Essential Question How are kids around the world different? Read about games played by children around the world.

World Map

Paragraph 1

Underline the kinds of games that are played indoors. Write the answer.

Paragraph 2

Name one thing that is a part of a country’s customs. 05

Look at the map on this page. Why do you think two places are circled on the map?

play? Do you like outdoor games where you move around? Maybe you like to play board or computer games together indoors. Kids around the world play different games together. Games are part of a country’s customs.

Here are some of the games kids play in countries around the world.

What games do you and your friends like to

Unit 4 • Realistic Fiction

Stuck in the Mud

EXPOSITORY TEXT

Tag is a common kind of

FIND TEXT EVIDENCE

game. Children all around the world play tag games.

Read

Kids in Australia play a

Paragraph 1

Draw a box around what “it” does in “stuck in the mud.”

tag game called “stuck in the mud.” One person is “it.” This person tags other players. A tagged player must

Paragraph 1

How does the “stuck in the mud” game end?

freeze in place, as if stuck in a tagged player. To free a player, you crawl between that person’s feet. The

These children in Australia are playing “stuck in the mud.”

Paragraph 2

Underline the three sentences that tell how Oware is played. What does the game help children do?

game ends when everyone is stuck in the mud.

Oware Children in Ghana play a board game called oware (oh-wah-ruh). Oware is

one of the oldest games in the world that people still play. Two players

use a wooden game board with 12

(t) Cultura Creative/Alamy (b) Marion Kaplan/Alamy

sticky mud. Other players can free

small cups in it. Players have 48 game COLLABORATE

pieces. Usually, these are nuts, beans,

Talk with a partner about the games you and your friends like to play. Use the details in the text to support your ideas.

or pebbles. Players must plan how to move the pieces from cup to cup. The game helps you become good at math.

These boys from Ghana are playing oware.

Unit 4 • Realistic Fiction

PAIRED READ

World Map

FIND TEXT EVIDENCE Read Paragraph 1

Circle how long children have been playing jump rope. Write the answer.

Jump Rope

Paragraph 1

How did jump rope come to America?

jump rope for hundreds of years. All you need is a piece of rope! Settlers from the Netherlands brought this game to America long ago.

Today, some games are played

with more than one rope.

Paragraph 2

Underline the detail that tells what kind of tricks jumpers can do. Write the answer. Iakov Filimonov/Shutterstock

Boys and girls around the world have played

Jumpers can do tricks like twists and turns. There are even contests to see who can jump the most times or do the best tricks.

In this game of jump rope, the girl in the middle has to jump over the rope.

Unit 4 • Realistic Fiction

Snail

EXPOSITORY TEXT

Children in France play the game escargot (eh-skaar-gow).

FIND TEXT EVIDENCE

Escargot is the French word for

Read

snail. It is like American hopscotch. with chalk. They mark off boxes inside its shell. Then kids hop to the center. Players

What American game is escargot similar to?

The children playing escargot (snail hopscotch) must hop on one foot through the chalk snail.

can’t put both feet down or they lose a turn.

Ayatori

Paragraph 2

Circle what kids can make with string when they play ayatori.

In Japan, kids play a game with string called ayatori (ay-uh-toh-ree). To play, kids make a loop with the string. Then

Paragraph 2

they wrap the string around their fingers

How many people can play ayatori?

to make shapes. For example, they make the string look like a broom or a ladder. The game is played alone or with a friend.

They are playing ayatori.

(tl) Andia/Alamy (tr) Gregor Schuster/Corbis (b) Digital Archive Japan/Alamy Images

Children draw a large snail on the ground

Paragraph 1

Kids around the world play different games. No matter where they live, they know how to have fun! COLLABORATE

Talk with a partner about the different games children play around the world. Use the details in the text to support your ideas.

Make Connections How are the games that kids around the world play different? ESSENTIAL QUESTION How are these games similar to the games you and your friends play? TEXT TO SELF

Unit 4 • Realistic Fiction

Reread

PAIRED READ How does the author organize the selection?

COLLABORATE

Talk About It Reread pages 22 and 24. Talk about how the beginning of the selection and the section called "Jump Rope" are alike and different. Cite Text Evidence Write about details that make the parts of the selection alike and different.

Write The author organizes the selection ��

Unit 4 • Realistic Fiction

Quick Tip Look at the subheadings and the graphics to find clues about how the author organized the text.

Maps

Quick Tip

Authors use maps to show places in the world that they tell about in the text. FIND TEXT EVIDENCE Take a second look at the maps and subheadings. Think about how the author organized these text features. Write the color the author uses for each country on the lines below.

Australia

Ghana

United States

France

As you read informational text, pay attention to the graphics. Authors use maps and photos to help readers find information that is not in the text. Think about what the author wants you to know.

Japan

Why did the author use the same colors for the countries as he did for the subheadings and borders around the photos and captions? Write your answer on the lines below. ��

Unit 4 • Realistic Fiction

GRAMMAR

Linking Verbs • A linking verb connects the subject with the rest of the sentence. • Linking verbs do not show action. • The verb be can be a linking verb, and includes am, is, are, was, and were. FIND TEXT EVIDENCE What is happening? Underline the linking verb.

We were surrounded by fun!

COLLABORATE

Your Turn A. Underline the linking verbs. 1. There are fireworks in the sky. 2. New Year’s Eve is on December 31st. 3. I am with my family.

Quick Tip Linking verbs can show ideas from the past. Last week, we were in New York.

4. We were in China.

Susan Swan

B. Add a linking verb and other words to complete the sentence. at school. 28

Unit 4 • Realistic Fiction

Helping Verbs • A helping verb helps the main verb. • The verbs be and have can be helping verbs, and include am, is, are, was, were, have, has, and had. FIND TEXT EVIDENCE What is happening? Underline the helping verb.

I had never seen anything like it. Your Turn A. Underline the helping verbs. 1. We had visited New York before.

Quick Tip The helping verbs am, is, and are are used to talk about action in the present. The verbs was, were, have, has, and had are used to talk about action in the past.

2. I was looking at the crowd. 3. We have left China. 4. They are smiling at us.

B. Complete the sentence with a helping verb and a main verb. The rain from the sky. Susan Swan

COLLABORATE

Unit 4 • Realistic Fiction

e Integrat

MAKE CONNECTIONS What have you learned from the selections you read and the photo about how kids around the world have fun?

COLLABORATE

Talk About It Look at the photo and read the caption. Talk with a partner about where kids can go to play in Paris, France. Text Evidence With a partner, circle a clue that tells what the kids are playing with in the caption.

Quick Tip You can make personal connections to the ways you have fun with your friends. Think about the games you like to play and how playing them makes you feel.

Write The selections I read and this photo help me understand how kids around the world ��

Michael Owston/Photoshot

�� Kids in Paris, France, play with toy sailboats in a city park. They use a breeze to power their boats across the pool of water. 30

Unit 4 • Realistic Fiction

SOCIA

RESEARCH AND INQUIRY

Present Your Work COLLABORATE

TU L S DI

e Integrat

Quick Tip

With your partner, plan how you will present your Celebration Chart 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.

Practicing your presentation will help you share your ideas with others. It will give you confidence, too!

Presenting Checklist

An interesting fact I learned about a celebration is ______________________________________________ ______________________________________________

Practice your presentation in front of a friend. Speak clearly, and emphasize the most important ideas. Use drawings, photos, or digital media. Try to look at the people in the audience.

I would like to know more about ______________________________________________ ______________________________________________

Unit 4 • Realistic Fiction

GENRE WRITING

Expert Model Features of Realistic Fiction

Shared Read (pages 8-11)

• Authors write a realistic fiction story to entertain and teach us about other people and places.

Word Wise

• It is sometimes written in the first person. • It can have a text structure that compares and contrasts. Analyze an Expert Model Studying "Happy New Year!" will help you learn how to write realistic fiction. Reread pages 8-11. Then answer the questions below. COLLABORATE

How does the author use a sequence of events to tell the story? How do you know that the family is having a good time?

Unit 4 • Realistic Fiction

In "Happy New Year!" the main character is never named. The author uses first-person pronouns, such as I, my, and we, throughout the story to help readers understand that the events are described in the first person.

REALISTIC FICTION

Plan: Brainstorm

Quick Tip As you brainstorm interesting places, think about places you have visited and places you have learned about or would like to visit.

Hayati Kayhan/Shutterstock

Generate Ideas You will write realistic fiction about a character who has visited two places. Use this space for your ideas. Draw and brainstorm words and pictures about the places your character has visited. Then think about how you will describe each place.

Unit 4 • Realistic Fiction

GENRE WRITING

Plan: Choose Your Topic COLLABORATE

Quick Tip

Writing Prompt Write a story about a character who has visited two places. Your character will describe the places in a letter. Use your ideas from page 33. Complete these sentences to help you get started. The places my character tells about are

The places are alike because

The places are different because

iStockphoto.com/RainerPlendl

Purpose and Audience Some authors write realistic fiction because they want to teach their readers about the world around them. Authors may also want to entertain their audiences. Think about why you chose the places for your story. Then explain the purpose for writing your story in your writer’s notebook. 34

Unit 4 • Realistic Fiction

Your audience, or readers, may include your classmates or family. Think about how to make the places in your story interesting or fun for them to read about.

REALISTIC FICTION

Plan: Ideas

Word Wise

Develop Details Authors write ideas about settings to develop details in a story. Read the chart below. The author wrote details about a beach in the summer and a park in the winter. Circle the details that describe what the places are like. Underline details that give information about what the characters do in those places. Setting 1

Setting 2

Beach in Summer

Park in Winter

Details

Air smells like salty ocean.

I play in snow.

I play in warm sand.

Snow covers everything.

Waves are crashing.

It's still and quiet.

Dad and I build a sandcastle.

My sisters make a snowman.

Use describing words to create a picture of each place that is part of your story. Descriptive writing tells how something looks, sounds, feels, smells, or tastes.

Plan In your writer’s notebook, make a Setting Details Chart like the one above. Fill it in with details about the places your character is writing about.

Unit 4 • Realistic Fiction

GENRE WRITING

Draft COLLABORATE

Compare and Contrast The author of “Happy New Year!” compares and contrasts a holiday that takes place in two places. Reread the first paragraph of page 9. The author introduces the two settings in the beginning of the story. Now use this paragraph as a model to introduce your two places. Include a detail about each place that makes your audience want to read more. Write in the first person.

Susan Swan

Write a Draft Use your Setting Details Chart to help you write your draft in your writer's notebook. Remember to compare and contrast each place the narrator describes.

Unit 4 • Realistic Fiction

Grammar Connections The verb be has special forms. Read the past-tense forms of be in sentences. I was here yesterday. The girl was in the park yesterday. They were in class yesterday.

REALISTIC FICTION

Revise

Quick Tip

Voice Authors use describing words, details, and punctuation to show a character’s feelings. Read the letter below. Revise the body of the letter to show how the narrator feels about a celebration in his neighborhood. Dear Ben, Saturday, my street had a block party. There were games. Mrs. Lee brought pies. Does your neighborhood have a block party, too? Sincerely, Miguel

Add missing details and the feelings of your character to add interest to your writing. An exclamation point (!) can show when the character feels strongly about something.

Grammar Connections The first word is capitalized in a letter's salutation ("Dear Ben,") or conclusion ("Sincerely,"). Always capitalize the days of the week and months of the year in your writing.

Revise It’s time to revise your draft. Include details that show your character's feelings.

Unit 4 • Realistic Fiction

GENRE WRITING

Revise: Peer Conferences Review a Draft Listen carefully as a partner reads his or COLLABORATE

her work aloud. Begin by telling what you liked about the draft. Make suggestions that may make the writing stronger.

Partner Feedback Write one of your partner’s suggestions that you will use in the revision of your story. Based on my partner's feedback, I will 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. 38

Unit 4 • Realistic Fiction

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

Revising Checklist Does my story fit my purpose and audience? Does it include descriptive details? Did I show how two locations are alike and different? Does the narrator tell the story in the first person? Is the story written correctly as a letter?

REALISTIC FICTION

Edit and Proofread

Grammar Connections

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 Do all sentences begin with a capital letter and end with a punctuation mark? Did you write in the first person, using pronouns like I and me? Did you use linking verbs correctly? Did you use correct punctuation in the story's letter? Did you capitalize the months, days of the week, and the salutation and conclusion of the story's letter?

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

Make sure verbs are spelled correctly. Check that you used the correct forms of be in the present tense and in the past tense: am/was; is/was; are/were.

Tech Tip Spell Checkers are useful tools when you use a computer for your writing, but they might not catch some mistakes. For example, a spell checker will not know if you wrote there when you meant to write their. You have to do your own careful reading to find these errors.

Unit 4 • Realistic Fiction

GENRE WRITING

Publish, Present, and Evaluate Publishing Create a clean, neat final copy of your story. As you write your final draft, be sure to print neatly and legibly. 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.

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

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

Listening Checklist

presentation:

Make eye contact with the speaker. Listen for details about the settings. Listen for how the settings are alike and different. Identify what the speaker does well. Think of questions you can ask.

Questions I have about .........................................................’s presentation:

Presenting Checklist

Unit 4 • Realistic Fiction

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

What did you do successfully?

What needs more work?

• is written as a lively letter in the first person point of view

• is mostly written as a letter in the first person point of view

• includes rich descriptive details

• includes descriptive details about two locations

• clearly compares two locations • is free or almost free of errors

• compares two locations • has few errors

• is not written correctly as a letter and changes the point of view • includes few details • comparisons are unclear • has errors that distract from the meaning of the story

• does not have a clear letter format or point of view • lacks descriptive details • lacks comparisons • has many errors that make the story hard to understand

Unit 4 • Realistic Fiction

NEW EDITION

Grade 2 • Unit 4

McGraw Hill

9 789814 923705

READING/WRITING COMPANION

CYAN MAG YELO BLACK BLUE

ISBN: 978-981-4923-70-5

PHX MAC #1448246 03/02/18

READING/WRITING COMPANION 2.4

UNIT 4

NEW EDITION

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