Wonders READING/WRITING COMPANION 3.2

NEW EDITION

CYAN MAG YELO BLACK HEX.GREEN

ISBN: 978-981-4923-74-3

McGraw Hill

Grade 3 • Unit 2

PHX MAC #1448252 03/07/18

READING/WRITING COMPANION 3.2

READING/WRITING COMPANION 9 789814 923743

UNIT 2

NEW EDITION

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E X P RE SS yourself!

SOCIA

GENRE STUDY 1 EXPOSITORY TEXT Key Concept: Government. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Vocabulary

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

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SHARED READ Every Vote Counts!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Comprehension Strategy: Reread. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Genre Study: Expository Text [Subheadings and Bar Graphs] . . . . . . . . . . . . . . 15 Comprehension Skill: Author’s Point of View. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Vocabulary Strategy: Prefixes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Research and Inquiry: Writing Correspondence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Vocabulary

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

22

PAIRED READ A Plan for the People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Grammar: Kinds of Nouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Grammar: Singular and Plural Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Richard Hutchings/Corbis Documentary/Getty Images

Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Genre Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

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TU L S DI

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2 UNIT

SOCIA

TU L S DI

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GENRE STUDY 2 HISTORICAL FICTION Key Concept: Immigration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Vocabulary

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

44

SHARED READ Sailing to America. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Comprehension Strategy: Make Predictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Genre Study: Historical Fiction [Events and Illustrations]. . . . . . . . . . . . . . . . . . . 55 Comprehension Skill: Theme. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Vocabulary Strategy: Similes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Research and Inquiry: Primary and Secondary Sources. . . . . . . . . . . . . . . . . . . . . 61 Vocabulary

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

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PAIRED READ Next Stop, America! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Grammar: Irregular Plural Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Grammar: Combining Sentences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Tristan Elwell

Genre Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

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GENRE STUDY 3 EXPOSITORY TEXT S

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Key Concept: Survival. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Vocabulary

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

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SHARED READ Kids to the Rescue!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Comprehension Strategy: Reread. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Genre Study: Expository Text [Sidebars and Maps]. . . . . . . . . . . . . . . . . . . . . . . . . . 95 Comprehension Skill: Author’s Point of View. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Vocabulary Strategy: Suffixes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Research and Inquiry: Interviews. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Vocabulary

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

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PAIRED READ Help the Manatees! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Grammar: Singular Possessive Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Grammar: Plural Possessive Nouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

Steven Senne/AP Images

Genre Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

vi

ENCE CI

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Key Concept Government

Essential Question How do people make government work?

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Unit 2 • Expository Text

01

COLLABORATE

These students are voting for their class president. They vote for the person they think will do the best job. Voting lets people know what you think. It gives you the power to choose. Talk with a partner about what is happening in the photograph.

• be a candidate • make a speech

• judge candidates • make a decision

• fill out a ballot • cast a vote

(bkgd) Richard Hutchings/Corbis Documentary/Getty Images; (l to r) Gorodenkoff/Shutterstock; Brian A Jackson/Shutterstock; 24K-Production/Shutterstock; Wayne Via/Shutterstock

Your Turn What do you know about voting? Write your ideas in the web. Use the photographs and words to help you.

• put it in the box • count votes

Voting

Talk with a partner about your ideas.

COLLABORATE

Unit 2 • Expository Text

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VOCABULARY

02

announced

v. told

people something officially

The winner was announced by Ms. Parker.

Make your own sentence. “The winning team was announced by

ballots

n. pieces

.”

of paper that you write your vote on

The voters put their ballots in the box. (t to b) Simon Potter/Image Source; LightField Studios/Shutterstock; Eclipse Studios/McGraw-Hill Education; larry1235/Shutterstock

What happens to the ballots after they are put in the ballot box?

candidates

n. people who are trying to get chosen for a job or position by getting the most votes

Maya is one of four candidates running for class president.

How many candidates usually run for class president in your school?

constitution

n. the

set of basic laws for a country’s government

The U.S. Constitution states how the country should be governed.

Name one right you think is listed in a country’s constitution.

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Unit 2 • Expository Text

SHARED READ convince

v. make

someone agree to do something

The dentist is trying to convince her to open her mouth.

Who can convince you to do better in school?

decisions

n. choices

that you make after thinking carefully

My parents always make important decisions together.

discuss

v. talk

(t to b) Lucky Business/Shutterstock; Juice Images/Getty Images; Pressmaster/Shutterstock; Sergey Novikov/Shutterstock

What decisions do you make every day?

about something with someone

The students met to discuss their presentation.

What do you discuss with your parents?

elect

v. choose

someone for a job or position by voting

The students agreed to elect Jon as their leader.

Would you like your classmates to elect you as class president? Why or why not?

Unit 2 • Expository Text

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VOCABULARY estimate

v. guess

the amount, cost, size, or value of something

Sam tried to estimate the number of coins he had.

Can you estimate the time it will take to complete your school project?

government

n. a

system for controlling or governing a state or country; the group of people who control a country

Our government decides very important things for the country.

(t to b) Eclipse Studios/McGraw-Hill Education; Julie Clopper/Shutterstock; Ann in the uk/Shutterstock; jittawit21/Shutterstock

What else does the government do?

independent

adj. not influenced by other people but free to make your own choices

My little brother is very independent because he decides what to wear every morning.

How can you be more independent at home?

laws

n. official

rules that people must obey

Seat belt laws keep us safe.

Name some other laws that keep us safe.

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Unit 2 • Expository Text

SHARED READ right

n. something

that you are allowed to do or have

Every child has the right to go to school.

Name another right you have.

unsure

adj. not

certain about something

Logan was unsure about what to have for lunch.

What do you do when you are unsure about something?

voted

v.

showed your choice by marking a piece of paper

Make your own sentence. “Most students voted for

(t to b) Rido/Shutterstock; Photographee.eu/Shutterstock; Hill Street Studios/Shutterstock

Each person voted for the candidate of their choice. as class president.”

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

COLLABORATE

Unit 2 • Expository Text

7

SHARED READ TAKE NOTES When you understand why you are reading, you can adjust how you read. If you are reading for information, you might reread sections to understand important facts.

Preview the text and write your purpose for reading.

03

As you read, make note of: Interesting Words:

Key Details:

How do people make government work?

Read about a group that teaches kids the power of voting.

8

Essential Question

Unit 2 • Expository Text

EXPOSITORY TEXT FIND TEXT EVIDENCE Have you ever voted?

Maybe you voted to choose a class pet. Maybe your family voted on which movie to see. If you have ever voted, then you know how good it feels. Voting is important. It tells people what you think.

Read Paragraph 1

Author's Point of View Why does the author think voting is important? Draw a box around text evidence.

Paragraphs 2–3

Reread What is the Constitution? Circle text evidence that tells what it is. Underline text that tells what it does. Write what it does here.

Many years ago, the leaders of our country wanted to know what people thought, too. They wrote a plan for our government. It is called the Constitution. It gives men and women in the United States the right to vote.

Each year, people who are eighteen years and older pick new leaders. They also vote on new laws. Voting gives Americans the power to choose.

Reread

Author's Craft

Unit 2 • Expository Text

Matej Kastelic/Shutterstock

How does the author help you understand the role voting plays in society?

9

SHARED READ FIND TEXT EVIDENCE Read Paragraph 1

Author's Point of View How does the author feel about people not voting?

Draw a box around text evidence.

(bl) Richard Hutchings/Corbis Documentary/Getty Images; (br) Richard Hutchings/Corbis Documentary/Getty Images

Paragraph 2

Subheadings What is the subheading of this section?

Teaching Kids to Vote Did you know that only about six out of every ten Americans vote? That’s sad. Some people think that voting is too hard. They are unsure where to go to vote. They think it takes too much time. Now, a group called Kids Voting USA is trying to convince everyone to vote.

Kids Voting USA teaches kids that voting is important.

The group gives teachers lessons to use in their classrooms.

First, kids read stories and do fun activities about government. They also learn how to choose and elect a good leader.

Underline text evidence that tells what Kids Voting USA does to teach kids to vote.

Election Day is here!

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Unit 2 • Expository Text

First we sign in.

EXPOSITORY TEXT FIND TEXT EVIDENCE

Next, kids talk with their families. They reread stories about candidates. These are the people who want to be chosen as leaders. Families discuss their ideas and make decisions. That way, when it’s time to vote, kids know whom they want to vote for.

Read Paragraph 1

Reread Underline two things that help kids make decisions about whom to vote for.

On Election Day, kids get to vote just like adults. They use ballots like the ones in real elections. A ballot is a special form with the names of candidates on it. Kids mark their choices on the ballot. Then they put the ballot into a special box. Finally, all the votes are counted and recounted. The winners are announced, and everyone knows who won.

Paragraph 2

Prefixes Draw a box around recounted.

Write the prefix here.

(bl) Richard Hutchings/Corbis Documentary/Getty Images; (br) Richard Hutchings/Corbis Documentary/Getty Images

What does recounted mean?

Reread

Author's Craft How does the author help you understand what a ballot is?

Then we mark a ballot.

Finally we vote!

Unit 2 • Expository Text

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SHARED READ FIND TEXT EVIDENCE Read Paragraph 1

Reread Underline how voting helps kids.

Why does Kids Voting USA want kids to vote now?

Paragraph 2

Author's Point of View What does the author think about voting?

Circle text evidence to support your answer.

Reread

Author's Craft How does the author use the caption to help you understand how kids are learning to vote?

12

Unit 2 • Expository Text

Vote Now Voting helps kids learn how to be independent and think for themselves. It also gives them the power to share how they feel. Kids Voting USA wants kids to vote now.

There’s a good reason. They estimate that when these kids grow up, more of them will vote.

In about ten years, kids your age will be old enough to vote. You will have the power to help elect great leaders and make new laws.

Isn’t that exciting?

Elections are held in many schools to teach kids how to vote.

EXPOSITORY TEXT This bar graph shows the results of a class election. Which pet was the favorite?

FIND TEXT EVIDENCE Read Paragraph 1

Reread What does the bar graph show?

Hamster

Hermit Crab

Underline text evidence.

Bar Graph Look at the bar graph. Circle the pets in the class election.

Which pet got the most votes?

Guinea Pig Mouse

0 1

2 3

4

5

6

7

8

How many votes did it get?

Make Connections How does voting give people the power to choose?

Summarize

ESSENTIAL QUESTION

Use your notes and think about why voting is important.

Summarize your ideas.

Phil Coale/AP Images

Tell about a time when you voted. How did it make you feel? TEXT TO SELF

Unit 2 • Expository Text

13

COMPREHENSION STRATEGY

Reread

Reread

Quick Tip

Stop and think about the text as you read. Do you understand what you are reading? Does it make sense? Reread to make sure you understand.

FIND TEXT EVIDENCE Do you understand why the author thinks voting is important?

Reread the first part of page 9.

Page 9

I read that voting is a way to tell people what you think. It is a way for people to choose new laws and leaders. Now I understand why the author thinks voting is important.

COLLABORATE

Your Turn How does Kids Voting USA teach kids to vote? Reread pages 10 and 11. Then write the answer here.

Matej Kastelic/Shutterstock

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Unit 2 • Expository Text

SHARED READ

When you reread text, you are monitoring your comprehension.

Ask yourself questions to make adjustments as you read.

GENRE STUDY

EXPOSITORY TEXT

Reread

Subheadings and Bar Graphs

Readers to Writers

“Every Vote Counts!” is an expository text. An expository text • gives facts and information about a topic • has subheadings that tell what a section is about • includes text features, such as subheadings and bar graphs

FIND TEXT EVIDENCE I can tell “Every Vote Counts!” is an expository text. It gives facts about voting. It also has subheadings and a bar graph.

Page 13

SHARED READ

Look at the subheadings in “Every Vote Counts!”

Subheadings tell what the sections will be about. Authors use subheadings to organize text.

When you write, use subheadings to organize your topic.

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

EXPOSITORY TEXT This bar graph shows the results of a class election. Which pet was the favorite?

Bar Graph

FIND TEXT EVIDENCE Read Paragraph 1

Reread

A bar graph is a special kind of picture. It helps you understand and compare numbers and information in a quick and easy way.

What does the bar graph show?

Hamster Hermit Crab

Underline text evidence.

Guinea Pig

Bar Graph

Mouse

0 1

2 3

4

5

6

7

8

Look at the bar graph. Circle the pets in the class election.

Which pet got the most votes?

COLLABORATE How many votes did it get?

Your Turn Look at the bar graph on page 13.

Talk with a partner about something you learned. Write it here.

Summarize

Phil Coale/AP Images

Use your notes and think about why voting is important.

Summarize your ideas.

Reread

Author's Craft How does the bar graph help you understand more about voting?

Unit 2 • Expository Text

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Unit 2 • Expository Text

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COMPREHENSION SKILL

Author’s Point of View

Quick Tip

An author's point of view is what the author thinks and feels about a topic. Look for details that show the author's thoughts and feelings. Then decide if you agree with them.

FIND TEXT EVIDENCE What does the author think about voting? I can reread and look for details that tell me what the author thinks. This will help me figure out the author’s point of view.

Details

The title of the text is “Every Vote Counts!”

To decide whether you agree with the author, compare his or her point of view to your personal experience and your ideas about society.

Details help you figure out the author’s point of view.

The author thinks it’s sad that only six out of every ten Americans vote.

Voting gives Americans the right to choose.

Point of View Richard Hutchings/Corbis Documentary/Getty Images

Voting is important.

Everyone should vote.

COLLABORATE

16

Your Turn Reread “Every Vote Counts!” Find details that show how the author feels about Kids Voting USA. Write the details in the graphic organizer. What is the author’s point of view? Do you agree with it?

Unit 2 • Expository Text

Reread

SHARED READ

Details

Author’s Point of View

Unit 2 • Expository Text

17

RESPOND TO READING COLLABORATE

Discuss Work with a partner. Use the discussion starters to answer the questions about “Every Vote Counts!” Write the page numbers.

Questions 1 Why is voting important?

Discussion Starters Voting is important because . . .

Text Evidence Page(s):

When people vote, they . . .

I read that . . .

2 How does Kids Voting USA teach kids to vote?

Kids learn to vote by . . .

Page(s):

On election day . . .

I know this because . . .

3 Why should kids learn to vote?

Kids Voting USA . . .

Voting . . .

The author thinks voting is . . .

18

Unit 2 • Expository Text

Page(s):

Reread

SHARED READ

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

How do people make government work?

Voting is important because

Kids learn to vote by

On election day, kids

Richard Hutchings/Corbis Documentary/Getty Images

When kids grow up, they will

Unit 2 • Expository Text

19

VOCABULARY STRATEGY

Reread

SHARED READ

Prefixes A prefix is a word part added to the beginning of a word. It changes the meaning of the word. The prefix un- means “not.” The prefix re- means “again.”

FIND TEXT EVIDENCE In the first paragraph on page 11, I see the sentence “They reread stories about candidates.” The word reread has the prefix re-. I know the prefix re- means “again.” The word reread must mean “read again.”

They reread stories about candidates.

COLLABORATE

Your Turn Find the word unsure on page 10. Use the prefix to figure out the meaning of the word. Write it here.

unsure:

20

Unit 2 • Expository Text

SOCIA

RESEARCH AND INQUIRY

TU L S DI

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e Integrat

Writing Correspondence

Quick Tip

A thank-you note is a way to let people know that you are thankful for something they did. A thank-you note

Think about where you live. Use these sentence starters to decide whom to thank.

• includes a greeting • uses a friendly tone and shares reasons for thanking the person it's sent to • has a closing

The parks are…

I feel safe because…

Think about the town where you live. Many people work hard to provide services. For example, people pick up your garbage and take care of your roads and parks. This takes a lot of work!

Look at the thank-you note below. Why is Akilah sending a note to Ms. James?

Thank you for taking such good care of the new baseball field at Turner Park. My friends and I like playing ball there.

COLLABORATE

Dear Ms. James,

Write a Thank-You Note Choose a person who works in your town. Write a thank-you note. Remember to • write reasons why you are thankful • write in a friendly, informal tone using everyday vocabulary • include your name

Sincerely, Akilah

Add an illustration to your note. Share your note with a partner.

Unit 2 • Expository Text

21

VOCABULARY

04

argued

v.

spoke angrily; disagreed

They argued about who should use the tablet.

Describe a time you argued.

attended

v. went

to an event or place

Jill’s friends attended her birthday party.

Who attended your birthday party?

(t to b) Golden Brown/Shutterstock; svetaorlova/123RF; US National Archives; Pressmaster/Shutterstock

declaration

n.

an official document that states something

The Declaration of Independence stated America’s wish to choose their own government.

What would you write in a declaration of children’s rights?

delegates

n. people

who are chosen to make decisions for a group

The delegates from different countries met to discuss the issues.

Which classmates would be good delegates to represent your school?

22

Unit 2 • Expository Text

PAIRED READ protected

v. kept

someone or something safe from harm or damage

The mother penguin protected her babies.

Who protected you when you were in danger?

run

v. control

something such as an organization or country

My parents run a bakery in our town.

What kind of business would you like to run?

secret

adj. only

known by a few people

Their plans for the surprise party were secret. (t to b) Lissa Harrison; Iakov Filimonov/Shutterstock; Hallgerd/Shutterstock

were secret.”

Make your own sentence. “My plans for the

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

COLLABORATE

Unit 2 • Expository Text

23

PAIRED READ FIND TEXT EVIDENCE Read Caption

Essential Question How do people make government work?

Read how United States leaders wrote the Constitution and set the rules for our government.

What is the Constitution?

Paragraph 1

When was the United States Constitution written?

The Constitution is the highest law in our country.

Paragraph 1

Underline a sentence that tells where laws in the United States come from. Write it here.

The United States government started with a plan. The country’s leaders wrote the plan more than 200 years ago. The plan is called the Constitution.

All of our laws come from the Constitution.

Saul Loeb/AFP/Getty Images

24

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Unit 2 • Expository Text

EXPOSITORY TEXT In 1787, the United States was a new nation of thirteen states. The nation’s first plan for government had problems. Its leaders decided to meet to talk about a new plan. Fifty-five delegates came to the meetings. A delegate is a person who speaks for the citizens in each state.

George Washington led the meetings. He was the country’s first president.

FIND TEXT EVIDENCE Read Paragraph 1

Why did the leaders meet to make a new plan?

The meetings began on a hot day in May 1787. The delegates gathered together in the Philadelphia State House. They closed the windows because the meetings were secret.

It was hot in the State House. When they opened the windows to cool off, bugs flew in. The delegates argued Ben Franklin worried all summer in the hot, buggy rooms. that the delegates would never agree.

Making a new plan for government was not easy or fun.

Some delegates wanted one person to run the new government. Others thought a group should be in charge. They all agreed on one thing.

A group should make laws for the country. But they disagreed on how to pick these leaders. The famous inventor and statesman Benjamin Franklin attended the meetings. He wondered how the group could ever make any decisions.

Paragraph 1

Draw a box around the definition of delegate.

Paragraph 2

Circle the clue that tells why the delegates kept the windows closed on such hot summer days.

Paragraph 3

Underline the sentence that tells one thing the delegates all agreed on.

COLLABORATE

Unit 2 • Expository Text

Bettmann/Getty Images

Talk with a partner about what the delegates disagreed about.

25

PAIRED READ FIND TEXT EVIDENCE Read Paragraph 1

According to the Constitution, who is in charge of the government?

After many months, leaders agreed on a U.S. Constitution.

Paragraph 2

Why didn’t all the delegates sign the United States Constitution at one time?

The delegates wrote their plan and called it the United States Constitution. The Constitution was only a few pages long, but it was full of big ideas.

The Constitution shows how our government works. It says that people are in charge of the government. People vote to pick their leaders.

These leaders run the government for the people.

Paragraph 2

What is a right?

Ian Dagnall/Alamy

Paragraph 2

Draw a box around the sentence that gives an example of a right.

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Unit 2 • Expository Text

The delegates planning the Constitution met for four months. They thought the Constitution was a good plan. But not all delegates signed it on September 15, 1787. Some of them wanted to make sure the government protected people’s rights, too. A right is something you are allowed to have or do. In 1791, Congress changed the Constitution to protect the rights of American citizens. One right allows people to speak freely.

These changes were called the Bill of Rights.

EXPOSITORY TEXT

A lot has changed since 1787. Our country is a lot bigger. There are fifty states now. The Constitution has been changed many times, too.

But one thing has not changed. The Constitution is still the plan for our government.

FIND TEXT EVIDENCE Read Paragraph 1

How has the United States changed since 1787?

In 1959, many countries signed a Declaration of the Rights of the Child. Here are some of those rights: Children should grow up free.

Children should get an education.

Children should have the chance to play.

What other rights should children have? This chart shows one class’s ideas. Each student voted.

Sidebar

Underline the rights listed in the Declaration of the Rights of the Child.

Chart

Circle the right in the chart that most children in one class thought children should have.

COLLABORATE

Talk with a partner about how people help make government work. Use the details in the text to support your answer.

Make Connections Why was the United States Constitution written? ESSENTIAL QUESTION What are ways that people can make government work? Talk about articles and stories you have read. TEXT TO TEXT

Unit 2 • Expository Text

27

Reread

PAIRED READ How does the author use subheadings to help you learn how America’s leaders wrote the Constitution?

COLLABORATE

Talk About It Reread the subheadings on pages 25 and 26.

Talk with a partner about why the author uses these subheadings to organize the text.

Cite Text Evidence How does each subheading help organize and explain the topic? Write text evidence in the web.

How Subheadings Help

Write The author uses subheadings to help me understand

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Unit 2 • Expository Text

Quick Tip When I reread, I use subheadings to help me understand the main ideas in each section.

Author’s Purpose

Readers to Writers

Writers have a purpose, or reason, for writing. They can write to inform, entertain, or persuade. Choosing the right text structure, or way to organize text, helps them achieve their purpose.

When you write, use the text structure that matches what you want to say:

FIND TEXT EVIDENCE In the last paragraph of page 25, the author uses a compareand-contrast text structure to help readers understand the different sides of an important debate about our government.

Some delegates wanted one person to run the new government. Others thought a group should be in charge.

They all agreed on one thing. A group should make laws for the country. But they disagreed on how to pick these leaders.

COLLABORATE

•d escription when you want to describe something •c ause and effect when you want to explain why something happened •c ompare and contrast when you want to compare two or more things

Your Turn Reread paragraph 2 on page 26.

• How does the author use text structure to help you understand why we have a Bill of Rights?

Unit 2 • Expository Text

29

GRAMMAR

Kinds of Nouns • A noun is a word that names a person, place, or thing.

• A common noun names any person, place, or thing.

• A proper noun names a special person, place, or thing. It begins with a capital letter.

• Concrete nouns are nouns that can be seen or identified with the five senses.

• Abstract nouns are nouns that cannot be seen. These are usually ideas.

FIND TEXT EVIDENCE Underline the nouns.

Kids Voting USA wants kids to vote now.

COLLABORATE

Your Turn A. What kind of noun is underlined? Write C for a common noun and P for a proper noun.

1. Voting is very important.

2. Many people vote on Election Day. 3. They signed the Constitution in 1787.

Quick Tip Proper nouns include people’s names, towns, states, holidays, days, months, streets, special events, geographical names, and historical periods.

Phil Coale/AP Images

4. Kids will be able to vote when they are adults.

B. Write a sentence about someone in your family. Use a proper noun.

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Unit 2 • Expository Text

Singular and Plural Nouns • Singular nouns name one person, place, or thing.

• Plural nouns name more than one person, place, or thing.

FIND TEXT EVIDENCE Underline the singular noun and circle the plural nouns.

Kids mark their choices on the ballot.

Your Turn A. Underline the singular nouns. Circle the plural nouns.

Quick Tip

1. Teachers can use lessons in their classrooms.

Add -s to most singular nouns to make them plural. Add -es to singular nouns that end in -s, -ch, -sh, or -x.

To form the plural of a singular noun that ends in a consonant followed by -y, change the -y to an -i and add -es.

2. There is an election every year.

3. Winners become the leaders in a town.

4. The group teaches kids about voting.

B. Write a sentence about what you learned this week.

Use singular and/or plural nouns.

Richard Hutchings/Corbis Documentary/Getty Images

COLLABORATE

Unit 2 • Expository Text

31

e Integrat

MAKE CONNECTIONS

Text Connections

Quick Tip

How does the information you read in “Every Vote Counts!” and “A Plan for the People” help you understand what is happening in the engraving?

COLLABORATE

Talk About It With a partner, discuss what you see in the engraving. Read the caption and talk about what happened to make the event shown in the engraving possible.

George Washington is in the middle of the engraving. Seeing him there helps me compare text to art.

Cite Text Evidence Reread the caption. Underline evidence that explains how people make government work. Circle one clue in the engraving that shows George Washington is taking the oath of office.

Write The information in “Every Vote Counts!” and “A Plan for the People” helps me understand more about what is happening in the engraving by

Time & Life Pictures/The LIFE Picture Collection/Getty Images

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Unit 2 • Expository Text

This engraving shows George Washington taking the oath of office on April 30, 1789.

Americans voted for Washington and on this day, he was sworn in as their president.

SOCIA

RESEARCH AND INQUIRY

Present Your Work COLLABORATE

TU L S DI

ES

e Integrat

Quick Tip

Decide how you will present your thank-you note 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.

Think about reading your thank-you note as if the person it’s for is standing right in front of you. Be prepared to answer questions about what you are saying thank you for.

Presenting Checklist

An interesting thing I learned about a thank-you note is ������� ����������������������������������������������������� I would like to know more about �������������������������� �����������������������������������������������������

I will practice reading my note.

I will look at the audience.

I will speak clearly and slowly.

I will listen carefully to questions from the audience.

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

Unit 2 • Expository Text

33

GENRE WRITING

Expert Model Features of an Expository Essay An expository essay is a form of expository text. It presents ideas and information about a topic. An expository essay • has an introduction that makes the reader want to keep reading • presents facts, details, and information in a logical order • provides a conclusion that relates to the topic Analyze an Expert Model Studying “Every Vote Counts!” will help you learn how to write an expository essay. Reread pages 8-13. Then answer the questions below.

COLLABORATE

How does the author introduce the topic in a way that makes you want to keep reading?

How does the author help you understand how voting helps kids?

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Unit 2 • Expository Text

Shared Read (pages 8-13)

Word Wise Writers use different kinds of nouns when they write. These words include common nouns, such as election and winner, and proper nouns, such as Election Day and Kids Voting USA. Proper nouns begin with capital letters.

EXPOSITORY TEXT

Plan: Choose Your Topic COLLABORATE

Quick Tip

Brainstorm With a partner, brainstorm a list of things you learned about voting and how people make government work.

Use the sentence starters below to talk about your ideas.

I read about . . .

This is interesting to me because . . .

Writing Prompt Choose one of the ideas from your list. Write an essay explaining your topic.

When a writer wants to share information with readers, he or she writes an essay. When you are choosing your topic, think about what is interesting to you.

That will make your essay more fun to write and more fun for your readers to read.

I will write about Purpose and Audience An author’s purpose is the main reason for writing. Your audience is who will be reading the work.

The reason I chose this topic is

I want my audience to

Plan In your writer's notebook, make a Word Web to plan your writing. Write your topic in the center.

Unit 2 • Expository Text

35

GENRE WRITING

Plan: Research Paraphrase Research your topic using a variety of sources. As you take notes, remember to paraphrase, or write the meaning of the text in your own words. Record the author, title, and publication information for each source in your Works Cited page. Here's an example of how to list this information.

Smith, Jane. How Government Works. Houston. Checkers Press. 2017. Print Notice how the author's name is written. Circle the author's last name. The title is in italics. Underline the name of the article or book.

Now list one source you will use. Follow the model above.

Take Notes In your writer's notebook, take notes by adding related ideas and details to your Word Web. Create a Works Cited page. Put your list of sources in alphabetical order.

36

Unit 2 • Expository Text

Quick Tip When you paraphrase, remember to avoid copying from your source. Copying other people's words is called plagiarism. To paraphrase, look away from your source when taking notes. Jot down key details in your own words. Then check your notes against the original source.

EXPOSITORY TEXT

Draft

Grammar Connections

Develop the Topic Authors use relevant details to develop their topic into an engaging essay. The author of "Every Vote Counts!" grabs your attention with a question, then gives details.

Did you know that only about six out of every ten Americans vote?

That’s sad. Some people think that voting is too hard. They are unsure of where to go to vote. They think it takes too much time. Now, a group called Kids Voting USA is trying to convince everyone to vote.

As you write your expository essay, be sure to capitalize proper nouns, such as the names of people, places, or groups.

Use the above paragraph as a model to start writing your essay.

Think of a way to get readers to want to keep reading. Use relevant details to support your ideas.

Write a Draft Use your Word Web to write your draft in your writer's notebook. Remember that a strong beginning will make readers want to keep reading.

Unit 2 • Expository Text

37

GENRE WRITING

Revise Strong Conclusion An expository essay needs a strong conclusion that stresses its most important points. The conclusion should repeat the main idea of the essay in a new way.

COLLABORATE

Reread the last paragraph from "Every Vote Counts!" on page 12.

Talk with a partner about how the author ends the essay. Write about it.

Revise It's time to revise your writing. Read your draft and look for places where you might • add more details that support the topic • make your conclusion stronger Circle two sentences in your draft that you can change. Revise and write them here.

Steve Debenport/E+/Getty Images

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Unit 2 • Expository Text

Quick Tip Remember to use facts, details, and definitions related to your topic to fully explain your ideas.

Present the correct facts and details in a logical order.

EXPOSITORY TEXT

Peer Conferences COLLABORATE

Revising Checklist

Review a Draft Listen carefully as a partner reads his or her draft aloud. Share what you like about the draft. Use these sentence starters to help discuss your partner's draft.

I like this part because it helped me understand . . .

This part is unclear to me. Can you explain why . . .

I have a question about . . .

Partner Feedback After you take turns giving each other feedback, write one suggestion from your partner that you will use in your revision.

Does my introduction make readers want to keep reading?

Did I include facts and details that explain my topic?

Are my facts and details in a logical order?

Does my essay end with a strong conclusion?

Revision Use the Revising Checklist to figure out what you can change to make your expository essay better. Remember to use the rubric on page 41 to help with your revision.

Unit 2 • Expository Text

39

GENRE WRITING

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

Editing Checklist

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

Did you use past, present, and future verb tenses correctly?

Tech Tip If you wrote your draft on a computer, use the spell-check feature to find spelling mistakes.

This feature will also suggest correct spellings. The spellcheck might not find every misspelled word though, so proofread your draft as well.

Are there capital letters at the beginning of proper nouns?

Are all the words spelled correctly?

List two mistakes that you found as you proofread your essay.

1

2

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Unit 2 • Expository Text

Grammar Connections When you proofread your draft for punctuation mistakes, remember to use end punctuation that fits the kind of sentences you wrote.

EXPOSITORY TEXT

Publish, Present, and Evaluate

Presenting Checklist

Publishing When you publish your writing, you create a neat final copy that is free of mistakes. If you are not using a computer, use your best handwriting. Write legibly in print or cursive.

Look at the audience.

Speak slowly and clearly.

Presentation When you are ready to present, practice your presentation. Use the Presenting Checklist.

Communicate your main ideas effectively.

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

Hold up any visual aids so that everyone can see them.

What did you do successfully?

What needs more work?

4

3

2

1

• includes a strong introduction • includes many relevant details in a logical order • includes a strong conclusion that sums up the topic • is free or almost free from errors

• includes an interesting introduction • includes some details in a logical order • includes a conclusion with a detail related to the topic • has few errors

• has an unclear introduction • has very few facts and details related to the topic • includes a conclusion that does not inform readers or sum up the topic • has frequent errors

• has no introduction • does not focus on a particular topic • does not have relevant facts or details • has many errors that make the essay hard to understand

Unit 2 • Expository Text

41

NEW EDITION

CYAN MAG YELO BLACK HEX.GREEN

ISBN: 978-981-4923-74-3

McGraw Hill

Grade 3 • Unit 2

PHX MAC #1448252 03/07/18

READING/WRITING COMPANION 3.2

READING/WRITING COMPANION 9 789814 923743

UNIT 2

NEW EDITION

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