Wonders READING/WRITING COMPANION 2.3

NEW EDITION

Grade 2 • Unit 3

McGraw Hill

9 789814 923699

READING/WRITING COMPANION

CYAN MAG YELO BLACK BLUE

ISBN: 978-981-4923-69-9

PHX MAC #1448246 03/02/18

READING/WRITING COMPANION 2.3

UNIT 3

NEW EDITION

my.mheducation.com

Cover: Nathan Love, Erwin Madrid

my.mheducation.com

Wonders New Edition Reading/Writing Companion Grade 2 Unit 3 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 3 Original ISBN: 978-0-07-901811-3 Original MHID: 0-07-901811-4 Send all inquiries to: McGraw-Hill Education 1 International Business Park #01-15A The Synergy, Singapore 609917 When ordering this title, please use ISBN: 978-981-4923-69-9 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!

my.mheducation.com Use your student login to read core texts, practice grammar and spelling, explore research projects and more!

(c) Takayuki Maekawa/The Image Bank/Getty Images; (bl) ESB Professional/Shutterstock.com; (bc) McGraw-Hill Education; (br) vipman/Shutterstock.com

E X P RE SS yourself!

SOCIA

GENRE STUDY 1 NARRATIVE NONFICTION Key Concept: Ways People Help. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Vocabulary

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

4

SHARED READ Lighting Lives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Comprehension Strategy: Ask and Answer Questions. . . . . . . . . . . . . . . . . . . . . . 14 Genre Study: Narrative Nonfiction [Photos and Captions] . . . . . . . . . . . . . . . . . . 15 Comprehension Skill: Author’s Purpose. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Vocabulary Strategy: Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Research and Inquiry: Primary and Secondary Sources. . . . . . . . . . . . . . . . . . . . . 21 Vocabulary

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

22

PAIRED READ Landing on Your Feet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Grammar: Action Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Grammar: Present Tense Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Alison Wright/Alamy

Genre Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

iv

Digital Tools Find this eBook and other resources at: my.mheducation.com

TU L S DI

ES

3 UNIT

GENRE STUDY 2 FICTION Key Concept: Look at the Sky . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Vocabulary

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

46

SHARED READ Starry Night . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Comprehension Strategy: Reread. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Genre Study: Fiction [Point of View]. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Comprehension Skill: Sequence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Vocabulary Strategy: Compound Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Research and Inquiry: Research Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Vocabulary

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

64

PAIRED READ Day to Night. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Grammar: Past Tense and Future Tense Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Grammar: Subject-Verb Agreement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

Chris Canga

Genre Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

v

GENRE STUDY 3 EXPOSITORY TEXT

S

3 UNIT

Key Concept: Weather Alert!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Vocabulary

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

88

SHARED READ Tornado! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Comprehension Strategy: Ask and Answer Questions. . . . . . . . . . . . . . . . . . . . . 98 Genre Study: Expository Text [Subheadings and Sidebars]. . . . . . . . . . . . . . . . . 99 Comprehension Skill: Main Idea and Key Details . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Vocabulary Strategy: Antonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Research and Inquiry: Working Together. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Vocabulary

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

106

PAIRED READ Can You Predict the Weather?. . . . . . . . . . . . . . . . . . . . . . . . . 108 Grammar: The Verb Have. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Grammar: The Past Tense of Have. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Julie Denesha/Getty Images News/Getty Images

Genre Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116

vi

ENCE CI

vii Justin Hobson/Shutterstock

Key Concept Ways People Help

Essential Question How can people help out their community?

2

Unit 3 • Narrative Nonfiction

01

COLLABORATE

This garden was once an empty lot filled with garbage. Neighbors thought of a solution to this problem. They cleaned up the lot and planted flowers and plants. Talk with a partner about what is happening in the photo.

• plant trees • plant flowers

• donate clothing • donate food

• pick up trash • keep it clean

(bkgd) Superstudio/The Image Bank/Getty Images; (l to r) Syda Productions/Shutterstock; wavebreakmedia/Shutterstock; LWA/Dann Tardif/Blend Images LLC; Kidstock/Blend/Image Source

Your Turn What are some ways you can help out in your community?

Write your ideas in the web. Use the photos and words to help you.

• paint walls • make it beautiful

Ways to Help Out

COLLABORATE

Talk with a partner about your ideas.

Unit 3 • Narrative Nonfiction

3

VOCABULARY

02

across

prep. from one side to the other

We flew across the country by airplane.

Can you swim across a swimming pool? borrow

v. take and use something that you plan to give back later

I like to borrow books from the library.

What items do you borrow from your friends?

(t to b) dani3315/Shutterstock; leaf/123RF; Rawpixel.com/Shutterstock; appalachianviews/123RF

cost

n. the amount of money you must pay for something

The cost of the lemonade was only 50 cents.

What is the cost of a bottle of water? countryside

n. land that is not in towns or cities

The quiet countryside is full of grass and trees.

Would you like to live in the city or the countryside?

4

Unit 3 • Narrative Nonfiction

SHARED READ demands

v. asks in a strong way

The librarian demands that we keep quiet.

Who in your family demands that you be quiet? electricity

n. energy that creates light and power for machines

Electricity lights our houses.

What else does electricity do?

v. turn something on or off

(t to b) Bullstar/Shutterstock; karamysh/Shutterstock; tharamust/Shutterstock; Yuriy Golub/Shutterstock

flip

John is going to flip the switch.

What happens when you flip a light switch? idea

n. a thought or plan for doing something

James had an idea for how to make it better.

Do you have a good idea to make things better? Share it with the class.

Unit 3 • Narrative Nonfiction

5

VOCABULARY insists

v. says firmly or asks strongly for something to happen

Mom insists we wear our seatbelts.

Who insists you clean your room at home? lighting up

phr. v. making a situation better or happier

Pets are lighting up people’s lives. (t to b) ESB Professional/Shutterstock; Gorodenkoff/Shutterstock; Smileus/Shutterstock; Westend61/Oliver Marquardt/Image Source

Who is lighting up your life? panels

n. thin flat pieces that form part of something

There are solar panels on the roof.

Have you ever seen solar panels? Where? provided

v. gave something to someone

Sam provided water to the dog.

What have your teachers provided you with?

6

Unit 3 • Narrative Nonfiction

SHARED READ DAYTIME

NIGHTTIME

solar power

n. electricity made by using the energy of the sun

This streetlight uses solar power.

Name some devices that can use solar power. solution

n. an answer to a problem

Dylan found a solution for his problem.

villages

(l to r, t to b) Sahara Prince/Shutterstock; David Nunuk/Alamy; Alexey Androsov/Shutterstock; Sopotnicki/Shutterstock

What is a solution for feeling hot?

n. communities that are smaller than towns

There is a river between the two villages.

Are villages bigger than cities?

COLLABORATE

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

Unit 3 • Narrative Nonfiction

7

SHARED READ TAKE NOTES Asking questions helps you figure out what information you want to learn.

Write your questions here to gain information.

Lighting

Lives

As you read, make note of: Interesting Words

How can people help out their community?

Key Details

Read to learn how one person is helping people in her community.

Independent Picture Service/Alamy

8

Essential Question

Unit 3 • Narrative Nonfiction

03

NARRATIVE NONFICTION

When Debby Tewa was your age, her home had no electricity. She could not flip a light switch to read at night. She lit a candle. She could not cook on a stove or in a microwave oven. Her family cooked over a fire.

FIND TEXT EVIDENCE Read Paragraph 1

Author's Purpose Underline what the author explains about Debby's home at your age. Circle how she read at night and how her family cooked.

Debby lived in Arizona. When she was ten, she moved to a new home. Her new home had electricity! She could turn on a lamp and use a phone. She liked it!

Paragraph 2

Combine Information How did Debby's life change when she was ten?

Debby Tewa lived in a home that had small windows like this one. There was not a lot of light.

Reread

Author's Craft

How does the author help you understand what Debby's home was like when she was your age?

Unit 3 • Narrative Nonfiction

9

SHARED READ FIND TEXT EVIDENCE Read Paragraph 1

Author's Purpose Underline details that explain the way people use solar panels.

Paragraph 2

Ask and Answer Questions Ask a question about where Debby went to work. Write it below.

(b) Bernhard Lang/Photographer’s Choice/Getty Images; (tl) Nature and Science/Alamy

Circle text evidence that helps you to answer it.

Reread

Author's Craft

How does the author use punctuation to show when Debby was excited?

10

Unit 3 • Narrative Nonfiction

As she grew up, Debby realized she wanted to learn more about solar power.

Solar power is electricity that comes from the Sun. Solar panels are put on the roof of a building. The sunlight hits these panels and turns into electricity.

Debby thought a lot about solar power. Then she had an idea! She was excited. She went to work for a company that provided solar power to people’s homes. She believed it would be a good solution for people who had no electricity. Debby likes solving problems!

Debby also thought of people in villages like the one she lived in as a child. The people in these small towns did not have any electricity. Solar power would work well there because there is a lot of sun in Arizona. Debby decided to help these families get solar power.

FIND TEXT EVIDENCE Read Paragraph 1

Synonyms Circle a word with almost the same meaning as villages. What did Debby decide to do for families in places without electricity?

To get a family started, Debby helps them borrow money from a bank to buy the panels. After they get the money from the bank, they have some time to pay the money back. And the good news is there is no cost for using the sun’s power!

Author's Purpose Underline the sentence that explains how Debby helps a family buy panels.

Reread

Author's Craft

How does the author help you understand why solar energy is a good solution for the people Debby helps?

Unit 3 • Narrative Nonfiction

(tl) Ellen McKnight/Alamy

Solar panels are now used on many homes.

NARRATIVE NONFICTION

11

SHARED READ FIND TEXT EVIDENCE Read Paragraph 1

Photos and Captions Draw a box around information that tells about the photo. What does Debby do when she travels to the countryside?

Paragraph 2

(bkgd) Luc Novovitch/Alamy; (l) Alison Wright/Alamy

Debby believes deeply in her work and insists that families learn about how solar power can help them. They are happy to do what she demands. Debby also travels to schools and summer camps to teach Hopi children about solar energy.

Debby helps many Hopi people.

Ask and Answer Questions Underline text evidence that answers the question: How does Debby help Hopi children?

12

Debby travels across lands outside cities in Arizona and New Mexico. She travels to the countryside. She helps Hopi and Navajo people get solar power.

Unit 3 • Narrative Nonfiction

Debby drives her truck from place to place. It is lonely with no one riding along.

Then she thinks about how exciting it was to use electricity for the first time. Now families can do the things you do without thinking about them. They can heat their homes or turn on a light! Debby says she is “lighting up people’s lives.”

NARRATIVE NONFICTION FIND TEXT EVIDENCE Read

Author's Purpose Circle the description of what it is like when Debby drives from place to place.

Underline what Debby thinks about.

Make Connections

Reread

Author's Craft

How does Debby help her community? ESSENTIAL QUESTION

What does Debby mean when she says she is "lighting up people's lives"? Why does the author include this quote?

Talk with a partner about solar power. Could you use it where you live? TEXT TO SELF

Summarize Use the most important details from "Lighting Lives" to orally summarize how Debby Tewa helps her community get electricity.

Unit 3 • Narrative Nonfiction

13

COMPREHENSION STRATEGY

Reread

Ask and Answer Questions

SHARED READ Quick Tip

Asking yourself questions helps you think about information in the selection. You can ask yourself questions before, during, and after you read.

FIND TEXT EVIDENCE As I read page 10 of “Lighting Lives,” I ask myself “What is solar power?” I will reread and look at the photos to find the answer to this question.

Stop and ask yourself questions about difficult information that you have read or heard. Then reread to find the answers to your questions.

Page 10

As she grew up, Debby realized she wanted to learn more about solar power.

Solar power is electricity that comes from the Sun. Solar panels are put on the roof of a building. The sunlight hits these panels and turns into electricity.

COLLABORATE

Your Turn Write a question about how solar power can help people. Reread the parts of the selection that help you to answer it.

14

I read that solar power is electricity that comes from the Sun. From this, I understand that solar panels use energy from the Sun.

Unit 3 • Narrative Nonfiction

NARRATIVE NONFICTION

Reread

Photos and Captions

Quick Tip

“Lighting Lives” is narrative nonfiction. It tells a true story about a person by a narrator. It can have text features, such as photos and captions.

FIND TEXT EVIDENCE I can use what I read to tell that “Lighting Lives” is narrative nonfiction. A narrator tells about a real person, Debby Tewa.

Page 12

SHARED READ

Pay close attention to the photos and captions. Authors use photos and captions to help you understand the key details in a text.

Photos A photo shows something in the text or gives more information about a topic.

Captions A caption gives details about a photo.

COLLABORATE

Your Turn How do the photos and caption on pages 10 and 11 help you understand how solar panels are used?

(bkgd) Luc Novovitch/Alamy; (l) Alison Wright/Alamy

GENRE STUDY

Unit 3 • Narrative Nonfiction

15

COMPREHENSION SKILL

Author’s Purpose Authors write narrative nonfiction to inform, explain, or describe.

FIND TEXT EVIDENCE As I read page 10 of “Lighting Lives,” I learned how Debby Tewa got the idea to help others. I think this is a clue to the author’s purpose.

Clue

The author tells how Debby Tewa got the idea to help people who did not have electricity in their homes.

Nature and Science/Alamy

COLLABORATE

16

Your Turn Continue reading the selection. Fill in a clue and the author’s purpose on the graphic organizer.

Unit 3 • Narrative Nonfiction

Reread

Clue

SHARED READ

Clue

The author tells how Debby Tewa got the idea to help people who did not have electricity in their homes.

Author’s Purpose

Unit 3 • Narrative Nonfiction

17

RESPOND TO READING COLLABORATE

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

Questions 1 What was it like

for Debby Tewa growing up?

2 What did Debby

do when she grew up?

3 How did Debby

use solar power to help others?

18

Unit 3 • Narrative Nonfiction

Discussion Starters I read that when Debby Tewa was a child, she . . .

Text Evidence Page(s):

She moved . . .

Debby learned about . . .

Page(s):

She worked for a company that . . .

Debby helped people who . . .

She helped these people borrow . . .

Page(s):

Reread

SHARED READ

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

How has Debby Tewa helped people in her community?

When Debby was a child,

When Debby grew up, she worked

Debby helped people (tl) Nature and Science/Alamy; (tr) Ellen McKnight/Alamy

This helps people because

Unit 3 • Narrative Nonfiction

19

VOCABULARY STRATEGY

Reread

SHARED READ

Synonyms Synonyms are words that have almost the same meaning. Big and large are synonyms.

FIND TEXT EVIDENCE

I read that Debby “insists that families learn about how solar power can help them” and “They are happy to do what she demands.” Insists and demands are synonyms. They both mean “asks for something in a strong way.”

Debby believes deeply in her work and insists that families learn about how solar power can help them. They are happy to do what she demands.

COLLABORATE

Your Turn Think of a synonym for these words in “Lighting Lives.” home, page 9:

Alison Wright/Alamy

power, page 10:

20

Unit 3 • Narrative Nonfiction

SOCIA

RESEARCH AND INQUIRY

Primary and Secondary Sources People use sources to find information. Primary sources come from people's lives. Letters, photos, and videos may all be primary sources. Secondary sources are written by people who studied a topic.

Read the examples of sources below. Circle the primary sources. Underline secondary sources.

TU L S DI

ES

e Integrat

Quick Tip In a primary source, a person describes an event that he or she was at or took part in. The person may use I or we when describing what happened.

• Photo of Fourth of July parade from 1976 • Encyclopedia entry • Social studies textbook • A speech given by the governor of your state

Discuss primary and secondary sources you found in your research. windujedi/Getty Images

COLLABORATE

History Picture Book Research an important person or event in the history of your town or country. Then create a picture book about your topic with illustrations and captions.

Letters can tell us about important people and events from long ago.

Unit 3 • Narrative Nonfiction

21

VOCABULARY

04

ankle

n. the part of the body where the leg and foot connect

I fell and hurt my ankle.

Reach down and grab your right ankle. encourages

v. makes someone feel able to do something

Mom encourages me to study hard. (t to b) Andrey_Popov/Shutterstock; StoryTime Studio/Shutterstock; Dmytro Vietrov/Shutterstock; Evgeny Bakharev/Shutterstock

Who encourages you to try your best? gymnastics

n. physical exercises that develop body strength and the ability to bend easily

She’s very good at doing gymnastics.

Do you think doing gymnastics is easy or difficult? relax

v. spend time resting

Kate likes to relax on the beach.

Where do you like to relax?

22

Unit 3 • Narrative Nonfiction

PAIRED READ repair

v. fix; put something that’s broken back together

They repair the bike together.

Is there anything you can repair? What is it?

sore

adj. painful

Her knee was sore after she fell.

Tell about a time you were sore. What did you do to feel better?

swollen

adj. made larger and rounder than usual; puffed up

Her feet were swollen after walking all day.

COLLABORATE

(t to b) Ron Nickel/Design Pics; MNStudio/Shutterstock; Toa55/Shutterstock

Do your eyes get swollen after you cry?

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

Unit 3 • Narrative Nonfiction

23

PAIRED READ FIND TEXT EVIDENCE Read

Essential Question How can people help out their community?

Read about how a girl helped her dad, the gymnastics coach.

Paragraph 1

Circle the clue that tells when ironworkers start working.

Paragraph 1

Underline the sentence that explains what Dad teaches.

Paragraph 2

(tr) Tatiana Popova/Shutterstock; (bl) RTS8459/Shutterstock; (br) Galina Barskaya/Shutterstock

Draw a box around the kinds of gymnastics skills that older kids can learn.

Help

backflip

handstand When you do a backflip, you jump up and flip backwards.

When you do a handstand, you stand on your hands.

24

Unit 3 • Narrative Nonfiction

Landing on Your Feet

05

Before I wake up for school, Dad is already at work. He is an ironworker in the city. Ironworkers build tall buildings and repair giant bridges. They build with heavy metal beams made of iron. When Dad comes home, he likes to cook or do things for our house. He also teaches his favorite sport to kids. Dad is a gymnastics coach at a community center. He teaches girls like me at the same gym where he learned gymnastics as a boy.

Gymnastics is fun but hard to learn. Dad encourages us to practice to get better. He teaches older kids amazing skills like backflips and handstands. We all feel proud after we work hard and learn a cool new skill.

PERSONAL NARRATIVE One Friday, I had free time after school. I was building a toy house for my toy cat. When Dad came home from work, Mom and I knew something was wrong. Instead of starting to cook or make something, Dad went to the couch to lie down.

FIND TEXT EVIDENCE Read Paragraph 1

Underline the clue that shows how Dad was acting different one Friday.

“Ryan, can you please get me an ice pack from the freezer?” he asked me. I was having fun playing, but I got up right away. The ice pack froze my hands the few seconds I held it. Dad wrapped it around his ankle. It was big and swollen and blue. Mom and I wanted to know what had happened.

Paragraph 2

Draw a box around what Dad asks Ryan to do.

Paragraph 2

What part of Dad was hurt?

Paragraph 2

What did Dad do with the ice pack?

COLLABORATE

Unit 3 • Narrative Nonfiction

(r) Ingram Publishing/Alamy

Talk with a partner about gymnastics. Use the details in the text to support your ideas.

25

PAIRED READ FIND TEXT EVIDENCE Read Paragraph 1

What happened after Dad jumped up high?

Paragraph 2

Who told Dad how to take care of his ankle?

Paragraph 3

(l) Tatiana Popova/Shutterstock (r) Olha Ukhal/Shutterstock

Underline the reason Dad needs to be better by Monday.

COLLABORATE

Talk about Ryan’s feelings and thoughts in the text and why she includes these details.

26

Unit 3 • Narrative Nonfiction

“I was leading warm-ups at practice last night,” he said. Dad teaches the oldest kids after I go home. “I jumped up high and came down hard on my ankle.”

I had an idea of how Dad hurt himself. He probably landed on his foot sideways. Everyone at the gym must have gone, “Oooh!”

Dad explained that a nurse was at the gym. The nurse told Dad how to take care of his ankle.

The ice pack seemed to help Dad relax on the couch. I got pillows so he could put his leg up. Dad said, “I hope my ankle gets better soon. I need to coach the kids on Monday.” Now I was really worried. Dad is always there for the kids at the gym. I have until Monday to help Dad feel better, I thought.

PERSONAL NARRATIVE FIND TEXT EVIDENCE Read Paragraph 1

What did Mom and Ryan do to help Dad?

Over the weekend, Mom and I stayed home with Dad. I got fresh ice packs for his ankle, and I made him lunch and snacks. We watched movies, and I got Dad books to read. Even our kitty, Toast, helped. He lay across Dad to keep him company.

Dad’s ankle was still a little sore, or hurting, on Monday. It wasn’t easy for him to walk. But Dad coached! After practice, I got more ice for his ankle. I am glad I made Dad feel Make Connections better so he could keep How do the girl and her father help out their community? teaching kids gymnastics.

ESSENTIAL QUESTION I think they’re very lucky to have him as a coach. I Think about the other selection know I’m lucky to have you’ve read. What are some him as both a coach and other ways people help in their my Dad. communities? TEXT TO TEXT

Paragraph 1

Underline the sentence that tells how Toast helped Dad. Paragraph 2

How does Ryan feel about Dad?

COLLABORATE

Talk about how Ryan and her mom helped Dad. Use the details in the text to support your ideas.

Unit 3 • Narrative Nonfiction

27

Reread

PAIRED READ Why did the author write “Landing on Your Feet”?

COLLABORATE

Talk About It Reread “Landing on Your Feet.” Discuss the key details in the story.

Cite Text Evidence Fill in the chart with what Ryan describes took place Friday, over the weekend, and Monday.

Friday

Weekend

Monday

Write The author wrote her personal narrative

28

Unit 3 • Narrative Nonfiction

Quick Tip To help you understand and remember important details, paraphrase events in the story.

To paraphrase is to use your own words to tell about what happens. Make sure to retell the events in a way that makes sense and in the correct order.

Time Words

Quick Tip

Ryan uses words and phrases such as "on Monday" and "after practice" to help you understand when each event in her personal narrative story happened.

FIND TEXT EVIDENCE Ryan uses the words "one Friday" and "after school" to tell when she was building the toy house. Circle words that tell when the next thing in her story happened.

Ryan's dad told her about how he had hurt his ankle earlier, or before. Time words will help you understand when the events take place.

One Friday, I had free time after school. I was building a toy house for my toy cat. When Dad came home from work, Mom and I knew something was wrong.

COLLABORATE

Your Turn Reread the first paragraph on page 26. How do you know Dad had hurt his ankle the night before?

On what day of the week did this happen? ______________________________________________ _________________________________________________ _________________________________________________

Unit 3 • Narrative Nonfiction

29

GRAMMAR

Action Verbs • An action verb is a word that shows action.

• Action verbs show what the subject is doing.

FIND TEXT EVIDENCE Underline the action verb.

Debby drives her truck from place to place.

COLLABORATE

Your Turn A. Underline the action verbs.

1. Debby travels between Arizona and New Mexico.

2. She teaches Hopi children about solar energy.

3. She moved someplace new.

Quick Tip Some action verbs tell about actions that are hard to see. For example: enjoy

4. Debby decided to help others in the community.

Nature and Science/Alamy

B. Add an action verb and other words to complete the sentence.

I the ball

30

Unit 3 • Narrative Nonfiction

Present Tense Verbs • The tense of a verb tells when an action takes place.

• Use present tense verbs to show that actions are happening now.

• Present tense verbs are also used to describe actions that happen regularly.

FIND TEXT EVIDENCE Underline the present tense verb.

Debby likes solving problems!

Your Turn A. Underline the present tense verbs.

1. She helps her neighbors.

Quick Tip Add -s to most verbs if the subject is singular, except when the subject is I or you.

Add -es to verbs that end in s, ch, sh, or x.

Do not add -s or -es if the subject is plural.

2. She shares her ideas with school children.

3. They talk about solar power.

4. The sun gives power to us.

B. Add a present tense verb and other words to complete the sentence.

The girls

in the sky.

Unit 3 • Narrative Nonfiction

Alison Wright/Alamy

COLLABORATE

31

e Integrat

MAKE CONNECTIONS What have you learned about the ways people help others from the selections and the poem?

COLLABORATE

Talk About It Talk with a partner about how Mouse helps the Lion.

Cite Text Evidence Circle clues that show what the author thinks about helping others.

Write The selections I read and this poem help me understand how

Quick Tip Compare the selections using these sentence starters: Debby wanted to…

Ryan's dad helped their community by…

The Mouse is able to…

���������������������������

�������������������������

The Mouse and the Lion

�������������������������

A poor thing the Mouse was, and yet,

�������������������������

When the Lion got caught in a net,

�������������������������

All his strength was no use

____________________________ ____________________________ ____________________________

‘Twas the poor little Mouse Who nibbled him out of the net.

SMALL CAUSES MAY PRODUCE GREAT RESULTS — Walter Crane

32

Unit 3 • Narrative Nonfiction

Present Your Work COLLABORATE

With your partner, present your History Picture Book to the class.

Use the Presenting Checklist to improve your presentation. After all the presentations are finished, discuss the sentence starters and write your answers.

SOCIA

RESEARCH AND INQUIRY Our Town

An interesting fact that I learned about the topic is ______________________________________________ ______________________________________________ ______________________________________________ I would like to know more about

TU L S DI

ES

e Integrat

Quick Tip Decide how you will introduce your picture book and talk about the primary and secondary sources you researched.

Presenting Checklist Point to the picture as you read each caption.

Speak clearly and tell about the most important information.

Make eye contact with people in the audience.

_________________________________________________ _________________________________________________ _________________________________________________

Unit 3 • Narrative Nonfiction

33

GENRE WRITING

Expert Model Features of a Personal Narrative

A personal narrative tells a story from the writer's life.

• It is usually written in the first person.

• It has a beginning, middle, and end.

• It uses words and phrases to tell events in order.

Analyze an Expert Model Studying "Landing on Your Feet" will help you learn more about writing a personal narrative. Reread pages 24-27. Then answer the questions below.

COLLABORATE

How does Ryan use dialogue to tell an important detail? ______________________________________________ ______________________________________________ How does Ryan use describing words? ______________________________________________ ______________________________________________

34

Unit 3 • Narrative Nonfiction

Paired Read (pages 24-27)

NARRATIVE NONFICTION

Plan: Brainstorm

Quick Tip To help you get started, think about why you helped others and how it made you feel.

Hayati Kayhan/Shutterstock

Generate Ideas You will write a personal narrative about a time you helped others. Brainstorm words and draw pictures that tell about the times you have helped.

Unit 3 • Narrative Nonfiction

35

GENRE WRITING

Plan: Choose Your Topic COLLABORATE

Writing Prompt Write a personal narrative about doing something good for your school, community, or the environment. You can also write about helping friends or your family. Use your ideas from page 35. Complete these sentences to help you get started.

I helped when I

I wanted to do this because

I felt

Ken Karp/McGraw-Hill Education

Purpose and Audience Authors may write personal narratives to share special experiences. Think about why you want to tell about a time you helped. Explain your purpose for writing in your writer’s notebook.

36

Unit 3 • Narrative Nonfiction

Quick Tip Your audience may include your classmates or family who do not know about the events in your personal narrative. As you write, think about how to present your ideas in a clear and interesting way.

NARRATIVE NONFICTION

Plan: Organization Sequence Writers often organize personal narratives with a beginning, middle, and end. Read the details in the Sequence Chart. Circle words the writer uses to help show when things take place in the different parts of the story.

Beginning

One spring day, we decided to repair the playground.

Middle

The next weekend, we had a flea market to raise money for the repairs.

End

By summer, we repaired the playground equipment.

Plan In your writer’s notebook, make a Sequence Chart to organize the details in your personal narrative.

Unit 3 • Narrative Nonfiction

37

GENRE WRITING

Draft COLLABORATE

Focus on an Event The author of "Landing on Your Feet" tells how she helps her dad when he hurts his ankle. Reread this paragraph on page 27. Ryan focuses on taking care of Dad with details about how she helped.

Over the weekend, Mom and I stayed home with Dad. I got fresh ice packs for his ankle, and I made him lunch and snacks. We watched movies, and I got Dad books to read.

Even our kitty, Toast, helped. He lay across Dad to keep him company.

Use the paragraph as a model to write specific details about how you helped. Remember to focus on an event.

Write a Draft Look over your Sequence Chart. Use it to help you write your draft in your notebook. Remember to use words and phrases that help your reader understand the sequence of events.

38

Unit 3 • Narrative Nonfiction

Quick Tip Think about your actions during the event you describe.

Add details that will help your readers visualize, or picture, what happened during the event.

Grammar Connections Past-tense action verbs tell about an action that has already happened.

Remember to add -ed to most verbs to form the past tense.

I helped the adults.

NARRATIVE NONFICTION

Revise

Grammar Connections

Conclusion The conclusion of a personal narrative often shares how an author feels about an event. Think about what you want your readers to take away from your writing.

Reread the last paragraph of the selection on page 27.

Think about how the author, Ryan, shares how she felt at the end of her story.

Remember, action verbs in the present tense tell about an action happening now.

Jen looks up and watches the birds.

Explain how Ryan shows how she felt after helping.

Revise It’s time to revise your draft. Make sure you write a conclusion that tells how you feel about what you did.

Unit 3 • Narrative Nonfiction

39

GENRE WRITING

Revise: Peer Conferences COLLABORATE

Review a Draft Listen carefully as a partner reads his or her work aloud. Begin by telling what you liked about the draft. Make suggestions that you think will make the writing stronger.

Partner Feedback Write one of your partner’s suggestions that you will use in the revision of your narrative.

Based on my partner's feedback, I will

Use these sentence starters to discuss your partner’s work.

I enjoyed this part of your draft because…

How about adding more details about…

I have a question about…

Revising Checklist

Did I write in the first person and include details?

Does my personal narrative tell about an event?

Did I include a beginning, middle, and end?

Did I write a conclusion?

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.

40

Quick Tip

Unit 3 • Narrative Nonfiction

NARRATIVE NONFICTION

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

When you write your personal narrative, make sure you use capital letters for proper nouns. Check for nouns that name specific people, places, or things.

Do all sentences begin with a capital letter and end with a punctuation mark?

Are present-tense and past-tense forms of action verbs used correctly?

Are all the words spelled correctly?

Are proper nouns capitalized?

List two mistakes you found as you proofread your narrative.

1

2

Unit 3 • Narrative Nonfiction

41

GENRE WRITING

Publish, Present, and Evaluate Publishing Create a clean, neat final copy of your personal narrative. 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.

Read with expression.

Speak loudly so that everyone can hear you.

Answer questions using details from your story.

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

Listening Checklist

presentation:

Make eye contact with the speaker.

Listen for details about the topic.

Identify what the speaker does well.

Think of questions you can ask.

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

42

Presenting Checklist

Unit 3 • Narrative Nonfiction

NARRATIVE NONFICTION Evaluate After you publish and present your personal narrative, use the rubric below to evaluate your writing.

1

What did you do successfully?

2

What needs more work?

4 • tells a lively, interesting narrative about being helpful • includes a strong beginning, middle, and end • focuses on one event • uses words accurately to show sequence • has a strong conclusion and tells the author’s feelings

3

2

1

• tells a narrative about being helpful

• tries to tell a narrative about being helpful

• does not focus on the topic

• includes a beginning, middle, and end

• attempts to include a beginning, middle, and an end

• does not follow a logical sequence of events

• tries to focus on one event

• does not focus on one event

• uses a word or phrase to show sequence

• lacks words that show sequence

• has a detail about the author’s feelings but lacks a conclusion

• does not tell about the author's feelings or have a conclusion

• mostly focuses on one event • uses words to show sequence • has some details about the author’s feelings and a conclusion

Unit 3 • Narrative Nonfiction

43

NEW EDITION

Grade 2 • Unit 3

McGraw Hill

9 789814 923699

READING/WRITING COMPANION

CYAN MAG YELO BLACK BLUE

ISBN: 978-981-4923-69-9

PHX MAC #1448246 03/02/18

READING/WRITING COMPANION 2.3

UNIT 3

NEW EDITION

my.mheducation.com