Wonders READING/WRITING COMPANION 2.6

NEW EDITION

Grade 2 • Unit 6

McGraw Hill

9 789814 923729

READING/WRITING COMPANION

CYAN MAG YELO BLACK BLUE

ISBN: 978-981-4923-72-9

PHX MAC #1448246 03/02/18

READING/WRITING COMPANION 2.6

UNIT 6

NEW EDITION

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Cover: Nathan Love, Erwin Madrid

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Wonders New Edition Reading/Writing Companion Grade 2 Unit 6 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 6 Original ISBN: 978-0-07-901820-5 Original MHID: 0-07-901820-3 Send all inquiries to: McGraw-Hill Education 1 International Business Park #01-15A The Synergy, Singapore 609917 When ordering this title, please use ISBN: 978-981-4923-72-9 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!

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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 EXPOSITORY TEXT Key Concept: Money Matters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Vocabulary

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

4

SHARED READ The Life of a Dollar Bill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Comprehension Strategy: Summarize. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Genre Study: Expository Text [Subheadings and Graphs] . . . . . . . . . . . . . . . . . . . 13 Comprehension Skill: Problem and Solution. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Vocabulary Strategy: Paragraph Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Research and Inquiry: Visual Materials. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Vocabulary

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

20

PAIRED READ King Midas and the Golden Touch. . . . . . . . . . . . . . . . . . . . . 22 Grammar: Adjectives, Including Articles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Grammar: Articles and This, That, These, Those. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Kevin Zimmer

Genre Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

iv iv

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TU L S DI

ES

6 UNIT

GENRE STUDY 2 DRAMA/MYTH Key Concept: Plant Myths and Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Vocabulary

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

42

SHARED READ The Starry Asters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Comprehension Strategy: Reread. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Genre Study: Drama/Myth [Elements of a Play] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Comprehension Skill: Theme. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Vocabulary Strategy: Idioms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Research and Inquiry: Diagrams. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Vocabulary

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

58

PAIRED READ A Pumpkin Plant. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Grammar: Adjectives That Compare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Grammar: Adverbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Genre Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

v

GENRE STUDY 3 EXPOSITORY TEXT

S

6 UNIT

Key Concept: We Need Energy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Vocabulary

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

82

SHARED READ Pedal Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Comprehension Strategy: Reread. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Genre Study: Expository Text [Subheadings and Diagrams]. . . . . . . . . . . . . . . . . 91 Comprehension Skill: Author’s Purpose. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Vocabulary Strategy: Paragraph Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Research and Inquiry: Reliable Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Vocabulary

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

98

PAIRED READ The Power of Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Grammar: Prepositions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Grammar: More Prepositions and Prepositional Phrases . . . . . . . . . . . . . . . . . . . . . . . . 107 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

Steve Schell

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

vi

ENCE CI

vii Don Hammond/Design Pics

Key Concept Money Matters

Essential Question How do we use money?

2

Unit 6 • Expository Text

01

COLLABORATE

We use money to buy goods. Goods means things like food or toys. We also use money to buy services, like babysitting or dog walking. Talk with a partner about what is happening in the photo.

• buy food • eat out

• see a movie • buy snacks

• get a haircut • buy new clothes

Goods

COLLABORATE

(bkgd) stylephotographs/123RF; (l to r) Erik Isakson/Blend Images LLC; Goncharov_Artem/Shutterstock; sonya etchison/Shutterstock; Zurijeta/Shutterstock

Your Turn What goods and services does your family pay for? Write your ideas in the chart. Use the photos and words to help you.

• check-ups • health insurance

Services

Talk with a partner about your ideas.

Unit 6 • Expository Text

3

VOCABULARY

02

allowance

n. a small amount of money that is given to children by their

parents

My mom gives me my allowance every Sunday.

What do you do with your allowance? bill

n. a piece of paper money

She’s holding a one dollar bill.

Which is easy to fold? A bill or a coin?

(t to b) goodluz/Shutterstock; Zwiebackesser/Shutterstock; pixinoo/Shutterstock; Lisa F. Young/Shutterstock

change

n. the money you get back after paying for something

The sales clerk gives my mom back her change.

What do you do with the change you get after you buy something? Do you save it or spend it? exchanges

v. gives something and gets something back

Kate exchanges her pudding for the apple.

Who in your class exchanges their snacks with their friend’s snacks?

4

Unit 6 • Expository Text

SHARED READ invented

v. made something that has never been made before

This robot was invented by him.

Name something that was invented by someone. money

n. something that is used to buy things and to pay people for their work

We need money to buy things.

prices

(t to b) Dmytro Zinkevych/Shutterstock; Tyler Olson/Shutterstock; PIXTAL/AGE Fotostock; Romrodphoto/Shutterstock

Where did you spend your money recently?

n. amounts of money you must pay to buy things

She looked at the prices of clothes in the store.

Do you know the prices of any food items or toys? purchase

v. buy; give money to get something

Sam will purchase a snack at the fair.

What do you like to purchase at the store?

Unit 6 • Expository Text

5

VOCABULARY record

n. information kept by writing it down or saving it on a computer

Our coach keeps a record of our positions on the field.

Do you keep a record of the things you buy or collect? replace

v. put something new in place of something old

My dad will replace the old tire.

Is there anything old at home that you need to replace?

(t to b) Thampapon/Shutterstock; Sergey Ryzhov/Shutterstock; Dan Race/Shutterstock; FGC/Shutterstock

shredding

v. cutting something into many long, thin pieces

My dad destroys the paper by shredding it.

What might be the reason for shredding papers? system

FARM

STORE FACTORY

6

Unit 6 • Expository Text

n. groups or businesses that work together for a particular

purpose; a way of doing things

This system helps people get fresh milk from the farms every day.

Tell about a system you have for doing something.

SHARED READ value

n. the amount of money you can get for something

A dollar has a higher value than a penny.

Which of your belongings has the most value? worn out

adj. old and useless due to damage from too much use

These shoes are worn out.

What do you do when something is worn out?

adj. having a particular value in money (t to b) Adeet Deshmukh/McGraw-Hill Education; moritorus/Shutterstock; SpeedKingz/Shutterstock

worth

This television is worth a lot of money.

Name some things that are worth a small amount of money.

COLLABORATE

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

Unit 6 • Expository Text

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 questions here.

03

As you read, make note of: Interesting Words

(t) Kevin Zimmer; (c) Dubrouskaya Tatsiana/Shutterstock

Key Details

Essential Question

How do we use money?

Read to learn about how a dollar bill circulates.

8

Unit 6 • Expository Text

The Dollar Bill Is Printed

FIND TEXT EVIDENCE Read Paragraph 1

Subheadings and Graphs Circle the subheading for this section. Underline details about the machine that prints the bill.

The U.S. Bureau of Engraving and Printing prints bills each day.

Let’s follow the dollar bill. It gets sent to a big bank and then a local bank. A family visits this neighborhood bank to get money. The dollar bill goes to a boy for his allowance.

Paragraph 2

Paragraph Clues Write the clue that shows the meaning of local from the paragraph.

The boy brings the dollar bill to the bookstore. He checks prices to see how much the books cost. Then he decides what he can purchase. He finds a book to buy, but is it worth the price? He’s not sure.

The boy reads the back of the book and thinks about the price. The boy decides the book is a good value, so he exchanges his money for the book.

Paragraph 3

Problem and Solution Draw a box around how the boy decides the book is a good value.

(t) Joe Raedle/Getty Images News/Getty Images; (b) Kevin Zimmer

One day, a dollar bill is printed at the United States Bureau of Engraving and Printing. The bill is printed on a machine that was invented, or created, to save time. It prints many bills at a time.

EXPOSITORY TEXT

Reread

Author's Craft

How does the author help you follow the events?

Unit 6 • Expository Text

9

SHARED READ

The Dollar Bill Travels

FIND TEXT EVIDENCE

Later, a girl buys a birthday card at the bookstore.

She gets the dollar bill as change. She takes the dollar bill home and saves it in her piggy bank.

Read Paragraphs 1–2

Summarize Underline details that tell how the girl receives and uses the bill. Summarize how the bill travels.

When the girl wants to see a movie, she takes money out of her piggy bank, including the dollar bill. She uses it to pay for the ticket. Then the dollar bill travels on.

Over five years pass and now a man gets the dollar bill. It is worn out and torn. The man is not sure if it’s usable. What happens to the ripped bill?

The man takes it to his local bank and trades it in for a new dollar bill.

Paragraph 3

Problem and Solution Circle why the man trades in the dollar bill for a new bill.

Reread

Author's Craft

How does the author help you understand when a dollar bill is no longer usable?

The Average Life Span of U.S. Bills 10 9 8 7

Number of Years

6 5 4 3 2

20

1

5

$1 bill

$5 bill

50

10

1 0

$10 bill

$20 bill

$50 bill

As of December 2013 • Source: U.S. Federal Reserve

10

Unit 6 • Expository Text

The Dollar Bill Is Replaced

FIND TEXT EVIDENCE Read Paragraph 1

Summarize Circle details that tell what happens to the old dollar bill. Summarize the events.

A machine shreds over 6 billion worn-out bills a year.

Back at the U.S. Bureau of Engraving and Printing, a new dollar bill is printed to replace the old one. Workers use a record to keep track of how many bills are printed and destroyed. They make sure there are enough bills in the system so people can buy and sell things.

Paragraph 2

Problem and Solution Underline text evidence that explains why the U.S. Bureau of Engraving and Printing replaces the old bill.

The next time you hold a one-dollar bill, think of where it has been and where it is going.

Each dollar bill has a busy, useful life.

Summarize

Make Connections

Use the most important events in the selection to summarize how a dollar bill passes from person to person.

How do people in the selection use money? ESSENTIAL QUESTION What can you do with a one-dollar bill? TEXT TO SELF

Unit 6 • Expository Text

11

(t) Martin Poole/Photographer’s Choice/Getty Images; (b) Kevin Zimmer

The old dollar bill is returned to the big bank where workers decide that it can’t be used again.

They destroy the bill by shredding it. They cut it into tiny pieces.

EXPOSITORY TEXT

COMPREHENSION STRATEGY

Reread

Summarize

SHARED READ Quick Tip

To summarize a selection, you tell only the most important details of the selection. This helps you remember what you have read.

FIND TEXT EVIDENCE After I read page 9 of “The Life of a Dollar Bill,” I will summarize what I read to make sure I understand it.

Locate the details that will help you to understand what the author explains or describes. Then connect these details in your own words to summarize the text.

Page 9

Let’s follow the dollar bill. It gets sent to a big bank and then a local bank.

A family visits this neighborhood bank to get money. The dollar bill goes to a boy for his allowance.

COLLABORATE

Your Turn Reread the last paragraph on page 9. Then summarize the information.

12

I read that the printed dollar bill is sent to a big bank and then to a local bank. The dollar bill then goes to a boy.

Unit 6 • Expository Text

GENRE STUDY

EXPOSITORY TEXT

Reread

Subheadings and Graphs

Quick Tip

“The Life of a Dollar Bill” is an expository text. It gives facts and information about a topic. The author uses text features such as subheadings and a bar graph.

FIND TEXT EVIDENCE I know that “The Life of a Dollar Bill” is an expository text. It gives information about money. The text features help me learn more about dollar bills.

Page 10

SHARED READ

The title of a bar graph will help you understand the information shown.

In the bar graph's title on page 10, Life Span means the length of time that each bill is usable.

Subheadings A subheading tells what each section of text is about.

Graphs A bar graph helps you compare information using numbers.

COLLABORATE

Your Turn Compare the life spans of the U.S. bills in the bar graph. What two bills have the longest life spans? How do you know?

Unit 6 • Expository Text

13

COMPREHENSION SKILL

Problem and Solution Some information in an expository text may be presented as a problem. The solution is how the problem is solved.

FIND TEXT EVIDENCE As I reread page 10, I find a problem: Bills get worn out and torn. This is a problem because a man receives a ripped bill that he is not sure if it is usable.

Problem

A dollar bill is worn out and torn.

Kevin Zimmer

COLLABORATE

Your Turn Continue rereading the selection.

Think about the steps to the solution and then, the solution to the problem. Use the notes you have taken to help you fill in the rest of the graphic organizer.

14

Unit 6 • Expository Text

Reread

SHARED READ

Problem

A dollar bill is worn out and torn.

Steps to Solution 1.

2.

3.

Solution

Unit 6 • Expository Text

15

RESPOND TO READING COLLABORATE

Discuss Work with a partner. Use the discussion starters to answer the questions about “The Life of a Dollar Bill.” Write the page numbers.

Questions 1 How does a new

dollar bill get into people’s hands?

Discussion Starters I read that first the dollar bill is . . .

Text Evidence Page(s):

Then it is sent . . .

Then a family . . .

2 How is a dollar

bill used?

The boy uses the dollar to . . .

Page(s):

Then a girl . . .

The bill gets . . .

3 What happens

when the dollar bill gets old?

16

Unit 6 • Expository Text

If the dollar bill can’t be used again . . .

Then the government . . .

Page(s):

Reread

SHARED READ

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

How do we use a dollar bill?

After a dollar bill is printed, it

One way a person might use a dollar bill is

Another person may When a dollar bill is worn out, it

Kevin Zimmer

We use a dollar bill to

Unit 6 • Expository Text

17

VOCABULARY STRATEGY e lu C h p a r g a r a P

Reread

SHARED READ

s

Look for paragraph clues when you read a new word. These words and sentences in the paragraph can help you figure out the meaning of the word.

FIND TEXT EVIDENCE

I'll use paragraph clues to figure out what shredding means. In the first sentence, I see the old bill can't be used again. The last sentence says shredding means to cut it into tiny pieces.

The old dollar bill is returned to the big bank where workers decide that it can’t be used again. They destroy the bill by shredding it. They cut it into tiny pieces.

COLLABORATE

Your Turn Use paragraph clues to figure out the meanings of the words below. change, page 10:

Martin Poole/Photographer’s Choice/Getty Images

torn, page 10:

18

Unit 6 • Expository Text

SOCIA

RESEARCH AND INQUIRY

Visual Materials You can show how information is connected with visual materials. A flowchart shows information in a sequence of steps. It can have both text and pictures. Look at the flowchart below. It shows events in “The Life of a Dollar Bill.” Fill in the missing step.

A dollar bill is printed.

Quick Tip Quick Tip Remember that people are called producers when they earn money and consumers when they spend money.

The bill gets worn out and is shredded.

Money Flowchart Create a flowchart that shows how people are producers and consumers. Show how people earn and spend their money.

• Organize events in sequence, or in order.

•M ake a drawing or use a photo to show each event.

•Y ou may set up the events in a circle. This will show how money circulates, or passes from person to person in a cycle.

Tetra images/Punchstock

COLLABORATE

A boy gets the bill and buys a book.

TU L S DI

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e Integrat

Unit 6 • Expository Text

19

VOCABULARY

04

begged

v. strongly asked for something wanted or needed

The girl begged her mom for candy.

What have you begged for? granting

v. giving or allowing someone something

Pam’s parents made her happy by granting her wish.

(t to b) Image Source; Lucky Business/Shutterstock; Rock and Wasp/Shutterstock; Volodymyr TVERDOKHLIB/Shutterstock

Who in your family is good at granting your wishes? hugged

v. put your arms around someone, especially to show that you

like or love them

Lisa hugged her mom tightly.

Who is the last person you hugged? immediately

adv. instantly; now or without waiting

We need to go to school immediately!

If you need to do something immediately, do you wait or do it right away?

20

Unit 6 • Expository Text

PAIRED READ jewels

n. valuable stones like diamonds or rubies; pieces of jewelry like

necklaces or bracelets used for decoration

She had many beautiful jewels.

What kind of jewels would you like to own? offered

v. gave; asked if someone wanted something you had

He offered me a cookie.

Do you always take something that is offered to you? palace

n. a large, fancy home of a king, queen, or someone important (t to b) IMG Stock Studio/Shutterstock; stockyimages/Shutterstock; r.nagy/Shutterstock

The king and queen live in the palace.

The photo shows Buckingham Palace in London. Who lives there?

COLLABORATE

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

Unit 6 • Expository Text

21

PAIRED READ FIND TEXT EVIDENCE Read

Essential Question How do we use money?

Read about a king whose wish for gold causes problems.

Paragraph 2

How did King Midas earn his reward?

05

Many years ago, King Midas lived

in a grand palace with a beautiful rose

Paragraph 2

garden. He had one daughter whom he

Underline two details that show what King Midas wants. What did he wish for?

loved very much.

King Midas wanted to become rich, but

want to purchase jewels or goods.

One day, King Midas performed a good deed for a friend, who rewarded King Midas by granting him one wish. he did not desire money. He did not

Paragraph 3

Draw a box around the text evidence that shows how King Midas felt when the rose turned to gold.

Instead, he wanted riches that money could not buy. King Midas wished that everything he touched be turned instantly to gold.

King Midas’s friend granted him the wish. King Midas ran over to his garden and touched a rose. The flower instantly turned to gold. King Midas clapped his hands with glee.

22

Unit 6 • Expository Text

King Midas spent all day turning

MYTH

things to gold. By dinnertime, he was very hungry and thirsty. He sat down

FIND TEXT EVIDENCE

to eat with his daughter and his friend. King Midas reached for

Read

the food and water on his gold table.

Paragraph 2

What caused King Midas to ask his friend to undo the wish?

But each object he touched turned to gold, leaving him hungry and thirsty.

King Midas’s daughter offered him

her water. He reached to take it and, without thinking, touched her hand. Immediately, she

turned to gold, too! Stunned, King Midas begged his friend, “Undo my wish, please!” Seeing that he

Paragraph 2

Underline why the friend undid the wish. What happened after the wish was undone?

had learned his lesson, his friend undid the wish at once. All the golden objects returned to normal, including his daughter.

King Midas hugged his daughter tightly. He

had lost his gold, but he had gained back what he truly loved. Some things are worth more than gold.

Make Connections

Instead of using money, what did King Midas use to get rich? ESSENTIAL QUESTION

COLLABORATE

Unit 6 • Expository Text

Anna Vojtech

Talk with a partner about the lesson you learned from reading this myth.

What are the different forms of money that you have read about this week? TEXT TO TEXT

23

Reread

PAIRED READ Why does the author begin and end the story telling about the king’s love for his daughter?

COLLABORATE

Talk About It With a partner, describe King Midas at the beginning of the myth. Then describe him at the end.

Cite Text Evidence Who does King Midas love? What does he want? Write text evidence from the story.

Page

Text Evidence

Write The author begins and ends the story by telling about the king’s love for his daughter because

24

Unit 6 • Expository Text

Quick Tip Text evidence about King Midas's love for his daughter will help you figure out the story's theme.

The beginning and ending parts of a story have clues to the theme of the story.

Word Choice

Quick Tip

Action verbs and describing words help readers to visualize and understand the story events.

FIND TEXT EVIDENCE Look at paragraph 2 on page 23. The author uses the verb begged. It shows how strongly King Midas wants his wish to be undone. It also helps show that he has learned his lesson.

The word begged is the past tense of beg. It means "to ask strongly for something you want very much."

If someone begs for something, the person is worried the answer will be no.

King Midas begged his friend, “Undo my wish, please!” Seeing that he had learned his lesson, his friend undid the wish at once.

How does the author use word choice in this sentence to describe the way King Midas feels?

Anna Vojtech

COLLABORATE

Your Turn Reread the first sentence of the last paragraph. What words describe what the king does?

Unit 6 • Expository Text

25

GRAMMAR

Adjectives, Including Articles • An adjective is a word that describes a noun.

• Articles are special kinds of adjectives that include: the, a, and an.

• Use a or an in front of singular nouns.

• Use the in front of singular or plural nouns.

• Use the to talk about a specific group or thing.

FIND TEXT EVIDENCE What is the sentence about? Underline the adjectives. Circle the articles.

It gets sent to a big bank and then a local bank.

Dubrouskaya Tatsiana/Shutterstock

COLLABORATE

Your Turn A. Circle the correct articles. Underline the adjectives.

1. ( A / an ) girl uses her money to buy pretty flowers.

2. He has ( a / the ) opportunity to buy green shoes.

3. ( The / An ) man gets an old dollar bill.

4. You can get new pencils from ( the / an ) store.

Quick Tip Use a in front of singular nouns that begin with a consonant sound.

Use an in front of singular nouns that begin with a vowel sound.

B. Add one or more articles and other words to complete the sentence.

I want to buy

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Unit 6 • Expository Text

Articles and This, That, These, Those • The words the, a, and an are special adjectives called articles.

• This, that, these and those are special adjectives called demonstratives that tell how many and how close things are.

FIND TEXT EVIDENCE What is the sentence about? Circle the article.

Underline the special adjective that tells how many and how close.

A family visits this neighborhood bank to get money.

Your Turn A. Circle the correct articles.

1. She used ( this / these ) dollar bill.

2. ( That / These ) bills are enough for now.

3. He wants to buy ( these / that ) book.

4. The man needed to get ( this / those ) items.

Quick Tip Use this and that with singular nouns.

Use these and those with plural nouns.

B. Complete the sentence using this, that, these, or those and other words.

too expensive.

Unit 6 • Expository Text

Kevin Zimmer

COLLABORATE

27

e Integrat

MAKE CONNECTIONS What have you learned about how people use their money from the selections and the poem?

COLLABORATE

Talk About It Read the silly poem, “Captain Tickle and His Nickel.” Talk with a partner about what happens in the poem. Does the character, Captain Tickle, waste money or spend it wisely?

Cite Text Evidence With a partner, underline what Captain Tickle does with his nickels. Circle clues that show what happens because of his actions.

Write The selections I read and this poem help me understand

Squared Studios/Photodisc/Getty Images

Use these sentence starters to talk about what people do with their money: People need money…

People can spend…

People can save…

People think about…

Captain Tickle and His Nickel Captain Tickle had a nickel In a paper sack, He threw it in the river And he couldn’t get it back.

Captain Tickle spent his nickel

For a rubber ball,

There was nothing there at all.

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Quick Tip

Unit 6 • Expository Text

And when he cut it open — Leroy Jackson

SOCIA

RESEARCH AND INQUIRY

Present Your Work COLLABORATE

TU L S DI

ES

e Integrat

Quick Tip

Discuss how you will present your Money Flowchart.

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.

Before you present your flowchart, make sure that the text is clearly written for your audience. Check that your pictures or photos are big enough for everyone to see.

Presenting Checklist

Uncle Ted works and earns money.

He buys my birthday gift at the bookstore.

I learned how people earn and spend their money. An interesting fact I learned is

Practice your presentation in front of a friend.

Look at the audience.

Speak clearly and slowly.

Point out written or visual information.

Make sure everyone can see the flowchart.

I would like to know more about

Unit 6 • Expository Text

29

GENRE WRITING

Expert Model Features of a Research Report

Shared Read (pages 8-11)

Expository text teaches readers about a topic. A research report is a type of expository text.

Word Wise

• It tells the main idea in the introduction.

• It has supporting paragraphs that give information.

• It ends with a concluding statement or section.

Analyze an Expert Model Studying "The Life of a Dollar

Bill" will help you learn how to write a research report.

Reread pages 8-11. Then answer the questions below.

COLLABORATE

What information do readers learn at the very beginning of the text?

What information is given in the graph on page 10?

Why was it included?

30

Unit 6 • Expository Text

When writing to inform, an author might write in the second person. They use words like “let’s” and “you.” This gives the sense that the author is talking directly to the reader.

EXPOSITORY TEXT

Plan: Brainstorm

Quick Tip People may save money at a bank or borrow money from a bank. You can use sources online to help you understand more about how people use banks.

Ingram Publishing/Alamy

Generate Ideas You will write a research report about banks. In the space below, draw and brainstorm ideas about the ways people use banks. Write down sources you may use to find out more about the topic.

Unit 6 • Expository Text

31

GENRE WRITING

Plan: Choose Your Topic COLLABORATE

Writing Prompt Write a research report about the different ways people use banks. Use your ideas from page 31. Then list three ways people use banks that you would like to learn more about and share in your research report.

1.

2.

3.

Purpose and Audience Most authors write research reports because they want readers to learn about a topic. Think about what you can share about banks in your report. Then explain the purpose for writing your report.

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Unit 6 • Expository Text

Quick Tip Your audience may include your classmates or family.

Most people have been to a bank.

As you write, think about what your audience might want to learn about.

EXPOSITORY TEXT

Plan: Research

Quick Tip

Generate Questions To plan your writing, think of research questions you want your report to answer. Read the chart below. The writer listed three questions about a topic. Add a fourth question the writer can use to research information.

Use the questions about your topic to come up with key words and phrases to search for online sources. Remember to check that your sources are reliable.

Topic

Checking Accounts Questions

1. What is a checking account?

2. Why do people use a checking account?

3. What do you need to write on a check to someone?

4.

Plan Use a chart like the one above to plan your report.

Write questions that you have about your topic. Then gather information from sources to answer your questions. You can also ask family members to help answer your questions.

Unit 6 • Expository Text

33

GENRE WRITING

Draft COLLABORATE

Paraphrase To paraphrase means to put information into your own words. When you take notes from sources, paraphrasing helps you to understand ideas.

Paraphrase the text below from “The Life of a Dollar Bill.” Be careful to change more than just a few words.

Let’s follow the dollar bill. It gets sent to a big bank and then a local bank. A family visits this neighborhood bank to get money. The dollar bill goes to a boy for his allowance.

Kevin Zimmer

Write a Draft Look over the notes you took that answer your research questions. Use your notes to write a draft in your writer's notebook.

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Unit 6 • Expository Text

EXPOSITORY TEXT

Revise

Quick Tip

Sentence Lengths Writers use long and short sentences to add interest to their writing. Revise the paragraph below to practice writing sentences of different lengths.

A checking account is a useful and easy way to pay money that you owe. You can write a check to a person, or you can write a check to a business. They cash the check. They receive the money.

Remember when two sentences have the same subject, you can combine the predicates. Use and to join the predicates.

For example: Joe runs to the door.

Joe opens it.

Joe runs to the door and opens it.

Tech Tip

Revise It’s time to revise your draft. Make sure you included information that answers your research questions. Read the draft and work on using long and short sentences.

If you do your research on your topic online, see if there are interactive features available.

A website may have interactive features such as slideshows or videos.

Unit 6 • Expository Text

35

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 can help make the writing stronger.

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

Based on my partner's feedback, I will

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

I was interested in the research because…

The example you gave was helpful because…

I have a question about…

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 39 to help you with your revision.

36

Unit 6 • Expository Text

Revising Checklist Does my report fit my purpose and audience?

Does it have an introduction and conclusion?

Does it answer my questions about the topic?

Did I use long and short sentences?

EXPOSITORY TEXT

Edit and Proofread

Grammar Connections

When you edit and proofread, you look for and correct mistakes in your writing. Rereading a revised draft several times will help you catch any errors. Use the checklist below to edit your sentences.

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

Are abbreviations spelled correctly?

Are adjectives used correctly?

Are commas in a series used correctly?

Are articles the, a, and an used correctly?

The adjectives this, that, these, and those tell how many and how close.

Use this and these to refer to singular and plural nouns that are near: this nickel, these dollars.

Use that and those to refer to plural and singular nouns that are far away: that bank, those customers.

List two mistakes you found as you proofread your text.

1

2

Unit 6 • Expository Text

37

GENRE WRITING

Publish, Present, and Evaluate Publishing Create a clean, neat final copy of your research report. You may add additional 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.

Presenting Checklist Stand up or sit up straight.

Look at the audience.

Share information clearly.

Speak loud enough so that everyone can hear you.

Answer questions using details from your research report.

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

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

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Unit 6 • Expository Text

Listening Checklist Make eye contact with the speaker.

Listen for details that answer your questions about the topic.

Identify what the speaker does well.

Think of questions you can ask.

EXPOSITORY TEXT Evaluate After you publish and present your report, use the rubric below to evaluate your writing.

1

What did you do successfully?

2

What needs more work?

4

3

2

1

• gives interesting facts and information about the topic

• gives some facts and information about the topic

• gives a few facts and incomplete information

• paraphrases information from sources effectively

• paraphrases information from sources

• attempts to paraphrase information

• sentences have different lengths that add interest

• some sentences have different lengths that add interest

• a few sentences have different lengths

• does not have sentences with different lengths

• is free or almost free of errors

• has few errors

• has errors that distract from the meaning of the report

• has many errors that make the writing unclear

• does not use research to explain the topic • does not paraphrase information from sources

Unit 6 • Expository Text

39

NEW EDITION

Grade 2 • Unit 6

McGraw Hill

9 789814 923729

READING/WRITING COMPANION

CYAN MAG YELO BLACK BLUE

ISBN: 978-981-4923-72-9

PHX MAC #1448246 03/02/18

READING/WRITING COMPANION 2.6

UNIT 6

NEW EDITION

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