NEW EDITION
CYAN MAG YELO BLACK HEX.GREEN
ISBN: 978-981-4923-77-4
McGraw Hill
Grade 3 • Unit 5
PHX MAC #1448252 03/07/18
READING/WRITING COMPANION 3.5
READING/WRITING COMPANION 9 789814 923774
UNIT 5
NEW EDITION
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Cover: Nathan Love, Erwin Madrid
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Wonders New Edition Reading/Writing Companion Grade 3 Unit 5 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 5 Original ISBN: 978-0-07-901825-0 Original MHID: 0-07-901825-4 Send all inquiries to: McGraw-Hill Education 1 International Business Park #01-15A The Synergy, Singapore 609917 When ordering this title, please use ISBN: 978-981-4923-77-4 Printed in Korea 1 2 3 4 5 6 7 8 9 Artec 26 25 24 23 22 21
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E X P RE SS yourself!
SOCIA
GENRE STUDY 1 BIOGRAPHY Key Concept: Good Citizens. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Vocabulary
SHARED READ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
SHARED READ Irma Rangel, Texas Lawmaker. . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Comprehension Strategy: Ask and Answer Questions. . . . . . . . . . . . . . . . . . . . . . 12 Genre Study: Biography [Captions and Timelines]. . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Comprehension Skill: Author’s Point of View. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Vocabulary Strategy: Prefixes and Suffixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Research and Inquiry: Primary and Secondary Sources. . . . . . . . . . . . . . . . . . . . . 19 Vocabulary
PAIRED READ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
20
PAIRED READ Susan B. Anthony Takes Action!. . . . . . . . . . . . . . . . . . . . . . . . 22 Grammar: Singular and Plural Pronouns (Subjective Pronouns) . . . . . . . . . . . . 28 Grammar: Singular and Plural Pronouns (Objective Pronouns) . . . . . . . . . . . . . 29 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Deborah Cannon/AP Images
Genre Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
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TU L S DI
ES
5 UNIT
GENRE STUDY 2 FAIRY TALE Key Concept: Let’s Trade!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Vocabulary
SHARED READ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
42
SHARED READ Juanita and the Beanstalk. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Comprehension Strategy: Summarize. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Genre Study: Fairy Tale [Events and Messages]. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Comprehension Skill: Point of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Vocabulary Strategy: Root Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Research and Inquiry: Plan a Business. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Vocabulary
PAIRED READ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
58
PAIRED READ Money: Then and Now. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Grammar: Pronoun-Verb Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Grammar: Possessive Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Chris Vallo
Genre Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
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5 UNIT
GENRE STUDY 3 REALISTIC FICTION Key Concept: Reuse and Recycle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Vocabulary
SHARED READ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
80
SHARED READ The New Hoop. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Comprehension Strategy: Summarize. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Genre Study: Realistic Fiction [Illustrations]. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Comprehension Skill: Point of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Vocabulary Strategy: Homographs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Research and Inquiry: Brainstorming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Vocabulary
PAIRED READ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
96
PAIRED READ Trash into Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Grammar: Pronoun-Verb Contractions I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Grammar: Pronoun-Verb Contractions II. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Chris Vallo
Genre Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
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vii Chris Vallo
Key Concept Good Citizens
Essential Question What do good citizens do?
2
Unit 5 • Biography
01
COLLABORATE
These volunteers are donating their time to work in a community center. They prepare and serve meals to help people in need. A good citizen is responsible and helps other people. There are many ways to be a good citizen. Talk with a partner about what is happening in the photograph.
• help elderly people • are respectful of others
• follow rules • help people stay safe
• donate time or things • help people in need
(bkgd) Blend Images/Image Source; (l to r) Africa Studio/Shutterstock; Blend Images/Alamy; Dmytro Zinkevych/Shutterstock; Dmytro Zinkevych/Shutterstock
Your Turn What do good citizens do? Write your ideas in the web. Use the photographs and words to help you.
• volunteer to clean up • keep neighborhood clean
Good Citizens
Talk with a partner about your ideas. COLLABORATE
Unit 5 • Biography
3
VOCABULARY
02
citizenship
n. doing the duties and responsibilities of a citizen or member of a community
Picking up trash is an example of good citizenship. What is another example of good citizenship?
continued
v. kept
doing something without stopping
Justin continued to read his book all afternoon.
(t to b) Alohaflaminggo/Shutterstock; famveldman/123RF; Chekyravaa/Shutterstock; Rommel Canlas/Shutterstock
Make your own sentence. “I continued to
daring
adj. willing
all day.”
to do things that others usually don’t do
Jake is daring, so he is always the first to try adventurous activities. Who is daring enough to climb up a tall tree?
defend
v. support
and protect something or someone
Lawyers work to defend people’s rights. Who can help defend your rights?
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Unit 5 • Biography
SHARED READ disagreeable
adj. unpleasant;
difficult to deal with
The customer complained and was disagreeable, although there was nothing wrong with the food. When have you been disagreeable with someone?
eventually
adv. finally;
after a long time
Eventually, they finished building the snowman. Do you become friends with someone right away or eventually?
v. made
someone feel very shocked or disgusted
(t to b) Pressmaster/Shutterstock; Design Pics/Don Hammond; Kues/Shutterstock; Banana Oil/Shutterstock
horrified
It horrified Sue that her grandson was so messy. Talk about a time when you were horrified by some bad news.
obstacles
n. difficulties
that prevent someone from achieving something
We can defeat obstacles by working together. Have you faced any obstacles this year? How did you deal with them?
Unit 5 • Biography
5
VOCABULARY overcoming
v. succeeding
in dealing with or solving a problem
He succeeded in overcoming his fear of heights by learning how to rockclimb. Ask a classmate if they are good at overcoming their fears.
participate
v. take
part in an activity
The children like to participate in swim class. (t to b) wavebreakmedia/Shutterstock; Monkey Business Images/Shutterstock; gpointstudio/123RF; wavebreakmedia/Shutterstock
What after-school activities or sports do you participate in?
positive
adj. thinking
that a good result will happen
Her positive attitude helped her do well in school. Who has a positive attitude in your class?
proposed
v. suggested
something for people to do or think about
The teacher proposed reading a book every day. Make your own sentence. “I proposed going to the
6
Unit 5 • Biography
on the weekend.”
SHARED READ unfairness
n. the
fact of not treating people equally
He was upset about the unfairness of the situation. Talk about a time you faced unfairness. Why was the situation unfair?
urged
v. tried
hard to get someone to do something
Ben's dad urged him to stop playing and do his homework. What has your dad urged you to do?
v. begin
to be uncertain about something you believe or have decided to do
(t to b) Isadora Getty Buyou/Image Source; Dmytro Zinkevych/Shutterstock; Kdonmuang/Shutterstock
waver
Tom’s determination to study hard did not waver. Do you ever waver after making a decision? Your Turn Pick three words. Write three questions for your partner to answer. COLLABORATE
Unit 5 • Biography
7
SHARED READ TAKE NOTES To better understand how events shaped Irma Rangel's life, preview the biography's title, section titles, and timeline. Think about what Irma Rangel will do, and write your prediction below.
IRM A R ANGEL 03
Texas Lawmaker
As you read, make note of: Interesting Words: (bkgd) f11photo/Shutterstock; (inset) Deborah Cannon/AP Images
Key Details:
What do good citizens do?
Read how Irma Rangel’s actions helped many people.
8
Essential Question
Unit 5 • Biography
BIOGRAPHY
B
orn in Kingsville, Texas, in 1931, Irma Rangel learned about overcoming obstacles by watching her parents. When she grew up, she used what she learned to help others.
FIND TEXT EVIDENCE Read
Overcoming Obstacles
Paragraphs 1-2
Author’s Point of View
Irma’s parents never had it easy. Her father lost his parents when he was just five years old. Her mother lost hers when she was 11 years old. They faced unfairness. As Mexican Americans, they were not allowed to go to certain schools. They were also very poor, and had to work instead of getting an education.
Underline text that shows what the author thinks about how Irma's parents grew up. Paragraphs 3-4
Ask and Answer Questions What question can you ask and answer about Irma's parents?
But they kept a positive attitude, worked hard, and improved their lives. Irma’s mother opened her own dress shop. Her father opened his own barbershop.
Irma’s mother had a lot of memories of her father. In the late 1940s, a plot of land that she remembered him farming went up for sale. Irma’s parents decided to buy it. The neighbors didn’t want a Mexican American family moving in, but Irma’s parents did not waver. They bought the land and built a beautiful house. Eventually, they were accepted.
Circle text evidence that helps you answer the question.
Captions Draw a box around something new you learned in the caption. Reread
Irma's parents built a beautiful home on an empty plot of land. In 1951, they moved in and lived there with Irma the rest of their lives.
Author's Craft
Unit 5 • Biography
David Smith/Alamy
How does the author help you understand what obstacles are?
9
Good Citizens
SHARED READ
Irma’s parents believed that good citizenship meant helping others achieve success like they had. Her father decided to participate in government. He joined organizations that urged people to vote. He got involved in elections by supporting candidates he thought would help people.
FIND TEXT EVIDENCE Read Paragraph 1
Ask and Answer Questions What question can you ask and answer about being a good citizen? Write the question here.
The official flag of the state of Texas
Underline the answer. (t) Katherine Welles/Shutterstock; (bl) Witold Skrypczak/Alamy; (br) Hill Street Studios/Blend Images LLC/Glow Images
Paragraph 2
Author’s Point of View What does the author think of the fact that few women worked in government? Circle text evidence.
Irma’s father inspired her. Unfortunately, at the time, it was unusual for women to work in government. But Irma was unusually daring and risked a lot. She studied law and got a job arguing the government’s side in criminal trials. She was one of the first Hispanic women in Texas to hold that job. In 1976, she ran for office and became the first Hispanic woman elected to the Texas House of Representatives.
Timeline What year was Irma elected to the House of Representatives?
This timeline shows important dates in Irma Rangel’s life.
Reread
Author's Craft Why is “Good Citizens” a good title for this section? 10
Unit 5 • Biography
1931: Irma is born
1952: Graduates from Texas A&M UniversityKingsville
1969: Graduates law school
1976: Becomes the first Hispanic woman elected to the Texas House of Representatives
Fighting for Fairness
BIOGRAPHY
As a Texas lawmaker, Irma worked to help people improve their lives. It horrified her that being Mexican American and poor had kept her parents from getting an education. She proposed laws that would give all children a chance to learn. One law helped poor students pay for college. Another said that state colleges must accept all Texas students who finish near the top of their high school class.
FIND TEXT EVIDENCE Read Paragraph 1
Ask and Answer Questions What question can you ask and answer about Irma’s work?
Irma continued to fight for people in need. She worked to defend women’s rights and get food to the hungry. To reach her goals, she talked with lawmakers who disagreed with her. But she was never disagreeable. “This is such a good bill,” she would tell them. “I know you’re going to like it.”
Underline the answer. Paragraph 2
Prefixes and Suffixes Circle the root word in disagreeable. Use its prefix and suffix to write what it means.
Irma’s parents taught her how to overcome obstacles. But thanks to Irma, Texans now face fewer obstacles than her parents did. Today, those who work hard find the road to success easier to travel.
2003: Irma dies
2006: Irma Rangel College of Pharmacy opens
Summarize Was the prediction you made about Irma Rangel at the beginning of her biography correct? Use your notes to summarize the main events of her life.
How did Irma Rangel’s actions make her a good citizen? ESSENTIAL QUESTION
What can you do to be a good citizen? TEXT TO SELF
(l) Kelly West/AP Images; (r) Paul Iverson/AP Images
1994: Elected to the Texas Women's Hall of Fame
1997: Named Legislator of the Year
Make Connections
Unit 5 • Biography
11
COMPREHENSION STRATEGY
Reread
Ask and Answer Questions Ask yourself questions as you read. Then read on or reread to find the answers.
FIND TEXT EVIDENCE Look at the section “Overcoming Obstacles” on page 9. Think of a question and then reread to find the answer.
SHARED READ Quick Tip If you don't understand what you've read, stop and ask yourself questions about the text. Then reread to find the answers to your questions.
Page 9
I have a question. What did Irma learn from watching her parents? I read that Irma's parents grew up poor, but worked hard and started their own businesses. Now I can answer my question. Irma learned that people can overcome obstacles by working hard.
COLLABORATE
Your Turn Reread “Fighting for Fairness" on page 11. Think of a question. You might ask: How did Irma help people improve their lives? Reread to find the answer. Then write it here.
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Unit 5 • Biography
GENRE STUDY
BIOGRAPHY
Reread
Captions and Timelines
SHARED READ Readers to Writers
“Irma Rangel, Texas Lawmaker” is a biography. A biography • tells the true story of a real person’s life • is written by another person • includes text features such as timelines, photographs, and captions
FIND TEXT EVIDENCE
Look at the timeline. How do the dates and events help you understand Irma’s life? When you write, think about how a timeline might help you organize events in time order.
I can tell that “Irma Rangel, Texas Lawmaker” is a biography. It includes facts and information about Irma Rangel. There is also a timeline that shows important events in Irma's life in time order. (t) Katherine Welles/Shutterstock; (bl) Witold Skrypczak/Alamy; (br) Hill Street Studios/Blend Images LLC/Glow Images
Page 10
Captions A caption describes what is happening in the photograph. It gives information that is not included in the text.
Timelines A timeline shows the time order in which important dates and events happened.
COLLABORATE
Your Turn Look at the timeline on pages 10 and 11. When did Irma Rangel become part of the Texas Women's Hall of Fame? Write it here.
Unit 5 • Biography
13
COMPREHENSION SKILL
Author’s Point of View Point of view is what an author thinks about a topic. Look for details that show what the author thinks.
FIND TEXT EVIDENCE When you cite text evidence, you look for text that supports your response. What does the author think about Irma Rangel? I can reread and look for details that tell me what the author thinks. This will help me figure out the author’s point of view. Details
Irma was inspired by her parents to be a good citizen. It was daring for Irma to run for office.
Author’s Point of View
COLLABORATE
Your Turn Reread “Irma Rangel, Texas Lawmaker.” Find more details that show how the author feels about Irma. List them in your graphic organizer. What does the author think of Irma Rangel? Do you agree with the author’s point of view?
Deborah Cannon/AP Images
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Unit 5 • Biography
Quick Tip Descriptive words such as good, strong, and daring signal the author's opinion. To figure out what an author thinks or feels, look for descriptive words in the text.
Reread
SHARED READ
Details
Irma was inspired by her parents to be a good citizen.
It was daring for Irma to run for office.
Author’s Point of View
Unit 5 • Biography
15
RESPOND TO READING COLLABORATE
Discuss Work with a partner. Use the discussion starters to answer the questions about “Irma Rangel, Texas Lawmaker.” Write the page numbers.
Questions 1 What did Irma Rangel learn from her parents?
Discussion Starters Irma’s father . . .
Text Evidence Page(s):
Irma’s mother . . . I also read that . . .
2 How did Irma help other people?
Irma . . .
Page(s):
She decided to . . . I also read that . . .
3 What did Irma do to show she was a good citizen?
Irma . . . She . . . I know this because I read . . .
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Unit 5 • Biography
Page(s):
Reread
SHARED READ
Write Review your notes. Then use text evidence to answer the question below.
How was Irma Rangel a good citizen? When Irma was young, she learned that
She
Her father
Irma Rangel
Deborah Cannon/AP Images
Unit 5 • Biography
17
COMPREHENSION VOCABULARY STRATEGY SKILL ixe f f u S d n a s e ix Pref
s
A prefix is a word part added to the beginning of a word. A suffix is added at the end. To figure out the meaning of a word with a prefix and suffix, find the root word first.
FIND TEXT EVIDENCE I see the word unusually on page 10. I find the root word usual first. I know the prefix unmeans “not,” and the suffix –ly means “in a way that.” The word unusually must mean “not in a usual way.”
Irma was unusually daring and risked a lot.
COLLABORATE
Your Turn Find the root word. Then use the prefix and suffix to figure out the meaning of the word. unfairness, page 9:
Katherine Welles/Shutterstock
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Unit 5 • Biography
SOCIA
RESEARCH AND INQUIRY
Primary and Secondary Sources Primary sources are a great way to learn about the past. A primary source is created by someone who took part in the event. Examples of primary sources are diaries, letters, speeches, and photographs. Personal details in “Irma Rangel, Texas Lawmaker” came from an interview with Irma Rangel. An interview is a primary source. Secondary sources are created by someone who didn't take part in the event. Some examples of secondary sources are encyclopedias and textbooks.
TU L S DI
ES
e Integrat
Quick Tip When you do research, think about your sources. Words such as I and me are clues that the person who is writing about a topic was at the event or knows about it firsthand.
Clean Up Our Park
Look at the photograph. Explain why it's a primary source.
1. Talk with a partner about the problem. 2. Research. Use primary and secondary sources to find out what people are doing to solve the problem. 3. Create a poster that shows the issue. Write a paragraph that describes it.
Royal Freedman/Alamy
COLLABORATE
Create a Poster Think of an issue in your local community. Is there a problem that needs to be solved? Read these steps and restate them to your partner. Then create a poster about the issue.
Unit 5 • Biography
19
VOCABULARY
04
against
prep. disagreeing
with an idea, plan, or activity
They spoke out against the use of plastic. What issues would you speak out against?
equality
n. the
right to being treated equally and in a fair way
We must fight for freedom and equality for everyone.
(t to b) Andrii Iemelianenko/Shutterstock; Rawpixel/Shutterstock; David Grossman/Alamy; Ariel Skelley/Blend Images LLC
Why should everyone have freedom and equality?
peacefully
adv. without
violence
The protesters marched peacefully. Make your own sentence. “The
property
n. a
marched peacefully against school violence.”
building or land that you own
This house is my parents’ property. What kind of property would you like to own when you grow up?
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Unit 5 • Biography
PAIRED READ slavery
n. the
activity of owning people who must work for you for free
President Abraham Lincoln signed a law ending slavery. Why is slavery wrong?
n. a
hard fight to do something that takes a lot of effort
(l to r, t to b) Everett Historical/Shutterstock; Library of Congress Prints & Photographs Division [LC-DIG-pga-04067]; sabphoto/123RF; Syda Productions/Shutterstock
struggle
Reading all the books was a long struggle. Make your own sentence. “It was a long struggle to finish the
successful
adj. achieving
.”
the result that you want
Their team project was successful because they worked well together. Talk about a team project or other teamwork that was successful. Your Turn Pick three words. Write three questions for your partner to answer. COLLABORATE
Unit 5 • Biography
21
PAIRED READ FIND TEXT EVIDENCE Read Paragraph 1
Essential Question What do good citizens do? Read about how one person’s good citizenship made a difference for women in the United States.
Underline a sentence that tells how Susan’s family thought about equality. Paragraph 1
What are two things that women could not do at the time Susan was born?
Paragraph 1
How was Susan’s early life different from that of other girls?
Ivy Close Images/Alamy
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Unit 5 • Biography
05
Susan Brownell Anthony was born in Massachusetts in 1820. Her family believed that all people are equal. At the time Susan was born, however, this idea of equality was very unusual. Men and women did not have the same rights. Women could not do many of the things men did. Women could not vote, and they could not own property. Life was different for Susan. She learned to read and write at the age of three, even though she was a girl.
BIOGRAPHY When Susan went to school, she saw that boys and girls were not treated the same way. One of her teachers refused to teach Susan long division. She said that girls did not have any reason to know math. As a result, Susan’s family took her out of school and taught her at home. Susan’s family felt strongly about equality and good citizenship. They spoke out against slavery. When Susan was twenty-six years old, she became a school teacher and fought for the rights of students. She wanted boys and girls to be able to learn together. She also wanted children of former enslaved people to be able to learn in these same classrooms.
Read Paragraph 1
Underline the sentence that tells why Susan’s teachers refused to teach Susan long division. Draw a box around the result of it.
In 1978, the United States mint released a dollar coin to honor Susan B. Anthony.
Paragraph 2
How did Susan’s family fight for equality?
Paragraph 3
What was the topic of Elizabeth Cady Stanton’s speech?
(t) PhotoSpin, Inc/Alamy; (b) Bettman/Getty Images
When she was twenty-eight, Susan heard about a meeting to discuss how women might get the right to vote. She was very excited about this idea. She went with her family to Seneca Falls, New York, to hear Elizabeth Cady Stanton give a speech about the topic. Susan and her sister and parents signed papers to support the idea. Susan felt so strongly about it that she started working with Elizabeth Cady Stanton. Together they started a weekly newspaper and gave speeches around the country.
FIND TEXT EVIDENCE
COLLABORATE
Talk with a partner about the good deeds that Susan. B. Anthony did. Use the details in the text to support your answer.
In 1848, Elizabeth Cady Stanton spoke about women’s right to vote at a meeting in Seneca Falls, New York.
Unit 5 • Biography
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PAIRED READ FIND TEXT EVIDENCE Read Paragraph 1
Women Can Vote!
This timeline shows important dates in the life of Susan B. Anthony and in the fight for women’s right to vote.
1820
1848
1852
1868
Susan Brownell Anthony born in Adams, Massachusetts
Attended Seneca Falls conference
Started working with Elizabeth Cady Stanton
Started a weekly paper called The Revolution
How did Susan feel about her work?
Paragraph 2
Draw a box around the sentence that tells how Susan and Elizabeth did their work. Paragraph 2
Underline the sentence that tells how many years passed after Susan died, before women in America got the right to vote. Timeline
In what year did Stanton and Anthony begin their newspaper?
Bettmann/Getty Images
Timeline
Circle the year women got the right to vote in the USA.
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Unit 5 • Biography
Susan gave as many as 100 speeches around the country every year for forty-five years. She always stayed excited and hopeful about her work. Not everyone agreed with her ideas. Susan and her friend Elizabeth Cady Stanton had to fight hard for many years for the rights of all people. They always did their work peacefully. It was not until fourteen years after Susan died that women in the United States were allowed to vote. The long struggle would not have been successful without the work of Susan B. Anthony.
Susan B. Anthony and Elizabeth Cady Stanton worked hard to support the rights of women in the United States.
BIOGRAPHY 1869 Founded National Woman Suffrage Association with Elizabeth Cady Stanton
1872
1906
1920
Arrested for trying to cast a vote in an election
Died in Rochester, New York
Women get the right to vote
FIND TEXT EVIDENCE Read Timeline
Circle the name of the association Susan B. Anthony founded with Elizabeth Cady Stanton.
You Can Be a Good Citizen, Too!
Timeline
You can participate in your community, just like Susan B. Anthony did.
What happened to Susan in 1872?
Volunteer your time. Get to know your neighbors.
Talk to people. Listen to their ideas. Tell them your ideas.
Work peacefully with others. Help others.
Make your community a great place to live!
Sidebar
Susan participated in her community. Underline two ways that you can participate in your community.
Good citizens help people in their community.
Make Connections In what ways was Susan B. Anthony a good citizen? ESSENTIAL QUESTION
COLLABORATE
Tell about some other leaders you have read about. How did they show good citizenship? TEXT TO TEXT
Unit 5 • Biography
Datacraft Co Ltd/Getty Images
Talk with a partner about how good citizens make a difference. Use the details in the text to support your answer. 25
Reread
PAIRED READ How does the author help you know how she feels about Susan B. Anthony?
COLLABORATE
Talk About It Reread the first paragraph on page 24. Talk about what the author says about Susan.
Quick Tip When I reread, I can use the author’s words and phrases to understand her point of view.
Cite Text Evidence What words let you know how the author feels about Susan and the work she did? Write text evidence in the chart. Detail
Detail
Author’s Point of View
Write The author lets me know how she feels about Susan B. Anthony by 26
Unit 5 • Biography
Detail
Cause and Effect
Readers to Writers
An effect is something that happened. A cause is why it happened. Authors often use cause and effect to organize and structure texts. This helps readers understand why events happened.
FIND TEXT EVIDENCE
Use signal words to help your readers figure out cause and effect. Some signal words and phrases are: because, so, therefore, and as a result.
On page 23 of “Susan B. Anthony Takes Action!” the author uses the words as a result to show what happened when Susan’s teacher refused to teach her long division.
As a result, Susan’s family took her out of school and taught her at home.
COLLABORATE
Your Turn Reread the last paragraph on page 23. Use text evidence to answer these questions. • How do you know what caused Susan to work with Elizabeth? • How does the author's words help you see how Susan felt about Elizabeth's work?
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GRAMMAR
Singular and Plural Pronouns (Subjective Pronouns) • Singular pronouns replace singular nouns, and plural pronouns replace plural nouns. • Subjective pronouns are used as the subject of a sentence. • Singular subjective pronouns are I, you, he, she, and it. • Plural subjective pronouns are we, you, and they.
FIND TEXT EVIDENCE Underline the pronoun. Circle the nouns that the pronoun replaces.
(…) but Irma’s parents did not waver. They bought the land and built a beautiful house.
COLLABORATE
Your Turn A. Write the correct singular or plural pronouns to replace the underlined nouns. 1. Irma lived in Texas. 2. Irma’s parents were hard workers.
Quick Tip The pronoun must agree with the noun it replaces in both number and gender.
3. Irma’s father decided to help others. 4. The Texans thank Irma for all she has done.
David Smith/Alamy
B. Write a sentence about your family. Use a plural subjective pronoun.
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Unit 5 • Biography
Singular and Plural Pronouns (Objective Pronouns) • Objective pronouns can take the place of object nouns. • Singular objective pronouns are me, you, him, her, and it. • Plural objective pronouns are us, you, and them.
FIND TEXT EVIDENCE Underline the pronoun.
Irma’s father inspired her. Quick Tip
Your Turn A. Underline the subjective pronouns. Circle the objective pronouns. 1. They ignored him. 2. He did not agree with her. 3. She continued to fight for them. 4. They taught her how to overcome obstacles.
Subjective Pronouns I you he she it we you they
Objective Pronouns me you him her it us you them
B. Write a sentence about yourself and a friend. Use a subjective or objective pronoun.
Deborah Cannon/AP Images
COLLABORATE
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e Integrat
MAKE CONNECTIONS
Text Connections
Quick Tip
How do this photograph and the selections you read help you understand about being a good citizen?
Talk About It Look at the photograph and read the caption. With a partner, talk about what the girls are doing. COLLABORATE
I use what I see in the photograph to understand the theme. This will help me compare it to text.
Cite Text Evidence Circle clues from the photograph that help you understand what the girls are reading. Underline text evidence that explains how these girls are good citizens. Write The photograph and the selections help me understand
Eclipse Studios/McGraw-Hill Education
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Unit 5 • Biography
Obeying classroom rules is one way to be a good citizen at school. These girls are reading their "Classroom Rules" poster. There are four rules: - Always do your best. - Listen when others are talking. - Follow directions. - Work quietly.
SOCIA
RESEARCH AND INQUIRY
Present Your Work COLLABORATE
TU L S DI
ES
e Integrat
Quick Tip
Decide how you will present your poster about a local issue 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.
Save Our Playground!
Set up your poster in a place where everyone can see it. If possible, use a pointer so that you don't block the poster as you point out and talk about the different parts.
Presenting Checklist I will make sure my poster is easy to read. W hat Is the Iss ue?
W hat's Be ing Don
I will make sure everyone can see my poster.
e?
The most interesting thing I learned about the local issue is ������� �������������������������������������������������������� I would like to know more about ����������������������������� ��������������������������������������������������������
I will look at my audience and not my poster as I speak. I will speak clearly and slowly. I will invite questions from my audience.
I think my presentation was ��������������������������������� �������������������������������������������������������� Next time I could ������������������������������������������ ��������������������������������������������������������
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GENRE WRITING
Expert Model Features of a Biography A biography is a kind of narrative nonfiction. A biography • tells the true story of a real person’s life and is written by another person • is told in sequence, or time order • can include text features such as timelines, photographs, and captions Analyze an Expert Model Studying "Irma Rangel, Texas Lawmaker” will help you learn how to write a biography. Reread pages 8-11. Then answer the questions below. How does the author help you understand what lead Irma to become a lawmaker? ������������������������������������������������������� ������������������������������������������������������� How does the author use Irma’s past to tell about why she became a lawmaker? ������������������������������������������������������� 32
Unit 5 • Biography
Shared Read (pages 8-11)
Word Wise Writers use singular or plural pronouns to take the place of a subject or object in a sentence. Pronouns that are used as a subject are different from those used as objects. For example, “Irma’s father inspired her.” The word her is the object of this sentence. “She studied law…” The word She is the subject of this sentence.
BIOGRAPHY
Plan: Choose Your Topic COLLABORATE
Quick Tip
Brainstorm With a partner, brainstorm a list of qualities that makes someone a good citizen. Use the sentence starters below to talk about your ideas.
A good citizen is . . . Some things good citizens do are . . .
When you brainstorm, you list as many ideas as you can about a topic. Brainstorming with a partner helps you figure out what you want to write about.
Writing Prompt Think of a person who you think is a good citizen. Refer to your list to make sure. Write a biography explaining how the person is a good citizen. I will write about ������������������������������������������ Purpose and Audience An author’s purpose is his or her reason for writing. Think about who will be reading your biography. That's your audience. The purpose of my biography is ������������������������������
Event
�������������������������������������������������������� _ My audience will be ��������������������������������������� �������������������������������������������������������� Plan Focus on what you want your readers to learn about the person you chose. In your writer's notebook, write the person's name. Then, draw a Sequence Chart to record the events of that person's life.
Event
Event
Event
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GENRE WRITING
Plan: Research Use a Variety of Sources You'll need to research the person you chose before writing your biography. Make sure you gather relevant information. Use at least one primary source and a variety of secondary sources such as books, magazines, and websites. To check that a website is reliable, answer these questions: • Does it belong to a trusted organization such as a university or respected newspaper? • Does it offer helpful information such as the author's name, the date the text was written, or links to other sources?
List two sources you will use: 1. �������������������������������������������������������� 2. �������������������������������������������������������� Take Notes Once you pick your sources, take notes and fill in the Sequence Chart you drew in your writer's notebook. Remember to paraphrase, or put the information you find into your own words.
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Unit 5 • Biography
Quick Tip Remember that a primary source is created by someone who took part in an event. Biographies use primary sources like photographs or quotations. This makes them more interesting to read.
BIOGRAPHY
Draft COLLABORATE
Quick Tip
Sequence Writers often tell the events of a person's life in the order that they happened. This sequence of events helps readers understand what happened and why. Reread this passage from "Irma Rangel, Texas Lawmaker."
Unfortunately, at the time, it was unusual for women to work in government. But Irma was unusually daring and risked a lot. She studied law and got a job arguing the government’s side in criminal
Writing a biography in time order makes events more understandable to your reader. It also gives your biography a clear beginning, middle, and end. Words, such as first, then, next, and finally can help signal the sequence of events in your biography.
trials. She was one of the first Hispanic women in Texas to hold that job. In 1976, she ran for office and became the first Hispanic woman elected to the Texas House of Representatives. Use the above passage as a model to write about the person you chose by listing important events in time order. Include one date.
Write a Draft Use your Sequence Chart to write your draft in your writer's notebook. Remember to use signal words to show time order.
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35
GENRE WRITING
COLLABORATE
Revise
Quick Tip
Precise Nouns A noun is a person, place, or thing. For example, George Washington, Texas, and book are all nouns. Precise nouns are more specific. For example, science book is more specific than book. Writers make their ideas clearer by using precise nouns.
Use precise nouns to help your readers visualize people, places, and objects in your biography.
Reread the last three sentences of “Irma Rangel, Texas Lawmaker” on page 11. Talk with a partner about the noun obstacles. How does the word obstacles help you visualize the things Irma had to overcome throughout her life and career?
nathapol HPS/Shutterstock
Revise It's time to revise your writing. Read your draft and look for places where you might use a noun that is more precise. Circle two words or phrases in your draft that you can change. Revise and write them in your writer's notebook.
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Unit 5 • Biography
BIOGRAPHY
Peer Conferences COLLABORATE
Revising Checklist
Review a Draft Listen carefully as your partner reads his or her draft aloud. Share what you like about the draft. Use these sentence starters to discuss it.
Does my biography have a logical sequence of events? Did I use at least one primary source?
I like this part because . . .
I didn’t understand the order of events because . . .
Did I use nouns that are precise?
Add a more precise noun here to replace . . .
Are my ideas clear to my readers?
I have a question about . . .
Partner Feedback After you take turns giving each other feedback, write one suggestion your partner made that you will use in your revision.
Revise After you finish your peer conference, use the Revising Checklist to figure out what you can change to make your biography better. Remember to use the rubric on page 39 to help yourself revise.
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GENRE WRITING
Edit and Proofread After you revise your biography, 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. Editing Checklist
Tech Tip If you wrote your draft on a computer, use the spell-check feature to find any spelling mistakes you made. This feature will offer suggestions to help you spell the words correctly.
Do all the sentences begin with a capital letter and end with a correct punctuation mark? Do the singular and plural pronouns match their nouns? Do the pronouns match their relationship to the verbs in the sentence? Are all the words spelled correctly?
List two mistakes that you found as you proofread your biography. 1
2
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Unit 5 • Biography
Grammar Connections When you proofread your biography, make sure your verbs agree with your subject. Remember that past tense verbs describe actions that have already happened. Add -ed to most verbs to form the past tense.
BIOGRAPHY
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 in a loud voice. Practice your presentation. Use a timeline to show the order of events.
What did you do successfully? What needs more work? 4 • describes specific events in a person’s life and how they shaped that person • presents events in correct order • uses many precise nouns, and ideas are clear
3 • describes some important events in a person’s life • presents events in correct order • uses some precise nouns, and ideas are clear
2
1
• describes a few events in a person’s life • includes events that are not in correct order • uses few precise nouns, and ideas are unclear
• doesn't give much information about a person’s life • includes some events that are not in correct order • doesn't use precise nouns, and ideas are confusing
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NEW EDITION
CYAN MAG YELO BLACK HEX.GREEN
ISBN: 978-981-4923-77-4
McGraw Hill
Grade 3 • Unit 5
PHX MAC #1448252 03/07/18
READING/WRITING COMPANION 3.5
READING/WRITING COMPANION 9 789814 923774
UNIT 5
NEW EDITION
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