Wonders READING/WRITING COMPANION 2.5

NEW EDITION

Grade 2 • Unit 5

McGraw Hill

9 789814 923712

READING/WRITING COMPANION

CYAN MAG YELO BLACK BLUE

ISBN: 978-981-4923-71-2

PHX MAC #1448246 03/02/18

READING/WRITING COMPANION 2.5

UNIT 5

NEW EDITION

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Cover: Nathan Love, Erwin Madrid

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Wonders New Edition Reading/Writing Companion Grade 2 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 2 Unit 5 Original ISBN: 978-0-07-901818-2 Original MHID: 0-07-901818-1 Send all inquiries to: McGraw-Hill Education 1 International Business Park #01-15A The Synergy, Singapore 609917 When ordering this title, please use ISBN: 978-981-4923-71-2 Printed in Korea 1 2 3 4 5 6 7 8 9 Artec 26 25 24 23 22 21

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CO L L AB ORAT E in discussion and inquiry!

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E X P RE SS yourself!

SOCIA

GENRE STUDY 1 BIOGRAPHY Key Concept: Our Heroes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Vocabulary

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

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SHARED READ César Chávez . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Comprehension Strategy: Summarize. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Genre Study: Biography [Bold Print and Timeline]. . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Comprehension Skill: Sequence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Vocabulary Strategy: Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Research and Inquiry: Paraphrase. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Vocabulary

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

20

PAIRED READ The Prince’s Frog. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Grammar: Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Grammar: Subjective, Objective, Possessive Pronouns. . . . . . . . . . . . . . . . . . . . . . . . 29 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Margaret Lindmark

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

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TU L S DI

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SOCIA

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GENRE STUDY 2 REALISTIC FICTION Key Concept: Being a Good Citizen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Vocabulary

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

44

SHARED READ A Difficult Decision. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Comprehension Strategy: Make and Confirm Predictions . . . . . . . . . . . . . . . . 52 Genre Study: Realistic Fiction [First Person] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Comprehension Skill: Point of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Vocabulary Strategy: Suffixes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Research and Inquiry: Ask and Answer Questions. . . . . . . . . . . . . . . . . . . . . . . . . . 59 Vocabulary

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

60

PAIRED READ Helping to Make Smiles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Grammar: Pronoun-Verb Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Grammar: Possessive and Reflexive Pronouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Daniel Griffo

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

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SOCIA

GENRE STUDY 3 FICTION Key Concept: Cooperation Works!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Vocabulary

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

82

SHARED READ Soccer Friends. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Comprehension Strategy: Summarize. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Genre Study: Fiction [Problem and Solution] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Comprehension Skill: Point of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Vocabulary Strategy: Idioms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Research and Inquiry: Interviews. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Vocabulary

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

98

PAIRED READ Bully-Free Zone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Grammar: Contractions with the Verb Be . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Grammar: Contractions with Pronouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Richard Johnson

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

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vii Richard Johnson

Key Concept Our Heroes

Essential Question What do heroes do?

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Unit 5 • Biography

01

COLLABORATE

A hero is someone that people look up to because of his or her achievements and courage. A rescue worker is a hero to many people.

Talk with a partner about what is happening in the photo.

Your Turn Who else is a hero? Think about people who you think are heroes. Write your ideas in the chart. Use the photos and words to help you.

• police officer • arrests criminals

• rescue worker • saves people

Hero

COLLABORATE

• doctor • helps the sick

(bkgd) Warships/Alamy; (l to r) TFoxFoto/Shutterstock; boyphare/Shutterstock; Halfpoint/Shutterstock; UpperCut Images/SuperStock

• firefighter • puts out fires

What Makes Them a Hero

Talk with a partner about your ideas.

Unit 5 • Biography

3

VOCABULARY

02

afford

v. have enough money to pay for something

I can’t afford to buy a new bike.

Name something you can’t afford to buy with your money.

(t to b) TY Lim/Shutterstock; (inset) Sergey Ryzhov/Shutterstock; Patrick Foto/Shutterstock; VAKS-Stock Agency/Shutterstock; Oksana Mizina/Shutterstock

agree

v. have or express the same opinion about something

I agree that vegetables are good for health.

Do you always agree with what your friends say? brave

adj. not afraid of difficult or dangerous things

The brave firefighter saved the little girl.

Tell about a time you have done something brave. challenging

adj. difficult to do

The challenging math problems made him feel tired.

What is the most challenging subject for you?

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Unit 5 • Biography

SHARED READ desire

n. wish; a feeling of wanting something very much

Everyone has a desire to win the race.

What do you have a desire to do later in life?

v. learn; find out something that you did not know before (t to b) Image Source/Getty Images; NAZIN ALEXANDR/Shutterstock; (inset) Ondrej Prosicky/Shutterstock; Africa Studio/Shutterstock; Huntstock, Inc/Alamy

discover

I was surprised to discover that these birds were baby eagles.

Can you discover something you already know?

forced

v. made someone do something that they did not want to do

Jane’s mom forced her to eat all her vegetables.

What is something your parent has forced you to do? heroes

n. people you admire because they do good things

Police officers are heroes because they help people.

What things make people become heroes?

Unit 5 • Biography

5

VOCABULARY interest

n. a feeling of wanting to learn more about something

(t to b) antoniodiaz/Shutterstock; (tcl) Miriam Doerr Martin Frommherz/Shutterstock; (tcr) Suwin/Shutterstock; (br) PaO_STUDIO/Shutterstock; golubovystock/Shutterstock; Evgeniy Kalinovskiy/Shutterstock

Lisa has an interest in music.

What do you have an interest in? What would you like to learn more about? perform

v. do an action or a job

Robots can perform a lot of tasks.

How well do you perform your school tasks? migrant

adj. going to live in a different place to find work

This migrant worker left his home country to work here.

Are there any migrant workers in your area? Where are they from? respect

n. politeness and care shown toward someone or something

that is considered important

They have a lot of respect for their grandpa.

Who do you show respect to?

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Unit 5 • Biography

SHARED READ rot

v. decay; become more damaged because something is getting older

The apple started to rot.

How do fruits and vegetables change when they rot? strike

n. a period of time when workers stop working to get better pay or conditions

The workers are on strike today.

Describe how a strike might help a worker. succeed

v. do what you are trying to do; get the result that you want

(t to b) Freer/Shutterstock; Marie Kanger Born/Shutterstock; EvgeniiAnd/Shutterstock

A lot of practice helped him succeed in winning the game.

What do you hope to succeed in doing this year?

COLLABORATE

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

Unit 5 • Biography

7

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

Write your question here.

03

As you read, make note of: Interesting Words

Essential Question

What do heroes do?

Key Details

Read about a man who took action to improve the lives of others.

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Unit 5 • Biography

BIOGRAPHY

Who are your heroes? For many farm workers, César Chávez is a hero. He is the brave man who spent his life helping them.

FIND TEXT EVIDENCE

Childhood

Read Paragraphs 2–3

César Chávez was born in Arizona. His parents taught him about learning, hard work, and respect.

Summarize Circle what César Chávez's family taught him about.

Summarize how he learned about caring for others.

César worked on the family farm as a young boy. He helped care for the farm animals. His mother and grandmother taught César about caring. Many people came to their door asking for food, and his kind family always shared.

Paragraph 5

Sequence Draw a box around what César's mother taught him. Underline how this helped him succeed later in life.

César had a strong interest in education. This desire to learn was sometimes hard on him.

Spanish was his first language, but he needed to learn and study English. At school, he was punished for speaking Spanish.

Reread Margaret Lindmark; Siede Preis/Getty Images

Author's Craft

His mother taught César to find peaceful ways to solve problems. These lessons helped him succeed later in life. He would win struggles without fighting.

How does the author get you interested in the biography in the first paragraph?

Unit 5 • Biography

9

SHARED READ

Hard Times When César was ten, it did not rain for a long time. This drought caused the plants on the farm to die. Without crops to sell, César’s family couldn’t afford to keep the farm.

FIND TEXT EVIDENCE Read Paragraph 1–2

Bold Print and Timeline Underline what the drought caused. Circle two reasons why the family moved.

Circle this event on the timeline.

Then César’s family moved to California where there was no drought. His family traveled from farm to farm and worked the crops.

César and his family would quickly discover that migrant farm workers had difficult lives. Their challenging jobs forced them to work long hours for little money. The workers bent over all day tending the crops. The work they had to perform made their backs hurt and their fingers bleed. If workers complained, farm owners fired them.

Paragraph 3

Summarize Draw a box around what the family discovered in California. Summarize details that tell about what they discovered.

Timeline of César Chávez’s Life

Reread

Siede Preis/Getty Images

Author's Craft

How does the timeline help you understand César's work and accomplishments?

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Unit 5 • Biography

1962 César started National Farm Workers Association.

1939 The Chávez family moves to California.

1920

1930

1940

1927 César is born on March 31.

1950

1960

1942 César finishes 8th grade; begins full time farm work.

1970

1980

1990

1965 1993 He convinces César helped the workers to farm workers have a strike. until he dies on April 23.

1991 César gives speeches about treating workers fairly.

2000

2010

1994 He wins the U.S. Medal of Freedom.

Changing Lives

BIOGRAPHY

César knew the migrant workers were not treated fairly, so he decided to take action. He told the migrant workers he had a plan.

FIND TEXT EVIDENCE Read Paragraph 2

It was time for grapes to be harvested, or picked. César told the workers to stop working.

This was called a strike. The grapes began to rot.

With no grapes to sell, the landowners lost money. Finally, the owners talked to César. They promised better pay. After that, the workers began picking the crops again.

Synonyms Draw a box around a synonym for harvested.

When did César tell workers to stop working?

César Chávez worked for the rest of his life to improve farm workers’ lives. Would you agree that he is a hero?

Sequence Underline what happened when the landowners lost money. Circle what happened after that.

Margaret Lindmark; Siede Preis/Getty Images

Summarize Use details in the text and the timeline to summarize the events from "César Chávez" in order.

Unit 5 • Biography

11

COMPREHENSION STRATEGY

Reread

Summarize

SHARED READ Quick Tip

Summarizing is using your own words to tell the most important details. This can help you remember information.

FIND TEXT EVIDENCE After reading page 11 of “César Chávez,” I can summarize what César did to help farm workers.

Summarizing can help you better understand the text.

Make sure to tell the events in the correct order. If you're not sure of something, reread to check.

Page 11

It was time for the grapes to be harvested, or picked. César told the workers to stop working. This was called a strike. The grapes began to rot. With no grapes to sell, the landowners lost money. Finally, the owners talked to César. They promised better pay.

After that, the workers began picking the crops again.

I read that César talked to other farm workers and they had a strike. When the owners promised better pay, the strike ended.

Your Turn Summarize the section “Childhood” on page 9.

COLLABORATE

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Unit 5 • Biography

GENRE STUDY

BIOGRAPHY

Reread

Bold Print and Timeline

Readers to Writers

“César Chávez” is a biography. It is a true story of a person’s life that is written by another person. The author uses text features, such as words in bold print and a timeline.

FIND TEXT EVIDENCE I can tell that “César Chávez” is a biography because it tells about the life of César Chávez. Another clue is that it has a timeline of his life and important words in bold print.

Use a timeline to show the order of important events in a biography. Label the years of the events to show when they took place during a person's life.

Bold print shows words that are important to understand the topic.

A timeline shows dates of events in the order that they happened.

COLLABORATE

Your Turn How does the author use the timeline to add details to the biography?

Siede Preis/Getty Images

Page 10

SHARED READ

Unit 5 • Biography

13

COMPREHENSION SKILL

Sequence

Quick Tip

The sequence tells the order of ideas in a text. We can use the words first, next, then, and last to tell the order of what happens.

FIND TEXT EVIDENCE As I read “César Chávez,” I think about how the ideas and information are organized in the text. They tell the sequence of events in César’s life.

First

César Chávez was born on a farm in Arizona.

Margaret Lindmark

COLLABORATE

Your Turn Reread “César Chávez.” Fill in the graphic organizer to help you identify the sequence of important events.

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Unit 5 • Biography

Review your notes and use them to retell the important events in the order that they happened.

Reread

SHARED READ

First

César Chávez was born on a farm in Arizona.

Next

Then

Last

Unit 5 • Biography

15

RESPOND TO READING COLLABORATE

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

Questions 1 What lessons did

César learn as a child?

2 Why did César

want to help migrant workers?

3 How did César

help migrant workers?

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Unit 5 • Biography

Discussion Starters César’s parents taught him . . .

Text Evidence Page(s):

His mother taught him . . .

Migrant workers had difficult lives because . . .

Page(s):

César decided to take action because . . .

César’s plan was . . .

César’s plan helped to . . .

Page(s):

Reread

SHARED READ

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

What did César Chávez do to become a hero?

When César was a child, he learned to

He wanted to help migrant workers because

César told migrant workers to

Margaret Lindmark

As a result of the strike,

Unit 5 • Biography

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VOCABULARY STRATEGY

Reread

SHARED READ

Synonyms Synonyms are words that have almost the same meaning. Mad and angry are synonyms. A synonym can be a clue to the meaning of a difficult word.

FIND TEXT EVIDENCE

On page 9 of “César Chávez,” I read the word caring. In the last sentence of the same paragraph, I read the word kind. Caring and kind are synonyms.

His mother and grandmother taught César about caring. Many people came to their door asking for food, and his kind family always shared.

Your Turn Find a synonym for the word below in the same paragraph.

COLLABORATE

problems, page 9: Write your own sentence using one pair of synonyms.

Margaret Lindmark

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SOCIA

RESEARCH AND INQUIRY

Paraphrase

TU L S DI

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e Integrat

Quick Tip

To paraphrase means to use your own words to retell what someone has written. When you take notes from a source, paraphrasing will help you understand the information.

Read the text below. Then write the same information using your own words.

Author of the Declaration of Independence in 1776, Thomas Jefferson led our nation as President from 1801 to 1809.

Compare your partner’s notes with the source. Look for important details that may be missing.

Discuss when your partner can use different words to express, or tell, the same facts or ideas as the author.

Look away from a source when you take notes. This will help you write down ideas in your own words.

My American hero is As you research, remember to paraphrase the most important information to include in your poster.

Unit 5 • Biography

JGI/Jamie Grill/Blend Images LLC

COLLABORATE

American Hero Poster With a partner, research the life of an American hero, such as Paul Revere, Amelia Earhart, or Sojourner Truth. Then create a poster with information that tells why this person is important in American history.

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VOCABULARY

04

darted

v. moved quickly

The rabbit darted across the field.

If a person darted across the street, would they be moving fast or slowly?

(t to b, l to r) James Warwick/Getty Images; LightField Studios/Shutterstock; Krakenimages.com/Shutterstock; kwanchai.c/Shutterstock; Creativa Images/Shutterstock

disappointment

n. a feeling of sadness because something has not happened as you expected

They felt a lot of disappointment when their team lost.

What have you felt disappointment about? glum

adj. quietly unhappy

Lily was feeling glum today.

When was the last time you felt glum? Why?

Tina

green with envy

idiom very jealous; wishing very much that you had

something that someone else has

Tina was green with envy when her friend won an award.

Have you ever been green with envy?

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Unit 5 • Biography

PAIRED READ slimy

adj. covered in a wet, sticky liquid that is unpleasant to touch

It is hard to hold a slimy fish.

Would you be afraid to hold a slimy worm? splash

v. move noisily through water making drops fly everywhere

The children like to splash in the water.

Do you like to splash in the pool with your friends? stunned

v. very surprised

He was stunned to see the beautiful peacock.

COLLABORATE

(t to b) Jan Toula/Shutterstock; spass/Shutterstock; Lapina/Shutterstock

What animal at the zoo were you stunned to see?

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

Unit 5 • Biography

21

PAIRED READ FIND TEXT EVIDENCE Read

Essential Question What do heroes do?

Read about a prince who becomes a hero to his new pet.

Paragraph 1

What does each of the four princes in the kingdom have? Underline the evidence in the text.

Write the answer.

The Prince’s

Paragraph 2

Draw a box around the clue that tells how Peter feels about his new pet.

05

Paragraph 2

What kind of pet does Peter want?

O

nce upon a time, there was a kingdom with four princes.

The older princes each had a royal pet. These royal pets were a horse, a tiger, and a wolf. One day, the youngest prince, Peter, received his pet. It was a frog.

“Why is my pet so small and slimy?” Peter thought. The prince was green with envy for his brothers’ pets. He had wished for an eagle or an elephant. He could have caught a frog all by himself.

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Unit 5 • Biography

FAIRY TALE

The queen noticed her son’s disappointment. “Take good care of your royal pet,” she told him. “Make sure that your frog has everything a frog needs to be healthy and happy.” Peter felt glum, but he did as he was told. He put the frog in a dish of water. He captured flies and fed his pet. Snap, gulp! The frog’s sticky tongue darted out and swallowed hungrily. “Yuck!” Peter thought.

FIND TEXT EVIDENCE Read Paragraph 1

Underline what the queen tells her son to do. Circle words that describe how Peter feels.

“Thank you for feeding me!” the frog said. Peter’s jaw dropped.

“Thank you for letting me sleep safely in your royal bedroom,” the frog continued.

“I’m not big.

I’m not fast or strong, but I can be a good and loyal friend,” his pet frog said hopefully.

Paragraph 1

Draw a box around the description of the frog eating. Why does Peter think “Yuck!” when he watches the frog?

Peter was stunned to discover his frog could talk! Not only could his frog talk, but the frog wanted to play.

Paragraph 3

How does Peter react when his frog talks?

Unit 5 • Biography

23

PAIRED READ FIND TEXT EVIDENCE Read Paragraph 1

How have Peter’s feelings about his frog changed?

Paragraph 1

Underline the evidence in the text that tells why the queen is happy.

Paragraph 1

Circle what Peter does for his pet. Draw a box around what the queen is pleased to see.

COLLABORATE

Talk with a partner about how the author describes the queen’s feelings as a way to tell you about Peter.

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Unit 5 • Biography

For three days, the queen watched as Peter’s interest in the frog grew. She was happy to see her son and his pet splash and laugh in the royal pool. Peter always made sure the frog was safe and had everything a frog needs to be healthy and happy.

The queen was pleased to see her son take good care of his pet.

FAIRY TALE

On the third night, the frog told the prince, “I feel lucky to be your pet.”

Peter felt lucky, too. A prince could never wish for a better pet than his friendly frog. He kissed the frog on its slimy head. “I will always take care of you, my friend.”

Suddenly, the prince saw a princess standing where the frog had been.

“I was under a magic spell, but your loyal friendship has set me free,” she said. “My hero!”

FIND TEXT EVIDENCE Read Paragraphs 1-2

Circle how the frog feels about Peter. Draw a box around how Peter feels.

Paragraph 4

Why does the princess call Peter her hero?

COLLABORATE

Talk with a partner about how Peter proved himself to be a hero. Use the details in the text and illustrations to support your ideas.

Make Connections What does the prince do to be a hero to the princess? ESSENTIAL QUESTION How are the heroes you have read about alike? TEXT TO TEXT

Unit 5 • Biography

25

Reread

PAIRED READ How does the author help you understand how Peter’s feelings change in the story?

COLLABORATE

Talk About It Reread the story. Talk about details that show how Peter feels about his pet.

Cite Text Evidence Write details about the character, Peter. Then tell how his feelings change in the story.

Details

How Peter Changes

Write The author helps me understand how

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Unit 5 • Biography

Quick Tip Story characters may change as they learn an important lesson.

Peter's feelings about his pet frog change in the story. Think about what he has learned by the end.

Point of View

Quick Tip

The narrator of "The Prince’s Frog" is not a character.

The fairy tale is told from the third-person point of view.

The narrator uses pronouns such as he or she to show the actions, thoughts, and feelings of the characters.

Authors can use the third-person point of view to tell what different characters think or feel about events in a story.

FIND TEXT EVIDENCE On page 23, the pronouns her and she refer to, or tell about, the queen. The narrator shows what the queen does and says from the third-person point of view.

The queen noticed her son’s disappointment. “Take good care of your royal pet,” she told him.

Your Turn Look back at page 24. What pronouns refer COLLABORATE

to Peter from the third-person point of view?

Identify when the narrator uses the third-person point of view to describe the feelings of the queen and Peter.

Unit 5 • Biography

27

GRAMMAR

Pronouns • A pronoun takes the place of one or more nouns.

• Singular pronouns replace singular nouns.

• I, he, she, you, and it are singular pronouns.

• Plural pronouns replace plural nouns.

• We, they, and you can take the place of plural nouns.

FIND TEXT EVIDENCE Who or what is the sentence about? Underline the pronoun.

He helped care for the farm animals.

COLLABORATE

Your Turn A. Write the correct pronouns to replace the underlined nouns.

1. César lived in Arizona.

2. César and his family worked on a farm.

3. Arizona is hot.

4. The workers were unhappy.

Quick Tip Some pronouns refer to people or places that are not named.

For example: everything, nobody.

We, they, and you can replace a noun and a pronoun together. For example: Lisa and I We.

Margaret Lindmark

B. Add a pronoun and other words to complete the sentence.

like(s) to

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Unit 5 • Biography

Subjective, Objective, Possessive Pronouns • Some pronouns can be the subject of a sentence.

• Some pronouns can be in the predicate part of a sentence.

• Possessive pronouns show who owns what.

FIND TEXT EVIDENCE What is the sentence about? Underline the possessive pronoun.

His parents taught him about learning, hard work, and respect.

Your Turn A. Underline the pronoun if it is part of the subject.

Circle the pronoun if it is part of the predicate.

1. They moved to California.

2. César was going to strike with us.

3. His mother taught him many things.

4. I am proud of César.

I and we can be used as subjects in a sentence. I is always capitalized.

Me and us can be used in the predicate of a sentence.

Possessive pronouns include: my, our, their, his, and her.

B. Add a possessive pronoun and other words to complete the sentence.

taught me Margaret Lindmark

COLLABORATE

Quick Tip

Unit 5 • Biography

29

What have you learned about what heroes do from the selections and the statue of Paul Revere?

COLLABORATE

Talk About It Look at the photo and read the caption.

Talk with a partner about what you know about Paul Revere. Why do you think he is a hero?

Cite Text Evidence Circle the detail in the caption that tells why the statue has been built. Underline why people think Paul Revere is a hero.

SOCIA

MAKE CONNECTIONS

TU L S DI

ES

e Integrat

Quick Tip Use the sentence starters to discuss what heroes do.

César worked to…

Peter became a hero because…

Paul Revere…

Write The selections I read and this photo help me understand that heroes are

brians101/Getty Images

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Unit 5 • Biography

This statue honors Paul Revere's famous Midnight Ride. He risked his life to help protect the safety of others.

SOCIA

RESEARCH AND INQUIRY

Present Your Work COLLABORATE

TU L S DI

ES

e Integrat

Quick Tip

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

Plan what you and your partner are each going to say.

Build on each other's ideas. Politely ask each other how to improve the presentation.

Presenting Checklist

An interesting fact I learned about the American hero is

I would like to know more about

Practice your presentation with your partner.

Speak loud and clearly enough for everyone to hear.

Speak at an appropriate pace— not too fast and not too slow.

Pay attention as your partner speaks.

Unit 5 • Biography

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GENRE WRITING

Expert Model Features of a Biography

Shared Read (pages 8-11)

A biography teaches us about an important person and the events in his or her life.

Quick Tip

• It tells about events in a person's life in sequence.

• It includes a conclusion.

Analyze an Expert Model Studying "César Chávez" will help you learn about writing a biography. Reread pages 8-11. Then answer the questions below.

COLLABORATE

What descriptive words does the author use to show what life was like for César Chávez and his family?

How are the subheadings in “César Chávez” useful in understanding his life?

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Unit 5 • Biography

Including subheadings can show different major events in the life of the biography subject’s life.

Word Wise Descriptive words provide more details about an individual or events. Including descriptive words is a way for authors to help their readers relate more with the subject of the writing.

BIOGRAPHY

Plan: Brainstorm

Quick Tip Talk with a classmate about people who have done brave things and helped others. Think about people in history that you want to learn more about. You can also search online to help you get ideas.

Anna Yu/Getty Images

Generate Ideas You will write a biography about a hero.

Draw and brainstorm ideas about people you think are heroes. Think about what you already know and what you want to learn about them. Use this space for your ideas.

Unit 5 • Biography

33

GENRE WRITING

Plan: Choose Your Topic COLLABORATE

Writing Prompt Write a biography about someone you think is a hero. Remember, a hero is someone that people admire, or look up to. Use your ideas from page 33. Complete these sentences to help you get started.

The name of my hero is This person is a hero because

The biography will answer these questions about my hero:

parinyabinsuk/Shutterstock

Purpose and Audience Authors write biographies to teach us about important people and events.

Think about why you admire the person you want to write about. In your writer's notebook, explain why you want others to learn about your hero.

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Unit 5 • Biography

Quick Tip Your audience may include your classmates or family who may not be familiar with your hero. Think about how to present information in the biography in a clear and interesting way.

BIOGRAPHY

Plan: Organization

Quick Tip

Primary and Secondary Sources You will research information about your hero. Using at least one primary source, such as something your hero wrote or said, can make your biography more interesting.

A writer listed primary and secondary sources to research information for a biography. Add an example of a primary source and a secondary source to the chart.

Primary Sources

Secondary Sources

speech

encyclopedia

photo

textbook

Primary sources were created by a person who took part in an event.

Secondary sources were created by someone who studied a topic.

Plan Find at least one primary source and one secondary source for your biography. List your sources in your writer’s notebook. Then take notes from your sources. Look for answers to the questions you wrote on page 34. You will use your notes to develop your ideas with specific details.

Unit 5 • Biography

35

GENRE WRITING

Draft Sequence Authors often tell the events in a person's life in sequence, or in the order they happened. This helps readers to follow the events and understand why they happened. "César Chávez" is written in sequence. Circle words that show the order of two events in Cesar's life.

When César was ten, it did not rain for a long time.

This drought caused the plants on the farm to die.

Without crops to sell, César's family couldn't afford to keep the farm.

Then César's family moved to California where there was no drought.

Use the text above as a model to write about events in your hero's life in sequence.

Write a Draft Look over the notes you took from your sources. Organize the information in sequence to help you write a draft in your writer's notebook.

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Unit 5 • Biography

Quick Tip Put events in the order that they happened. Words such as first, next, then, later, and when will help show the sequence.

You can use a timeline to show when events in your hero's life happened.

Grammar Connections You may include the date of an event in the text. Write a comma between the day and the year in a date.

He won a gold medal on February 4, 1980.

BIOGRAPHY

Revise

Grammar Connections

Strong Conclusions Authors may end a biography in an interesting way to help you remember what you have learned and understand why someone is important.

Reread the last paragraph on page 11 of "César Chávez."

Talk about how the author ends the biography. How does this conclusion help you understand why César Chávez is a hero?

A subject pronoun tells who or what did an action.

He helped care for the farm animals.

They promised better pay.

An object pronoun comes after an action verb or a preposition.

These lessons helped him succeed later in life.

He talked to them to stop working.

Revise It’s time to revise your draft. Check that you wrote events in sequence. Make sure your conclusion helps readers understand why you admire your hero.

Unit 5 • Biography

37

GENRE WRITING

Revise: Peer Conferences 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 might make the writing stronger.

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

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

I enjoyed the beginning of your draft because…

How about adding more details about…

I have a question about…

Based on my partner's feedback, I will

Revising Checklist

Does the biography show why the person is a hero to others?

Are the events in sequence?

Did I use primary and secondary sources?

Did I use pronouns such as he, she, him, and her?

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 41 to help you with your revision.

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Unit 5 • Biography

BIOGRAPHY

Edit and Proofread

Tech Tip

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.

If you wrote on a computer, use the spell-check feature to help you find and correct spelling mistakes.

Editing Checklist Do all sentences end with the correct punctuation marks?

Do the subjects and verbs agree in all the sentences?

Are all sentences complete sentences?

Are subject, object, and possessive pronouns used correctly?

Are commas used correctly in dates?

Are all the words spelled correctly?

List two mistakes you found as you proofread your biography.

1

Grammar Connections A possessive pronoun shows who or what owns something.

Some possessive pronouns come before nouns.

Peter captured flies and fed his pet.

Peter kissed the frog on its slimy head.

2

Unit 5 • Biography

39

GENRE WRITING

Publish, Present, and Evaluate Publishing Create a clean, neat final copy of your biography. You may add a timeline, illustrations, or other visuals. Write a list of your primary and secondary sources at the end of your work.

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.

What I learned from .........................................................'s presentation:

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

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Unit 5 • Biography

Presenting Checklist Sit up or stand up straight.

Look at the audience.

Share information clearly.

Speak at an appropriate pace—not too quickly or slowly.

Carefully listen to your classmates’ questions and respond with details from your biography.

Listening Checklist Make eye contact with the speaker.

Listen for details that answer questions about the topic.

Identify what the speaker does well.

Think of questions you can ask.

BIOGRAPHY Evaluate After you publish and present your biography, use the rubric below to evaluate your writing.

1

What did you do successfully?

2

What needs more work?

4

3

2

1

• tells a real person’s life story and clearly explains why he or she is a hero

• tells a real person’s life story and gives some explanation why he or she is a hero

• tells a real person’s life story

• does not focus on the person

• uses some correct pronouns

• does not attempt to use pronouns

• uses correct pronouns

• uses mostly correct pronouns

• uses at least one source

• does not use sources

• uses a primary and a secondary source

• some events follow correct sequence

• most events are in correct sequence

• has frequent errors

• uses primary and secondary sources • follows a sequence of events • is free or almost free from errors

• most events are not in sequence • many errors make the story difficult to understand

• has few errors

Unit 5 • Biography

41

NEW EDITION

Grade 2 • Unit 5

McGraw Hill

9 789814 923712

READING/WRITING COMPANION

CYAN MAG YELO BLACK BLUE

ISBN: 978-981-4923-71-2

PHX MAC #1448246 03/02/18

READING/WRITING COMPANION 2.5

UNIT 5

NEW EDITION

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