Wonders READING/WRITING COMPANION 3.1 by twoponds_

NEW EDITION

CYAN MAG YELO BLACK HEX.GREEN

ISBN: 978-981-4923-73-6

McGraw Hill

Grade 3 • Unit 1

PHX MAC #1448252 03/07/18

READING/WRITING COMPANION 3.1

READING/WRITING COMPANION 9 789814 923736

UNIT 1

NEW EDITION

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Wonders New Edition Reading/Writing Companion Grade 3 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 Reading/Writing Companion Grade 3 Unit 1 Original ISBN: 978-0-07-901851-9 Original MHID: 0-07-901851-3 Send all inquiries to: McGraw-Hill Education 1 International Business Park #01-15A The Synergy, Singapore 609917 When ordering this title, please use ISBN: 978-981-4923-73-6 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 NARRATIVE NONFICTION Key Concept: Communities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Vocabulary

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

SHARED READ Room to Grow. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Comprehension Strategy: Ask and Answer Questions. . . . . . . . . . . . . . . . . . . . . . 14 Genre Study: Narrative Nonfiction [Subheadings and Maps]. . . . . . . . . . . . . . . 15 Comprehension Skill: Sequence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Vocabulary Strategy: Compound Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Research and Inquiry: Using a Map. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Vocabulary

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

PAIRED READ Sharing Cultures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Grammar: Sentences and Fragments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Grammar: Commands and Exclamations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Meryl Treatner

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

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TU L S DI

UNIT

SOCIA

TU L S DI

GENRE STUDY 2 REALISTIC FICTION Key Concept: Traditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Vocabulary

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

SHARED READ The Dream Catcher. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Comprehension Strategy: Visualize . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Genre Study: Realistic Fiction [Illustrations and Dialogue]. . . . . . . . . . . . . . . . . 53 Comprehension Skill: Sequence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Vocabulary Strategy: Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Research and Inquiry: Generate Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Vocabulary

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

PAIRED READ Family Traditions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Grammar: Subjects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Grammar: Predicates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Richard Johnson

Genre Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

GENRE STUDY 3 BIOGRAPHY S

UNIT

Key Concept: Inventions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Vocabulary

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

SHARED READ Mary Anderson’s Great Invention. . . . . . . . . . . . . . . . . . . . . . . 86 Comprehension Strategy: Ask and Answer Questions. . . . . . . . . . . . . . . . . . . . . 92 Genre Study: Biography [Diagrams and Sidebars] . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Comprehension Skill: Cause and Effect. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Vocabulary Strategy: Metaphors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Research and Inquiry: Mind Maps. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Vocabulary

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

100

PAIRED READ Lighting the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Grammar: Simple Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Grammar: Compound Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

Malene Laugensen

Genre Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

ENCE CI

vii Malene Laugensen

Key Concept Communities

Essential Question How do people from different cultures contribute to a community?

Unit 1 • Narrative Nonfiction

COLLABORATE

David is sharing his culture at a Native American dance festival in his community. Learning about other cultures is important. Communities grow when people share their cultures. Talk with a partner about what is happening in the photograph. Your Turn How can people share cultures to help their community grow? Write your ideas in the web. Use the photographs and words to help you. 안녕하세요

• learn languages • share stories

• play music • sing new songs

• try different foods • learn new ways to cook

(bkgd) Philip Scalia/Alamy; (l to r) Cropper/Alamy; Rawpixel.com/Shutterstock; ChameleonsEye/Shutterstock; Artit Wongpradu/Shutterstock

• traditional dances • traditional costumes

Sharing Cultures to Help Communities Grow

Talk with a partner about your ideas. COLLABORATE

Unit 1 • Narrative Nonfiction

VOCABULARY

admires

v. looks

at something and thinks that it is attractive

My dad admires the view from the mountain top. Make your own sentence. “He admires the

bowed

v. moved

from the mountain top.”

the top half of your body forward to greet or show respect

The children bowed to the audience after the play.

(t to b) Ingram Publishing/SuperStock; April Riehm/Image Source; Rawpixel.com/Shutterstock; ©mark/Shutterstock

When was the last time you bowed to someone? Why did you do it?

community

n. all

the people who live in the same area

Many people in my community work together. What do people in your community do together?

compact

adj. using

little space

Mr. Smith’s compact car fit nicely in the parking space. What compact items do you have? 4

Unit 1 • Narrative Nonfiction

SHARED READ contribute

v. give

money, goods, or your time to help others

The children contribute to the garden every weekend. How do you contribute to your family? What do you do for them?

crammed

v. forced

things into a small space

We crammed the clothes into the bag. Make your own sentence. “I crammed my

adj. not

(t to b) Rawpixel.com/Shutterstock; LSaloni/Shutterstock; Laborant/Shutterstock; Monkey Business Images/Shutterstock

different

into my backpack.”

the same as someone or something

These blocks have different shapes. How many different pencils do you have in your pencil case?

practicing

v. doing

something over and over to get better

Kyle was practicing playing the piano. Make your own sentence. “I was practicing playing the

yesterday.”

Unit 1 • Narrative Nonfiction

VOCABULARY pronounce

v. make

the sounds of letters or words

Cindy can pronounce French words correctly. How do you pronounce your last name?

proud

adj. pleased

or happy about something you have done, someone you know or something you own

They were so proud of their perfectly baked muffins.

(t to b) fizkes/Shutterstock; Marcos Mesa Sam Wordley/Shutterstock; JSKphotog/Shutterstock; Iakov Filimonov/Shutterstock

What have you done that you are proud of?

scared

adj. frightened

or worried

Our dog hides during storms because he gets scared. When do you get scared?

served

v. gave

someone food or drink

The waitress came over and served dessert. Make your own sentence. “The waiter served 6

Unit 1 • Narrative Nonfiction

after we had the soup.”

SHARED READ shade

n. a

dark and cool area where the light from the sun does not reach

Zach is sitting in the shade of the tree. What do you like to do in the shade of a tree?

stirred

v. mixed

food or liquid in a circular movement with a spoon or other object

Mom stirred the soup with a spoon. Make your own sentence. “My dad stirred his

tumbled

before drinking it.”

fell or hung down loosely (t to b) Alina Lebed/Shutterstock; Red Stock/Shutterstock; Alexandra Iris/Shutterstock

Her hair tumbled over the pillow. If plants tumbled over the furniture, are they tall or short plants? Your Turn Pick three words. Write three questions for your partner to answer. COLLABORATE

Unit 1 • Narrative Nonfiction

SHARED READ TAKE NOTES Asking questions before you read helps you figure out your purpose for reading. It also helps you gain information. Write your questions here.

Room to Grow 03

As you read, make note of: Interesting Words:

(flowers) Flower Studio/Shutterstock; (bkgd) mangpor2004/Shutterstock; (c) Meryl Treatner

Key Details:

Essential Question

How do people from different cultures contribute to a community?

Read how one family helps their community grow.

Unit 1 • Narrative Nonfiction

Our new home in Portland

Spring in the City

NARRATIVE NONFICTION

My name is Kiku Sato. Last spring, my family and I moved from the country to the big city.

FIND TEXT EVIDENCE Read

Our new home in Portland had no yard. There wasn’t even a tiny plot of land. So Mama made an indoor garden. First, she and Papa planted seeds in pots. Then, they hung them from hooks. Next, they crammed plants onto shelves. Green vines tumbled over desks. Soon, our house had plants everywhere.

Paragraph 2

Ask and Answer Questions Why do Mama and Papa grow an indoor garden? Circle text evidence to answer. Paragraph 3

At first, I was scared to start school. I was afraid no one would be my friend. But I soon met a classmate. Jill Hernandez and I were practicing reading aloud one day. She helped me say her last name, and I helped her pronounce mine. The next day we were best friends. Jill spent lots of time at my house.

Sequence Underline what happens after Kiku meets Jill. What happens the next day?

(tr) Jacek Fulawka/Shutterstock; (br) unpict/Shutterstock; (bkgd) mangpor2004/Shutterstock; (c) Meryl Treatner

egon

A m a p of Or

Maps Look at the map. Draw a box around where Kiku lives. Reread

Author's Craft Reread the first paragraph. How do you know who is telling the story?

Unit 1 • Narrative Nonfiction

SHARED READ FIND TEXT EVIDENCE Read Paragraph 1

Subheadings Draw a box around the subheading. How does Jill feel about Mama and Papa's indoor garden?

Circle text evidence. Paragraph 2

Sequence What does Mama do before she adds hot water to the tea bowl? Underline the text evidence. (br) unpict/Shutterstock; (bkgd) mangpor2004/Shutterstock; (c) Meryl Treatner

One afternoon, Jill and her mother came to visit Mama and Papa and me. First, they saw our beautiful potted plants. Jill’s mother said, “Jill admires your indoor garden. She has told me so much about it.” We all sat down while Mama served tea. First, she put green tea into the tea bowl. Then, she added hot water and stirred. She handed the bowl to Jill’s mother and bowed.

Mama’s sp e

Write two signal words here. Reread

Author's Craft How does the illustration help you understand the text? 10

An Idea for a Garden

Unit 1 • Narrative Nonfiction

c i a l te a b

owls

NARRATIVE NONFICTION FIND TEXT EVIDENCE Read Paragraph 1

Ask and Answer Questions Think of a question about Kiku's grandmother. Write it here.

Underline text evidence that answers your question.

“My mother taught me how to make tea,” said Mama. “She also taught me how to plant a traditional Japanese garden. I learned to make the most of a small, compact space.”

Paragraphs 2–4

Sequence Circle what happens after Jill's mother asks Mama and Papa to help with the community garden project.

All of a sudden, Jill’s mother smiled. “Can you help us with a project?” she asked. “Our community wants to plant a garden. Our plot is very small. There is so much we want to grow.”

(tr) unpict/Shutterstock; (bkgd) mangpor2004/Shutterstock; (c) Meryl Treatner

G ra

apa J n i r e h ndmot

Paragraphs 2–4

Synthesize Information Why does Jill's mother ask Kiku's mother for help? Draw a box around the text evidence.

Papa looked at Mama, and they both bowed. “Yes,” they said.

Unit 1 • Narrative Nonfiction

SHARED READ FIND TEXT EVIDENCE Read Paragraph 1

Sequence Underline two things that happen in order. Write the signal words that tell when they happen.

A Garden Grows First, we had a meeting with the community. Everyone agreed to contribute. Some people brought seeds, tools, and dirt. Then, the next day we met and started our garden. Papa built long, open boxes. Next, we filled them with dirt. The tallest box went close to the back wall. The boxes got shorter and shorter. The shortest box was in the front. “All the plants will get sunlight without making shade for the others,” Mama said.

Paragraph 2

Compound Words

(cr) unpict/Shutterstock; (bkgd) mangpor2004/Shutterstock; (c) Meryl Treatner

Circle a compound word. Write what it means.

Reread

Author's Craft Why is "A Garden Grows" a good subheading for this section? 12

Unit 1 • Narrative Nonfiction

Papa builds boxes s Jill and I plant seed

Then, we used round, flat stones to make a rock path. Papa said that in Japan, stones are an important part of a garden. Finally, we planted the seeds.

NARRATIVE NONFICTION FIND TEXT EVIDENCE

Jill and I worked in the garden all summer. Our community grew many different vegetables. At the end of the summer, we picked enough vegetables to have a cookout. Mama brought a big pot of miso and vegetable stew. Everyone thanked Mama and Papa for their help. They brought a bit of Japan to Portland. I was so proud.

Read Paragraph 1

Sequence Underline what happens after Papa makes the rock path. Write the signal word here.

k ed ! c i p e w t ok wha

Paragraph 2

Ask and Answer Questions Write a question about the cookout.

Author's Craft How does the author help you understand how everyone feels about Mama and Papa?

Make Connections What did Kiku’s family do to help their new community? What parts of their culture did they share? ESSENTIAL QUESTION

(bkgd) mangpor2004/Shutterstock; (c) Meryl Treatner

(flowers) Japack/amanaimagesRF/Corbis; (bkgd) Wetzel and Company; (c) Margaret Lindmark

Reread

Summarize Use your notes and think about the sequence of events in "Room to Grow." Summarize the important events.

How can you and your family contribute to your community? TEXT TO SELF

Unit 1 • Narrative Nonfiction

COMPREHENSION STRATEGY

Reread

Ask and Answer Questions

SHARED READ Quick Tip

Ask yourself questions as you read. Then look for details to support your answers.

FIND TEXT EVIDENCE Look at the section “Spring in the City” on page 9. Think of a question and then read to answer it.

Asking questions helps you understand the text better. As you read, stop and ask yourself questions. Then reread to find text evidence.

Page 9

I have a question. Why were there so many plants in Kiku’s house? I read that they did not have a yard. So Mama and Papa planted lots of seeds. I can answer my question. Kiku’s family liked to grow things and didn’t have the space to do it outdoors.

COLLABORATE

Your Turn Reread the first paragraph on page 13. Think of one question. You might ask: Why did Kiku's father use round, flat stones in the garden? With a partner, reread the section to find text evidence. Then write the answer here.

unpict/Shutterstock

Unit 1 • Narrative Nonfiction

NARRATIVE NONFICTION

Reread

Subheadings and Maps

Readers to Writers Look at the subheadings in each section of "Room to Grow." How do they help you understand the order of events?

“Room to Grow” is an autobiography. An autobiography • • • •

SHARED READ

is a kind of narrative nonfiction tells the true story of a person's life in order is written by that person and uses I and me may use text features such as subheadings and maps

FIND TEXT EVIDENCE “Room to Grow” is an autobiography. It is a true story by Kiku about her life. She uses time-order words such as first, next, and finally. She uses I and me. Kiku’s story has subheadings and a map.

When you write, think about how to use subheadings to organize your ideas.

Page 9

Subheadings A subheading tells what a section of text is mostly about.

Maps A map is a flat drawing of a real place.

COLLABORATE

Your Turn Find parts of “Room to Grow” that tell you it is an autobiography. Tell your partner what you learned about Kiku and her culture. Write your answer below.

Jacek Fulawka/Shutterstock; unpict/Shutterstock

GENRE STUDY

Unit 1 • Narrative Nonfiction

COMPREHENSION SKILL

Sequence Sequence is the order in which important events take place. Look for words, such as first, next, then, and finally. These signal words show the sequence of events.

FIND TEXT EVIDENCE In this autobiography, the events are told in sequence. I see the signal word first in “Spring in the City” on page 9. I will read to find out what happens next. I will look for signal words to help me. Event

First, Mama and Papa planted lots of seeds. Event

Then, they hung pots from hooks.

Event

Meryl Treatner

COLLABORATE

Your Turn Reread page 12. How do Kiku and her family help plant the garden? List the steps in order in your graphic organizer.

Unit 1 • Narrative Nonfiction

Quick Tip Authors also use the sequence text structure to show steps in a process. Look for signal words that show the order of the steps.

Reread

SHARED READ

Event

Unit 1 • Narrative Nonfiction

RESPOND TO READING COLLABORATE

Discuss Work with a partner. Use the discussion starters to answer the questions about “Room to Grow.” Write the page numbers.

Questions 1 What happens at the beginning of the story?

Discussion Starters Kiku and her family . . .

Text Evidence Page(s):

Mama and Papa . . . I read that Kiku . . .

2 What happens in the middle of the story?

Jill and her mother . . .

Page(s):

Mama . . . Then I read that . . .

3 How do Kiku and her family share their culture with their new community?

Unit 1 • Narrative Nonfiction

Papa . . . Mama . . . I know this because . . .

Page(s):

Reread

SHARED READ

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

How does Kiku's family share their culture with the community? Kiku and her family Jill's mother Mama and Papa They brought Japan to Portland by unpict/Shutterstock

Unit 1 • Narrative Nonfiction

VOCABULARY STRATEGY

Reread

SHARED READ

rds o W d n u o p m o C A compound word is made up of two smaller words joined together. Use the meanings of the two smaller words to help you figure out what the compound word means.

FIND TEXT EVIDENCE I see the compound word afternoon on page 10. It has two smaller words, after and noon. I know what after means. I know noon means "12 o'clock." I think afternoon means "after 12 o'clock."

One afternoon, Jill and her mother came to visit.

COLLABORATE

Your Turn Figure out the meaning of the compound word. cookout, page 13:

Meryl Treatner

Unit 1 • Narrative Nonfiction

SOCIA

RESEARCH AND INQUIRY

Using a Map

TU L S DI

e Integrat

Quick Tip A symbol is a small shape. The small black dots on the map show where some cities in Texas are located.

Most maps include features to help you understand them. A compass rose is a small drawing on a map that helps you find directions. The map legend, or key, tells you what the symbols on the map mean. Look at the map. What is the state capital?

Compass Rose Amarillo

Write the names of two cities.

COLLABORATE

Make a Map Choose a place in your community, like a park or school. Go over the steps below with your partner. Follow them to make a map. 1. Draw your map. Mark some interesting features, like a pond, picnic table, or grass. 2. Make a map legend with at least two symbols. 3. Draw a compass rose.

Dallas

Fort Worth

Arlington

Texas

El Paso

Austin

San Antonio

Houston

Rio Grande Corpus Christi

Map Legend Water

State Capitol

Land

City

Laredo

4. Share your map.

Gulf of Mexico

Brownsville

Unit 1 • Narrative Nonfiction

VOCABULARY

artist

a person who makes art

He is a famous artist known for his outdoor paintings. What kinds of supplies does an artist need?

athletes

n. people

who train to compete in sports

Jack and Lenny practice hard to be the best athletes in the world. (t to b) Pixel-Shot/Shutterstock; Andrey Burmakin/Shutterstock; ZoFot/Shutterstock; fizkes/Shutterstock; (inset) pinta.t.s/Shutterstock

Who are some of the best athletes in your country?

author

n. a

person who writes books

The author is working on his new book. Would you like to be an author? Why or why not?

bilingual

adj. able

to speak and understand two languages

My mom is a bilingual speaker because she speaks English and French. Would you like to be a bilingual person? Which two languages would you like to speak well?

Unit 1 • Narrative Nonfiction

PAIRED READ burst

v. are

very full of something

Children burst with excitement on their first day of school. Make your own sentence. “I burst with

get together

phr. v. meet

when I play with my friends.”

in order to spend time together

We get together for my grandma’s birthday every year.

inspired

adj. given

(t to b) wavebreakmedia/Shutterstock; Monkey Business Images/Shutterstock; Nataliia Budianska/Shutterstock

When does your family get together with your grandparents?

an idea for a book, film, or painting, etc.

I was inspired by nature to draw a tree. Tell about a time when you felt inspired to do something. Your Turn Pick three words. Write three questions for your partner to answer. COLLABORATE

Unit 1 • Narrative Nonfiction

PAIRED READ FIND TEXT EVIDENCE Read Paragraph 2

Circle the word Pat Mora uses to describe how she feels about books. Paragraph 4

Underline the sentence that explains what bilingual means. Write the languages Pat spoke in her home.

(tr) Olga_C/Shutterstock.com; (cr) Blend/Image Source; (bkgd) Anna Kucherova/Shutterstock

Paragraph 3

How do people in America celebrate Día?

Unit 1 • Narrative Nonfiction

Essential Question How do people from different cultures contribute to a community? Read about how two people share their cultures.

Sharing Cultures 05

Pat Mora is an author. Kadir Nelson is an artist. Their stories and paintings help others learn about different cultures.

Pat Mora Loves Books Pat Mora has a special word for how she feels about books. She calls it bookjoy. Born in El Paso, Texas, in 1942, Pat learned to love books and reading from her mother. Books are magic to Pat. “I wouldn’t be me without books,” she says. Pat grew up in a bilingual home. That means she and her family spoke both Children and families get together at libraries to celebrate Día every English and Spanish. Pat is proud of her year in April. culture. She has written more than 36 children’s books. Many of them are written in both English and Spanish. Pat uses her stories and poems to share her culture. She works hard to share her love of books with all children. Every year in April, many libraries and schools in America celebrate Día. Día is the nickname for Children’s Day, Book Day. Día means “day” in Spanish. Children get together at libraries, schools, and parks to celebrate. It’s like a big book fiesta, or party.

EXPOSITORY TEXT

Heroes and History

Kadir Nelson was born in Washington, DC, in 1974. When he was three years old, he picked up a pencil and started drawing. Then, when he turned eleven, he spent the summer with his uncle. His uncle was an artist Kadir Nelson has also illustrated many children’s and teacher. Kadir says that books. His art has been on magazine covers. summer changed his life. Kadir is inspired by brave and honest leaders. He sometimes paints African American heroes he admires, such as Martin Luther King Jr. He also paints great athletes and everyday heroes, such as dads taking their children to the beach. Kadir wants people to feel good when they look at his art. His paintings are colorful and real. They burst with action. Kadir says he has always been an artist. Sharing how he sees the world is part of who he is.

FIND TEXT EVIDENCE Read Paragraph 2

Draw a box around the kind of people Kadir Nelson sometimes paints. Write the name of one of these people here.

Paragraph 4

What are Pat’s books and Kadir’s paintings inspired by?

Inspired by Cultures

Pat’s books and Kadir’s paintings are inspired by their cultures. Their stories and paintings contribute How do people help others learn about to how other different cultures? ESSENTIAL QUESTION people see the world. That’s How can artists and authors contribute inspiring! to their communities? TEXT TO TEXT

(tr) Crissy Pascual/ZUMAPRESS/Newscom; (bkgd) Anna Kucherova/Shutterstock

COLLABORATE

Talk with a partner about how people contribute to helping others learn about different cultures. Use the details in the text to support your answer.

Make Connections

Unit 1 • Narrative Nonfiction

Reread

PAIRED READ How does the author use words and phrases to help you visualize how people share their cultures?

COLLABORATE

Talk About It Reread pages 24 and 25. Talk with a partner about how Pat Mora and Kadir Nelson share their cultures. Cite Text Evidence What words and phrases help you picture how people share their cultures? Write three ways and how they help. Text Evidence

How It Helps

Write I can visualize how people share their cultures because ______________________________________________________ ______________________________________________________ 26

Unit 1 • Narrative Nonfiction

Quick Tip When you reread, look for words and phrases that help you picture in your mind what people are doing. Making images in your mind helps you understand the text better.

Word Choice

Readers to Writers

Writers use strong, concrete words, and details to make their writing interesting and clear. Strong words show rather than tell.

FIND TEXT EVIDENCE On page 24 in “Sharing Cultures,” the author uses the word bilingual to tell about Pat Mora's culture. By choosing this word, the author is helping you understand that Pat Mora grew up in a home where two languages were spoken.

If you want your readers to picture in their minds what you are writing about, choose words that are strong. A thesaurus can help you choose words that give a clear picture.

Pat grew up in a bilingual home. That means she and her family spoke both English and Spanish.

COLLABORATE

Your Turn Reread paragraph 3 on page 25. • What words and phrases does the author use to describe Kadir's art?

• How do these words help you picture what Kadir's art is like?

Unit 1 • Narrative Nonfiction

GRAMMAR

Sentences and Fragments • A sentence is a group of words that shows a complete thought. • A sentence fragment is a group of words that does not show a complete thought.

FIND TEXT EVIDENCE Underline the subject and circle the predicate.

Our new home in Portland had no yard.

COLLABORATE

Your Turn A. Put a ( ) if it is a sentence. Put an ( ) if it is a fragment. 1. An indoor garden. 2. She placed the plants in pots. 3. The plot was very. 4. Everyone was grateful for the help.

Quick Tip Sentences begin with a capital letter. Sentences end with end punctuation such as a period, question mark, or exclamation point.

B. Write a complete sentence about something you like to do. Meryl Treatner

Unit 1 • Narrative Nonfiction

Commands and Exclamations • A command is a sentence that tells someone to do something. • An exclamation is a sentence that shows excitement or a strong emotion.

FIND TEXT EVIDENCE Circle the end punctuation.

There is so much we want to grow!

Your Turn A. Put a (.) if it is a command. Put an (!) if it is an exclamation. 1. Plant these seeds right here

Quick Tip A command ends in a period most of the time. An exclamation ends in an exclamation point.

2. Wow, my grandpa sent me a free ticket 3. Get the baskets ready for the vegetables 4. Oh no, I can't find my key

B. Write about something that surprised you using an exclamation. Meryl Treatner

COLLABORATE

Unit 1 • Narrative Nonfiction

e Integrat

MAKE CONNECTIONS

Text Connections How do the selections you read and the mural below help you understand how the artists and authors share their art and stories? Talk About It With a partner, talk about the people you see in the mural. Look closely at what each worker does and how the artist shows how they each feel. COLLABORATE

Cite Text Evidence Underline clues that help you figure out why the artist painted his mural. Write The artists and authors share their art and stories to

Andrew Resek/McGraw-Hill Education

The artist painted this mural on a building in Chicago, Illinois. He used real people. It celebrates the community’s hardworking Latino people.

Unit 1 • Narrative Nonfiction

Quick Tip You can find clues in the mural that show how the people in this community feel. This will help you compare text to the art.

SOCIA

RESEARCH AND INQUIRY

Present Your Work COLLABORATE

TU L S DI

e Integrat

Quick Tip

Decide how you will present your community map to the class. Create an online slide show or a digital poster. 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.

Be sure to look up from your notes and make eye contact with your audience. Rehearse in front of a mirror so that you remember to look at your audience.

Presenting Checklist

The most interesting thing I learned about my community map is �� I would like to know more about ��

I will practice my presentation. I will look at the audience. I will speak clearly and slowly. I will make sure that everyone can see my map.

I think my presentation was �� Next time I could ��

Unit 1 • Narrative Nonfiction

GENRE WRITING

Expert Model Features of a Personal Narrative A personal narrative is a kind of narrative nonfiction. A personal narrative • tells about a true story of a person's life in order • shares the writer’s feelings about an experience • has a beginning, middle, and end Analyze an Expert Model Studying “Room to Grow” will help you learn how to write a personal narrative. Reread pages 8-13. Then answer the questions below. How does Kiku organize her writing to make it easy to follow? How does helping her community make Kiku feel? Where did you find evidence for your answer?

Unit 1 • Narrative Nonfiction

Shared Read (pages 8-13)

Word Wise Writers use pronouns, such as I, we, she, he, him, her, to take the place of nouns. For example, Kiku says, “So, Mama made an indoor garden. First, she and Papa planted seeds in pots.” The pronoun she stands for Mama. Pronouns can tell readers if the author is writing about themselves or someone else.

PERSONAL NARRATIVE

Plan: Choose Your Topic COLLABORATE

Quick Tip

Brainstorm With a partner, brainstorm memories of when you helped someone else complete a task. Use the sentence starters below to talk about your ideas. I remember when . . . This made me feel . . . Writing Prompt Choose one of your memories to write about in a personal narrative. I will write about

When you write a personal narrative, you are sharing your thoughts and feelings with your audience. As you plan your personal narrative, ask yourself: What do I want people to remember about my story?

Purpose and Audience An author’s purpose is the main reason for writing. Your audience is who will be reading it. Who will read your personal narrative?

Plan Think about what you want your readers to learn about you. Ask yourself questions and answer them in your writer's notebook.

Unit 1 • Narrative Nonfiction

GENRE WRITING

Plan: Sequence Sequence Writers tell stories in sequence, or in the order that events happen. The sequence of events in a story helps readers understand what happens and why it happens. Let's look at another expert model. Read this passage from "Room to Grow."

Quick Tip Remember that every story has to have a beginning, middle, and end. Use signal words to show when things are happening.

First, she and Papa planted seeds in pots. Then, they hung them from hooks. Next, they crammed plants onto shelves. Green vines tumbled over desks. Soon, our house had plants everywhere.

COLLABORATE

Signal words show the sequence of events. Now reread the passage and circle four signal words.

Event

Think about the memory you are going to write about. Talk with a partner about what you did. Use these sentence starters as you tell your story:

Event

First, I . . . Then, I . . . Finally, I . . . Chart In your writer's notebook, draw a Sequence Chart. Fill in the chart to plan your writing. Be sure to add signal words.

Unit 1 • Narrative Nonfiction

Event

PERSONAL NARRATIVE

Draft COLLABORATE

Quick Tip

Descriptive Details Authors use descriptive details to help readers visualize what they are reading. Reread pages 12 and 13 of “Room to Grow.” Use evidence from the passage to answer the questions below. How does Kiku’s family begin work on the garden project? ��

When you write a draft, you are creating your fist version of your writing. You don't have to worry about making mistakes when you write a draft. There will be time to fix those mistakes in later stages. The important thing is to get all your ideas down on paper.

�� What words help you visualize how the family made the garden?

��

Write a Draft Look over the Sequence Chart that you made. Use it to help you write your draft in your writer's notebook. Remember to use signal words and descriptive details.

Unit 1 • Narrative Nonfiction

GENRE WRITING

Revise Sentence Fluency Writers use a variety of sentence types, such as statements, questions, and exclamations. Writers also vary the length of their sentences. This helps make their writing more interesting to read. COLLABORATE

Reread pages 10 and 11 of “Room to Grow.” Talk with a partner about the different types of sentences the author uses. Write about it here.

Revise It's time to revise your writing. Read your draft and look for places where you might • vary the lengths of your sentences • use different kinds of sentences Circle two sentences from your draft that you can change. Revise and write them here. 1

Imagemore/Glow Images

Unit 1 • Narrative Nonfiction

Quick Tip When you revise your personal narrative, you are making it more interesting to read.

PERSONAL NARRATIVE

Peer Conferences COLLABORATE

Revising Checklist

Review a Draft Listen carefully as a partner reads his or her draft aloud. Share what you like about the draft. Use these sentence starters to help you discuss your partner’s draft. I like this part because it made me feel . . .

Does my narrative have a logical sequence of events? Is there a beginning, middle, and end? Does my narrative include descriptive details?

Can this sentence be . . . Add another detail to describe . . . Partner Feedback After you take turns giving each other feedback, write one of the suggestions from your partner that you will use in your revision.

Did I use different kinds of sentences?

Revision After you finish your peer conference, use the Revising Checklist to help you make your narrative better. Remember to use the rubric on page 39 to help you with your revision.

Unit 1 • Narrative Nonfiction

GENRE WRITING

Edit and Proofread After you revise your narrative, proofread it to find any mistakes in grammar, spelling, and punctuation. Read your draft at least three times. This will help you catch any mistakes. Use the checklist below to edit your sentences.

Tech Tip If you wrote your draft on a computer, print it out. It’s easier to check for mistakes on paper than reading the text on a screen.

Editing Checklist

Do all sentences begin with a capital letter and end with a correct punctuation mark? Are sentences complete sentences with a subject and predicate? Are there any sentence fragments? Are all words spelled correctly? List two mistakes that you found as you proofread your narrative. 1

Unit 1 • Narrative Nonfiction

Grammar Connections When you proofread your draft for punctuation mistakes, remember that you should always capitalize the pronoun I as in, “At lunch, I ate pizza and carrot sticks.”

PERSONAL NARRATIVE

Publish, Present, and Evaluate

Presenting Checklist

Publishing When you publish your writing, you create a neat final copy that is free of mistakes. If you are not using a computer, use your best handwriting. Write legibly in print or cursive. Presentation When you are ready to present, practice your presentation. Use the Presenting Checklist. Evaluate After you publish and present, use the rubric to evaluate your writing.

Look at the audience. Speak slowly and clearly. Speak loudly enough so that everyone can hear you. Answer questions thoughtfully.

What did you do successfully? What needs more work? 4 • tells about a personal experience and includes thoughts and feelings • presents events in the correct order • includes rich descriptive details • uses a variety of sentences

3 • tells about a personal experience and includes some feelings • presents events in the correct order • includes some descriptive details • varies sentences

• tells about a personal experience • includes events that are told out of order • includes a few descriptive details • uses only simple sentences

• does not tell about a personal experience • includes some events that are told out of order • lacks descriptive details • uses choppy sentences

Unit 1 • Narrative Nonfiction

NEW EDITION

CYAN MAG YELO BLACK HEX.GREEN

ISBN: 978-981-4923-73-6

McGraw Hill

Grade 3 • Unit 1

PHX MAC #1448252 03/07/18

READING/WRITING COMPANION 3.1

READING/WRITING COMPANION 9 789814 923736

UNIT 1

NEW EDITION

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