Wonders READING/WRITING COMPANION 3.4

NEW EDITION

CYAN MAG YELO BLACK HEX.GREEN

ISBN: 978-981-4923-76-7

McGraw Hill

Grade 3 • Unit 4

PHX MAC #1448252 03/07/18

READING/WRITING COMPANION 3.4

READING/WRITING COMPANION 9 789814 923767

UNIT 4

NEW EDITION

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Cover: Nathan Love, Erwin Madrid

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Wonders New Edition Reading/Writing Companion Grade 3 Unit 4 Adaptation Copyright © 2022 by McGraw-Hill Education (Singapore) Pte. Ltd. Published by arrangement with McGraw Hill LLC ALL RIGHTS RESERVED. NO PART OF THIS BOOK MAY BE REPRODUCED OR TRANSMITTED IN ANY FORM OR BY ANY MEANS, ELECTRONIC OR MECHANICAL, INCLUDING PHOTOCOPYING, RECORDING OR BY INFORMATION STORAGE AND RETRIEVAL SYSTEMS, WITHOUT PERMISSION IN WRITING FROM MCGRAW HILL. Adapted from Reading Wonders Reading/Writing Companion Grade 3 Unit 4 Original ISBN: 978-0-07-901824-3 Original MHID: 0-07-901824-6 Send all inquiries to: McGraw-Hill Education 1 International Business Park #01-15A The Synergy, Singapore 609917 When ordering this title, please use ISBN: 978-981-4923-76-7 Printed in Korea 1 2 3 4 5 6 7 8 9 Artec 26 25 24 23 22 21

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L E ARN about the world around you!

T H INK , SPE AK , and W RI TE about genres!

CO L L AB ORAT E in discussion and inquiry!

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E X P RE SS yourself!

4 UNIT

GENRE STUDY 1 REALISTIC FICTION Key Concept: Skills and Talents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Vocabulary

SHARED READ

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4

SHARED READ The Impossible Pet Show. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Comprehension Strategy: Ask and Answer Questions. . . . . . . . . . . . . . . . . . . . . . . . . 12 Genre Study: Realistic Fiction [Dialogue and Illustrations] . . . . . . . . . . . . . . . . . . . . 13 Comprehension Skill: Point of View. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Vocabulary Strategy: Prefixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Research and Inquiry: Citing Sources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Vocabulary

PAIRED READ

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20

PAIRED READ For a Good Cause . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Grammar: Linking Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Grammar: Contractions with Not . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Make Connections. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Marcin Piwowarski

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

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

S

GENRE STUDY 2 EXPOSITORY TEXT

ENCE CI

Key Concept: Adaptations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Vocabulary

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

40

SHARED READ Gray Wolf! Red Fox!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Comprehension Strategy: Reread . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Genre Study: Expository Text [Maps and Captions]. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Comprehension Skill: Compare and Contrast. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Vocabulary Strategy: Sentence Clues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 Vocabulary

PAIRED READ

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(l) James Hager/robertharding/Getty Images; (r) Photographs By Les Piccolo/Moment Open/Getty Images

Research and Inquiry: Find Relevant Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 56

PAIRED READ Little Half Chick. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Grammar: Main and Helping Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Grammar: Complex Sentences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Make Connections. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Genre Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

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GENRE STUDY 3 EXPOSITORY TEXT S

4 UNIT

Key Concept: Flight. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Vocabulary

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

76

SHARED READ Firsts in Flight. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Comprehension Strategy: Reread . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Genre Study: Expository Text [Sidebars] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Comprehension Skill: Cause and Effect. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Vocabulary Strategy: Multiple-Meaning Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Research and Inquiry: Instruction Guides. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Vocabulary

PAIRED READ

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92

PAIRED READ Bellerophon and Pegasus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Grammar: Irregular Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Library of Congress Prints and Photographs Division [LC-USZ62-5515]

Grammar: Irregular Verbs When Used with Helping Verbs. . . . . . . . . . . . . . . . . . . . . . . 99 Make Connections. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Genre Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

vi

ENCE CI

vii Wright Brothers Negatives, Library of Congress, LC-DIG-ppprs-00626

Key Concept Skills and Talents

Essential Question How can you use what you know to help others?

2

Unit 4 • Realistic Fiction

01

COLLABORATE

Everyone has skills and talents. We are all good at something. We might be good at art or sports. We can use our talents to help others. Our talents and skills make us feel good about ourselves. Talk with a partner about what is happening in the photograph.

Your Turn How do people use their skills and talents to help others? Write your ideas in the web. Use the photographs and words to help you.

• teach new skills • teach knowledge

• lead and guide others • coach a team

• make art with others • volunteer for the community

(bkgd) kali9/iStock/Getty Images; (l to r) Realistic Reflections; Ruslan Huzau/Shutterstock; Monkey Business Images/Shutterstock; Dave Moyer

• teach sports • give instructions

Skills and Talents

Talk with a partner about your ideas.

COLLABORATE

Unit 4 • Realistic Fiction

3

VOCABULARY

02

achievement

n. something

important that you succeed in by your own efforts

It is a big achievement to climb a high mountain.

What achievement are you proud of?

anxious

adj. worried

about something

Going to the dentist made him feel anxious. (t to b) Arsenie Krasnevsky/Shutterstock; RossHelen/Shutterstock; Misty Bedwell/Design Pics; Brock Jones/Blend Images/Image Source

What makes you feel anxious?

apologized

v. told

someone that you were sorry

Kate apologized for breaking the dish.

What have you apologized for?

attention

n. the

act of watching or listening to something carefully

The students pay attention to the coach’s directions.

Do you pay attention to what your teacher says?

4

Unit 4 • Realistic Fiction

SHARED READ audience

n. a

group of people watching a movie, play, or performance

The audience clapped at the end of the play.

When are you a part of an audience? What do you enjoy watching?

confidence

n. the

belief that you are able to do things well

Jody read her report calmly and with confidence.

dashed

v. ran

(t to b) Pitchayaarch Photography/Shutterstock; Jamie Grill LLC/JGI/Blend Images; unguryanu/Shutterstock; Terry Vine/Getty Images

Name something you do with confidence.

or moved very quickly

We dashed to catch the train, but it had already left.

When have you dashed to catch something?

demonstrate

v. show

by your actions that you have a special quality or ability

The girls demonstrate their dancing ability on the stage.

What special talent or ability would you demonstrate in a talent show?

Unit 4 • Realistic Fiction

5

VOCABULARY disaster

n. complete

failure; something with a bad result

Her baking was a complete disaster.

Describe a cooking disaster that happened at your house.

embarrassed

adj. feeling

shy or ashamed

Tia was embarrassed when she forgot her lines in the play.

Make your own sentence. “I was embarrassed when

(t to b) Fotos593/Shutterstock; Denise Andersen/Shutterstock; IrinaK/Shutterstock; Roop_Dey/Shutterstock

impossible

adj. not

possible; when something cannot happen

It was impossible to see through the fog.

What is impossible for you to do?

incredible

adj. extremely

good

The fire performance was incredible!

Describe something you think is incredible.

6

Unit 4 • Realistic Fiction

.”

SHARED READ slobbered

v. let

saliva or liquid come out from the mouth; drool

My excited pet slobbered all over me when I got home.

Has a dog ever slobbered all over you?

talents

n. natural

or trained abilities to do something well

One of Lila’s talents is playing the violin.

Do you have any talents? What do you do well?

adj. feeling

worried and not relaxed

(t to b) Terry Vine/Blend Images LLC; Brock Jones/Blend Images/Image Source; fotosparrow/Shutterstock

uncomfortable

I feel uncomfortable when I am around dogs.

When do you feel uncomfortable?

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

COLLABORATE

Unit 4 • Realistic Fiction

7

SHARED READ TAKE NOTES To help you focus as you read, make a prediction about what will happen in the story. Read the title, look at the illustrations, think about the genre, and write your prediction below.

The Impossible

Pet Show 03

As you read, make note of: Interesting Words:

Key Details:

How can you use what you know to help others?

Read how Daniel uses what he knows to save a pet show.

8

Essential Question

Unit 4 • Realistic Fiction

REALISTIC FICTION

My best friend Carla Hernandez called me on Thursday afternoon. “Daniel, meet me in the park near the playground in five minutes. I have a great idea!” This worried me because Carla’s great ideas almost always mean big trouble for me!

FIND TEXT EVIDENCE Read Paragraph 1

I dashed outside and jogged to the park. When I saw Carla, my heart sank because her gigantic dog Perro was with her. I liked everything about Carla except Perro. I’ve never had a pet, so I feel uncomfortable and nervous around animals. I’m embarrassed to say that I’m afraid of Carla’s dog.

Point of View

Carla smiled. “Isn’t this the perfect location for a pet show?” she asked. “All the kids in the neighborhood can show off their pets’ talents and demonstrate the things they do well. There are plenty of comfortable benches for our parents and friends to sit on. And since you don’t have a pet to enter into the show, you will be the announcer.”

Why isn't Daniel happy to see his best friend Carla? Underline text evidence to answer.

Circle the word that shows how Daniel feels about hearing Carla's great idea.

Paragraph 2

Ask and Answer Questions

Paragraph 3

Dialogue Why does Carla think Daniel should be the announcer?

Draw a box around what Carla says.

Reread

Author's Craft

Unit 4 • Realistic Fiction

Marcin Piwowarski

How does the author help you understand what the phrase "my heart sank" means?

9

SHARED READ

“I’m sorry,” I apologized, “but that’s impossible! Crowds make me nervous and unsure. Besides, I don’t like animals, remember?”

FIND TEXT EVIDENCE

“That’s nonsense,” said Carla. “There’s nothing to be concerned about because you’ll be great!”

Read Paragraphs 1–5

Ask and Answer Questions Think of a question about Carla or Daniel. Write it here.

Underline text evidence that answers your question.

Paragraph 2

Prefixes Find the word nonsense.

Circle the prefix. Use the prefix to figure out the meaning of the word.

Reread

Author's Craft How does the author help you understand how Daniel feels Saturday morning?

10

Unit 4 • Realistic Fiction

Just then, Perro leaped up, slobbered all over me, and almost knocked me down. “Yuck. Down, Perro! Stay!” I shouted. Perro sat as still as a statue. “Wow, you’re good at that,” said Carla.

“Now let’s get started because we have a lot to do.”

By Saturday morning, I had practiced announcing each pet’s act a hundred times. My stomach was doing flip flops by the time the audience arrived. The size of the crowd made me feel even more anxious.

When the show began, I gulped and announced the first pet. It was a parakeet named Butter whose talent was walking back and forth on a wire. When Butter finished, everyone clapped and cheered. So far, everything was perfect, and I was beginning to feel calmer and more relaxed. I realized that being an announcer wasn’t so bad after all.

Then it was Carla and Perro’s turn.

REALISTIC FICTION

“Sit, Perro,” she said, but Perro didn’t sit.

Perro was not paying attention to Carla. He was too interested in watching Jack’s bunnies jump in and out of their boxes. Suddenly, Perro leaped at the bunnies who hopped toward Mandy and knocked over her hamster’s cage. Pudgy, the hamster, escaped and began running around in circles while Kyle’s dog, Jake, howled. This was a disaster, and I had to do something.

FIND TEXT EVIDENCE Read Paragraphs 1–4

Dialogue Underline two things the characters say that real people might say.

“Sit!” I shouted at Perro. “Quiet!” I ordered Jake. “Stay!” I yelled. Everyone—kids and pets—stopped and stared at me.

Even the audience froze.

Paragraphs 5–6

Point of View

“Daniel, that was incredible,” said Carla. “You got the pets to settle down. That’s quite an achievement.”

How have Daniel's feelings about being an announcer changed?

Sadly, that was the end of our pet show. But now I have more confidence when I have to speak in front of people. And even though I am still nervous around animals, Perro and I have become great friends. And I’ve discovered my talent, too.

Circle text evidence that supports your answer.

Make Connections

Summarize

How did Daniel use what he knows to help others?

Which talent of yours would be useful in a pet show?

TEXT TO SELF

Unit 4 • Realistic Fiction

Marcin Piwowarski

Use your notes and think about what happened in "The Impossible Pet Show." Summarize the important events. Talk about whether your prediction on page 8 was confirmed.

ESSENTIAL QUESTION

11

COMPREHENSION STRATEGY

Reread

Ask and Answer Questions

SHARED READ Quick Tip

Stop and ask yourself questions about “The Impossible Pet Show” as you read. Then look for story details to answer your questions. This can help you deepen your understanding of what you are reading.

FIND TEXT EVIDENCE Look at page 9. Ask a question about what is happening. Then read again to find the answer.

Asking questions helps you understand the text better. As you read, stop and ask yourself questions about the characters and what happens in the story.

Then reread to find text evidence that answers your questions.

Page 9

I don’t understand why Carla’s ideas are trouble for Daniel. Daniel is uncomfortable around pets. Carla asks him to help at the pet show. Now I understand, Carla’s ideas are trouble for Daniel because she is asking Daniel to do something he is not comfortable doing.

COLLABORATE

Your Turn Reread page 10. Think of a question. You might ask: Why does Daniel think being an announcer isn’t so bad? Write the answer here.

12

Unit 4 • Realistic Fiction

GENRE STUDY

REALISTIC FICTION

Reread

Dialogue and Illustrations

SHARED READ Readers to Writers

“The Impossible Pet Show” is realistic fiction. Realistic fiction • is a made-up story that could really happen • has dialogue and illustrations • may be part of a longer book with chapters or part of a series about the same characters

FIND TEXT EVIDENCE I can tell that “The Impossible Pet Show” is realistic fiction. The characters talk and act like real people. The events are made up, but they could really happen.

Reread the dialogue on page 10. How does it help you understand the characters?

When you write realistic fiction, think about how you can use dialogue to show how each character feels.

Page 10

Dialogue Dialogue is what the characters say to each other.

Illustrations Illustrations give more information or details about the characters and setting of the story.

COLLABORATE

Your Turn Reread page 9. Find two events that help you figure out the selection is realistic fiction. Write your answer below.

Marcin Piwowarski

Unit 4 • Realistic Fiction

13

COMPREHENSION SKILL

Point of View Point of view is what a narrator thinks about other characters or events in a story. Point of view also helps readers understand the relationship between the major and minor characters. Look for details that show what the narrator thinks. Use them to figure out the point of view.

FIND TEXT EVIDENCE I read on page 9 that animals make Daniel nervous and uncomfortable. This will help me figure out what Daniel’s point of view is about being an announcer for the pet show.

Details

Daniel says he is uncomfortable and nervous around animals.

Point of View

Marcin Piwowarski

COLLABORATE

14

Your Turn Reread “The Impossible Pet Show.” Find more details that tell what Daniel first thinks about being an announcer. List them in the graphic organizer. What is his point of view?

Unit 4 • Realistic Fiction

Quick Tip Major characters, like Daniel and Carla, are involved in the story’s main conflict. Minor characters, like Mandy and Kyle, can help us understand more about the major characters.

Reread

SHARED READ

Details

Point of View

Unit 4 • Realistic Fiction

15

RESPOND TO READING COLLABORATE

Discuss Work with a partner. Use the discussion starters to answer the questions about “The Impossible Pet Show.” Write the page numbers.

Questions

Discussion Starters

1 What does Daniel think about Carla’s idea at the beginning of the story?

Daniel is . . .

2 What happens to Daniel in the middle of the story?

Daniel is . . .

Text Evidence Page(s)

Carla wants him to . . .

I read that . . .

Page(s):

But then he . . .

Then I read that . . .

3 How does Daniel’s point of view change by the end of the story?

16

Unit 4 • Realistic Fiction

The pets . . .

Daniel . . .

Daniel discovers . . .

Page(s):

Reread

SHARED READ

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

How does Daniel use what he knows to help others?

In the beginning, Daniel thinks

Then, he learns he can

This skill helps him

At the end, Daniel helps others by

Marcin Piwowarski

Unit 4 • Realistic Fiction

17

COMPREHENSION VOCABULARY STRATEGY SKILL Prefixes A prefix is a word part added to the beginning of a word. It changes the word’s meaning. The prefixes un-, non-, and im- mean “not” or “opposite of.”

FIND TEXT EVIDENCE On page 10, I see the word unsure. It has the root word sure and the prefix un-. I know that sure means “certain” and the prefix un- means “not.” The word unsure must mean “not certain.”

Crowds make me nervous and unsure.

COLLABORATE

Your Turn Use the prefixes to figure out the meaning of the words. uncomfortable, page 9:

Marcin Piwowarski

impossible, page 10:

18

Unit 4 • Realistic Fiction

SOCIA

RESEARCH AND INQUIRY

Citing Sources

Quick Tip

When you do research, you look at many different sources. They may be print or digital. Information from a source is someone else’s work. It is important to list your sources on a page called Works Cited.

Include these details when you cite your sources for a print book.

Author

TU L S DI

ES

e Integrat

Title

City

Publisher

Type of source

Baxter, Barry. The History of Board Games. Denver: Checkers Press, 2014. Print

When you use someone else's work, you cite it. That means you say where the information comes from. Think about how you can help people learn more about your talent. Consider including links to other websites on the topic in your blog.

Publication year

Include these details when you cite an online encyclopedia.

Article title

Encyclopedia name

Publisher

“Ancient Board Games.” Encyclopedia of Games Online. Bonus Point Publications, 2011. Web. Feb. 11, 2015.

Publication year

Type of source

Works Cited “Ancient Board Games.”

Encyclopedia of Games Online. Bonus Point Publications, 2011. Web. Feb. 11, 2015.

Date read online

Look at the box. What book did Megan use?

Baxter, Barry. The History of Board Games. Denver: Checkers Press, 2014.

Print

What is the online encyclopedia article she cites?

COLLABORATE

Write a Blog Talk with a partner about your talent. Use three sources to research the talent. Write a blog about it. Create a Works Cited page.

This is what Megan's Works Cited page looks like.

Unit 4 • Realistic Fiction

19

VOCABULARY

04

appreciate

v. value

someone or something

Grandma teaches me how to bake, and I appreciate her help.

How can you show that you appreciate someone’s help?

(t to b, l to r) Eclipse Studios/McGraw-Hill Education; adriaticfoto/Shutterstock; daisydaisy/123RF; Ross Helen/Shutterstock; Jacek Chabraszewski/Shutterstock

cause

n. an

organization, plan or activity that you want to participate in because it helps other people

Tom donated some of his toys for a good cause.

What can you do for a good cause?

organizations

n. groups

of people who work together for a shared purpose

Community organizations help clean up neighborhood parks.

What else can organizations do?

prepare

v. make

someone or something ready for an event in the future

Mom helped prepare us for the test tomorrow.

Make your own sentence. “I prepare myself for

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Unit 4 • Realistic Fiction

.”

PAIRED READ shelter

n. a

place that gives food and protection for animals or people that need help

The woman found her lost animal at the animal shelter.

How else does an animal shelter help animals?

veterinarians

n. animal

doctors

Veterinarians examine and treat our pets.

Make your own sentence. “The veterinarians at the zoo checked the health of the .”

v. offers

to do something without getting paid to do it

(t to b) Marmaduke St. John/Alamy; Gabriel Blaj/Alamy; Hill Street Studios/Eric Raptosh/Blend Images LLC

volunteers

Maya's family volunteers to clean up the street on the weekends.

Who in your family volunteers? What do they do to help others?

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

COLLABORATE

Unit 4 • Realistic Fiction

21

PAIRED READ FIND TEXT EVIDENCE Read

Essential Question How can you use what you know to help others?

Read how you can use your talents to help your community.

Paragraph 1

What can you use your special talents for?

Paragraph 2

Underline some ways that people can help animal shelters besides raising money.

Paragraph 2

(t) David Tadevosian/Shutterstock; (b) Abhishek Sah Photography/Shutterstock

Circle the text evidence that tells what the money raised for an animal shelter can pay for.

Paragraph 4

How can making something help the animal shelter?

All of us have special talents.

Have you ever realized that you can use these talents to help others? There are many community organizations that need your help.

Raising Money If you are good with animals, you can help an animal shelter raise money to feed the animals.

Everyone knows the animal shelter needs people to walk and play with the animals. But did you know that they also need people to help them raise money? The money is used for things like food, blankets, leashes, and veterinarians who care for the animals.

To help an animal shelter raise money, think about how you can help them get attention from the community. Do you have a lot of confidence when you speak to others or before an audience? You

22

For a Good Cause

Unit 4 • Realistic Fiction

05

could sell tickets to a neighborhood talent show or a school play.

Making Things Can you draw? Make signs and posters that tell people which supplies the animal shelter needs.

If you are good at baking, you can sell lemonade and cookies. Donate the money you raise to the animal shelter. It costs a lot of money to take care of all the animals.

The shelter will appreciate your donation.

Playing with Animals Don’t forget, you and your parents can even help by playing with the cats or walking the dogs.

Every time you play with the cats, you help prepare them for a new home. They learn how to play gently. When you walk the dogs, they learn how to behave while they are in public. Helping the animals prepare for their new home is a big achievement!

animal shelter. There are many other groups that need our help. Choose another cause in your community to help. Here are some ideas:

EXPOSITORY TEXT FIND TEXT EVIDENCE

• Tutor a younger student • Pick up trash at the park • Help seniors at a nursing home • Create a book-sharing library for your neighborhood • Donate canned goods to a food pantry

Read Paragraph 1

What can you create for the animals to enjoy?

Paragraph 2

Why is it important to play with the animals in an animal shelter?

Helping in Other Ways

Do animals make you nervous?

Don’t be embarrassed or apologize!

Not everyone volunteers to help the

Paragraph 3

How can you help at the park?

Make Connections

(l) Motortion Films/Shutterstock; (r) SW Productions/Design Pics

Can you make things? If you like to make crafts, you can create toys for the animals to enjoy. Use your talent to help in a special way.

What are some ways people can help animal shelters?

COLLABORATE

ESSENTIAL QUESTION

Talk with a partner about how you can use what you know to help others. Use the details in the text to support your answer.

What are some other ways people use what they know to help others? TEXT TO TEXT

Unit 4 • Realistic Fiction

23

Reread

PAIRED READ How does the author help readers get involved in their community?

COLLABORATE

Talk About It Talk with a partner about ways you can get involved in your community. Point out examples the author uses to give you ideas.

Cite Text Evidence Write the examples the author suggests to show how you can get involved in your community.

Your Talent

Way to Get Involved

Write To help readers get involved, the author

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Unit 4 • Realistic Fiction

Quick Tip The author uses the word “you” throughout “For a Good Cause” to help readers feel a personal connection to the topic. The author hopes people will want to use their talents for a good cause.

Author’s Call-to-Action

Readers to Writers

An author often will use a call-to-action. This is when the author believes in a cause and hopes the readers will join their cause.

FIND TEXT EVIDENCE Through most of the passage, the author provides different ways to help an animal shelter. Toward the end, however, the author gives a call-to-action.

Before writing, think about what you want your readers to take from your work. Write down your call-to-action.

Then choose words and phrases that will help your readers understand what you’re asking them to do.

Do animals make you nervous? Don’t be embarrassed or apologize! Not everyone volunteers to help the animal shelter. There are many other groups that need our help.

Choose another cause in your community to help.

COLLABORATE

Your Turn Reread the last sentence from the passage above.

• What does the author want readers to do?

• Look back over the list of ways you might help out in your community. What is one more suggestion you could add to the list?

Unit 4 • Realistic Fiction

25

GRAMMAR

Linking Verbs • Linking verbs are verbs that do not show action.

• They connect the subject to a noun or adjective in the predicate.

• Linking verbs tell what the subject is or is like.

• The verb be is the most common linking verb.

FIND TEXT EVIDENCE Circle the linking verb.

Perro was not paying attention to Carla.

COLLABORATE

Your Turn A. Underline the action verbs. Circle the linking verbs.

Quick Tip

1. Carla called Daniel on Thursday afternoon.

The verb be has special forms in the present tense: am, is, and are. It has special forms in the past tense: was and were.

Use am, is, and was for the singular form. Use are and were for the plural form.

2. Daniel is nervous around dogs.

3. Perro jumps on Daniel.

4. The people are excited for the show.

B. Write a sentence about yourself. Use a linking verb.

Marcin Piwowarski

26

Unit 4 • Realistic Fiction

Contractions with Not • A contraction is the shortened form of two words.

• An apostrophe (’) takes the place of one or more letters in a contraction.

• Form contractions with not by removing the -o- and replacing it with an apostrophe. Remove the space between the last letter of the verb and the n in not.

FIND TEXT EVIDENCE Underline the contraction.

“Isn’t this the perfect location for a pet show?” she asked.

Your Turn

Quick Tip

A. Underline the contractions.

Verbs that form common contractions with not include: be, have, can, and do.

Be: isn’t, aren’t, wasn’t, weren’t Have: haven’t, hasn’t, hadn’t Can: can’t Do: don’t, doesn’t, didn’t

1. Daniel doesn’t like dogs.

2. Perro isn’t listening to Carla.

3. Daniel didn’t think being the announcer was so bad.

4. Some pets haven’t performed yet.

B. Write a sentence about yourself. Use a contraction with not.

Marcin Piwowarski

COLLABORATE

Unit 4 • Realistic Fiction

27

e Integrat

MAKE CONNECTIONS

Text Connections

Quick Tip

How do the photographer and the authors of the selections you read show how you can use what you know to help others?

Talk About It Look at the photograph and read the caption. With a partner, talk about what the girls are doing.

COLLABORATE

I use what I see in the photograph to understand the theme.

This will help me compare it to text.

Cite Text Evidence Circle details in the photograph that show what the girls’ talent is. Underline text evidence in the caption that tells what they are doing. Think about how the authors of the selections you read used words and phrases to do the same.

Write Both the photographer and the authors help me understand

Andrew Angelov/Shutterstock

28

Unit 4 • Realistic Fiction

Janey and Lucretia practice one hour a day. Janey is going to perform in a talent show. Lucretia is helping her practice for it.

SOCIA

RESEARCH AND INQUIRY

Present Your Work COLLABORATE

TU L S DI

ES

e Integrat

Quick Tip

Decide how you will present your blog and illustration to the class.

If possible, project your text and image on a whiteboard for your audience. 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.

Be sure to practice reading your blog several times before you present it. Identify any words, such as names or multisyllabic words, that might be difficult to pronounce. Slow down when you get to these words and focus on reading them accurately.

Presenting Checklist I will practice my presentation.

The most interesting thing I learned about my talent is �����������

I will make eye contact with the audience.

��������������������������������������������������������

I will speak clearly and at an appropriate speed.

I would like to know more about ����������������������������� �������������������������������������������������������� I think my presentation was ��������������������������������� �������������������������������������������������������� Next time I could ������������������������������������������

I will include a Works Cited page for my sources.

I will pause at the end and ask if my audience has any questions.

��������������������������������������������������������

Unit 4 • Realistic Fiction

29

GENRE WRITING

Expert Model Features of Realistic Fiction

Shared Read (pages 8-11)

In realistic fiction stories, the characters talk and act like real people. They include events that could happen in real life.

Realistic fiction

Word Wise

• is a made-up story that could really happen • has a beginning, middle, and end • has dialogue and illustrations Analyze an Expert Model Studying “The Impossible Pet Show” will help you learn how to write a realistic fiction story. Reread pages 8-11. Then answer the questions below.

How do you know this is realistic fiction?

How does the author help you understand how Daniel feels at the beginning of the story?

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Unit 4 • Realistic Fiction

On page 9, Daniel tells about what is happening to himself. This helps us understand how he feels.

The illustration helps us see how he feels, too.

REALISTIC FICTION

Plan: Choose Your Topic COLLABORATE

Quick Tip Mapping is a way to plan your writing. It can help you figure out the setting and plot of a story. It can also help you create realistic characters. Use a graphic organizer to write down your ideas.

Then use your ideas to write your story. A Sequence Chart is a good tool for mapping a story and its characters.

Mapping With a partner, think of one or more characters you have read about who use their talents to help others. When you write a realistic fiction story, your character should have talents that real people have. Use the sentence starters below to discuss your ideas.

I read about a character who . . .

This character's talent is . . .

He/She uses that talent to . . .

Writing Prompt Choose from your ideas to write a realistic fiction story about a character who uses a talent to help others.

I will write about

.

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

Characters

What is your purpose for writing your story?

Setting Beginning

Who will read your realistic fiction story?

Middle

Plan In your writer’s notebook, make a Sequence Chart to plan your writing. Fill in the characters, setting, and the first event, or how you want the story to start.

End

Unit 4 • Realistic Fiction

31

GENRE WRITING

Plan: Sequence Sequence of Events Writers tell the events of a story in order. These events become the story's plot. Characters often have a problem to solve. How they solve the problem are the plot events.

In “The Impossible Pet Show,” Daniel has a problem. Reread to see how the author tells what happens in order to describe the problem.

Suddenly, Perro leaped at the bunnies who hopped toward Mandy and knocked over her hamster’s cage. Pudgy, the hamster, escaped and began running around in circles while Kyle’s dog, Jake, howled.

“Sit!” I shouted at Perro. “Quiet!” I ordered Jake. “Stay!” I yelled.

How does the author help you understand Daniel's problem? ��������������������������������������������������������� ��������������������������������������������������������� Now think about your character. What is your character’s problem?

Ken Karp/McGraw-Hill Education

��������������������������������������������������������� ��������������������������������������������������������� Sequence Chart In your writer's notebook, fill in the important events in your Sequence Chart.

32

Unit 4 • Realistic Fiction

Quick Tip A description of the characters and the setting add key details to the story. Characters are the people in your story, while the setting is where and when your story happens.

REALISTIC FICTION

Draft COLLABORATE

Grammar Connections

Dialogue Dialogue is the actual words that characters in a story speak. It is used to show how different characters communicate with each other. Dialogue can show a character’s response to situations, their feelings and emotions, or their thoughts about events in the story. Reread this excerpt from “The Impossible Pet Show.” The author uses dialogue to show how the characters feel.

Place quotation marks at the beginning and ending when a character speaks.

Commas are also used to set off a direct quotation. For example: “I’m sorry,” I apologized.

“I’m sorry,” I apologized, “but that’s impossible! Crowds make me nervous and unsure.

Besides, I don’t like animals, remember?”

“That’s nonsense,” said Carla. “There’s nothing to be concerned about because you’ll be great!”

Just then, Perro leaped up, slobbered all over me, and almost knocked me down.

“Yuck. Down, Perro! Stay!” I shouted. Perro sat as still as a statue. “Wow, you’re good at that,” said Carla. “Now let’s get started because we have a lot to do.”

Now use the above dialogue as a model to write what your characters might say to each other. ��������������������������������������������������������� ���������������������������������������������������������

Write a Draft Look over your Sequence Chart. Use it to help you write your draft in your writer's notebook. Remember to put story events in order and to include dialogue between the characters.

Unit 4 • Realistic Fiction

33

GENRE WRITING

Revise Signal Words or Phrases Writers can include signal words and phrases to help readers understand the sequence of events. Words like first, next, then, last, suddenly, when, as well as phrases like at first, just then, and in the end help readers figure out the order of events.

COLLABORATE

Reread page 10 and 11 of "The Impossible Pet Show." Talk with a partner about how the author uses signal words or phrases to show the sequence of events. Write about it here.

Revise It's time to revise your writing. Read your draft and look for places where you might • add signal words or phrases • put the events in the correct order

Circle two sentences in your draft that you can change. Revise and write them here.

1

2

34

Unit 4 • Realistic Fiction

Quick Tip When you revise your realistic fiction story, make sure it is organized so that the events are easy to follow and understand.

Tech Tip When you write a draft, you are putting all of your ideas down, so the events of your story might not be in the correct order at first. If you wrote your draft on a computer, sentences and paragraphs can easily be moved by using the cut and paste feature.

REALISTIC FICTION

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 you discuss your partner's draft.

I like this part because . . .

Add more dialogue here to explain . . .

Are the events of my realistic fiction story in order?

Do I use signal words or phrases to connect the events of the story?

Is there a beginning, middle, and end?

Use more signal words or phrases to show . . .

Does my dialogue sound the way real people talk?

I have a question about . . .

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

Did I include illustrations in my story?

Revision After you finish your peer conference, use the Revising Checklist to help you figure out what you can change to make your realistic fiction story better. Remember to use the rubric on page 37 to help you with your revision.

Unit 4 • Realistic Fiction

35

GENRE WRITING

Edit and Proofread After you revise your realistic fiction story, 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?

Are linking verbs used when appropriate?

Are quotation marks used correctly in dialogue?

Are all words spelled correctly?

Are contractions with NOT used correctly?

List two mistakes that you found as you proofread your realistic fiction story.

1

2

36

Unit 4 • Realistic Fiction

Grammar Connections When you proofread your draft for mistakes, remember to look for places where you need to add contractions. For example: I don’t, he didn’t, etc.

REALISTIC FICTION

Publish, Present, and Evaluate

Presenting Checklist

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

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

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

Look at the audience.

Speak slowly and carefully.

Use expression when reading dialogue between characters.

Show all illustrations to the audience.

1 Which parts of your story are you proud of?

2 What might need more work?

4 • all events are in sequential order • several signal words or phrases are used • dialogue and illustrations are used throughout the story • is free or almost free from errors

3 • most events are in sequential order • some signal words or phrases are used • dialogue and illustrations are used in most of the story • has few errors

2 • some events are not in correct order • a few signal words or phrases are used • dialogue and illustrations are used in parts of the story • has frequent errors

1 • events are not in correct order and hard to follow • signal words or phrases are not used • dialogue and illustrations are not used • has many errors Unit 4 • Realistic Fiction

37

NEW EDITION

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ISBN: 978-981-4923-76-7

McGraw Hill

Grade 3 • Unit 4

PHX MAC #1448252 03/07/18

READING/WRITING COMPANION 3.4

READING/WRITING COMPANION 9 789814 923767

UNIT 4

NEW EDITION

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