Wonders READING/WRITING COMPANION 3.5

NEW EDITION

CYAN MAG YELO BLACK HEX.GREEN

ISBN: 978-981-4923-77-4

McGraw Hill

Grade 3 • Unit 5

PHX MAC #1448252 03/07/18

READING/WRITING COMPANION 3.5

READING/WRITING COMPANION 9 789814 923774

UNIT 5

NEW EDITION

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Cover: Nathan Love, Erwin Madrid

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Wonders New Edition Reading/Writing Companion Grade 3 Unit 5 Adaptation Copyright © 2022 by McGraw-Hill Education (Singapore) Pte. Ltd. Published by arrangement with McGraw Hill LLC ALL RIGHTS RESERVED. NO PART OF THIS BOOK MAY BE REPRODUCED OR TRANSMITTED IN ANY FORM OR BY ANY MEANS, ELECTRONIC OR MECHANICAL, INCLUDING PHOTOCOPYING, RECORDING OR BY INFORMATION STORAGE AND RETRIEVAL SYSTEMS, WITHOUT PERMISSION IN WRITING FROM MCGRAW HILL. Adapted from Reading Wonders Reading/Writing Companion Grade 3 Unit 5 Original ISBN: 978-0-07-901825-0 Original MHID: 0-07-901825-4 Send all inquiries to: McGraw-Hill Education 1 International Business Park #01-15A The Synergy, Singapore 609917 When ordering this title, please use ISBN: 978-981-4923-77-4 Printed in Korea 1 2 3 4 5 6 7 8 9 Artec 26 25 24 23 22 21

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E X P RE SS yourself!

SOCIA

GENRE STUDY 1 BIOGRAPHY Key Concept: Good Citizens. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Vocabulary

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

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SHARED READ Irma Rangel, Texas Lawmaker. . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Comprehension Strategy: Ask and Answer Questions. . . . . . . . . . . . . . . . . . . . . . 12 Genre Study: Biography [Captions and Timelines]. . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Comprehension Skill: Author’s Point of View. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Vocabulary Strategy: Prefixes and Suffixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Research and Inquiry: Primary and Secondary Sources. . . . . . . . . . . . . . . . . . . . . 19 Vocabulary

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

20

PAIRED READ Susan B. Anthony Takes Action!. . . . . . . . . . . . . . . . . . . . . . . . 22 Grammar: Singular and Plural Pronouns (Subjective Pronouns) . . . . . . . . . . . . 28 Grammar: Singular and Plural Pronouns (Objective Pronouns) . . . . . . . . . . . . . 29 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Deborah Cannon/AP Images

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

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TU L S DI

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5 UNIT

GENRE STUDY 2 FAIRY TALE Key Concept: Let’s Trade!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Vocabulary

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

42

SHARED READ Juanita and the Beanstalk. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Comprehension Strategy: Summarize. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Genre Study: Fairy Tale [Events and Messages]. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Comprehension Skill: Point of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Vocabulary Strategy: Root Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Research and Inquiry: Plan a Business. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Vocabulary

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

58

PAIRED READ Money: Then and Now. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Grammar: Pronoun-Verb Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Grammar: Possessive Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Chris Vallo

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

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GENRE STUDY 3 REALISTIC FICTION Key Concept: Reuse and Recycle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Vocabulary

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

80

SHARED READ The New Hoop. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Comprehension Strategy: Summarize. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Genre Study: Realistic Fiction [Illustrations]. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Comprehension Skill: Point of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Vocabulary Strategy: Homographs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Research and Inquiry: Brainstorming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Vocabulary

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

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PAIRED READ Trash into Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Grammar: Pronoun-Verb Contractions I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Grammar: Pronoun-Verb Contractions II. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Chris Vallo

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

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Key Concept Good Citizens

Essential Question What do good citizens do?

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Unit 5 • Biography

01

COLLABORATE

These volunteers are donating their time to work in a community center. They prepare and serve meals to help people in need. A good citizen is responsible and helps other people. There are many ways to be a good citizen. Talk with a partner about what is happening in the photograph.

• help elderly people • are respectful of others

• follow rules • help people stay safe

• donate time or things • help people in need

(bkgd) Blend Images/Image Source; (l to r) Africa Studio/Shutterstock; Blend Images/Alamy; Dmytro Zinkevych/Shutterstock; Dmytro Zinkevych/Shutterstock

Your Turn What do good citizens do? Write your ideas in the web. Use the photographs and words to help you.

• volunteer to clean up • keep neighborhood clean

Good Citizens

Talk with a partner about your ideas.

COLLABORATE

Unit 5 • Biography

3

VOCABULARY

02

citizenship

n. doing the duties and responsibilities of a citizen or member of a community

Picking up trash is an example of good citizenship.

What is another example of good citizenship?

continued

v. kept

doing something without stopping

Justin continued to read his book all afternoon.

(t to b) Alohaflaminggo/Shutterstock; famveldman/123RF; Chekyravaa/Shutterstock; Rommel Canlas/Shutterstock

Make your own sentence. “I continued to

daring

adj. willing

all day.”

to do things that others usually don’t do

Jake is daring, so he is always the first to try adventurous activities.

Who is daring enough to climb up a tall tree?

defend

v. support

and protect something or someone

Lawyers work to defend people’s rights.

Who can help defend your rights?

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Unit 5 • Biography

SHARED READ disagreeable

adj. unpleasant;

difficult to deal with

The customer complained and was disagreeable, although there was nothing wrong with the food.

When have you been disagreeable with someone?

eventually

adv. finally;

after a long time

Eventually, they finished building the snowman.

Do you become friends with someone right away or eventually?

v. made

someone feel very shocked or disgusted

(t to b) Pressmaster/Shutterstock; Design Pics/Don Hammond; Kues/Shutterstock; Banana Oil/Shutterstock

horrified

It horrified Sue that her grandson was so messy.

Talk about a time when you were horrified by some bad news.

obstacles

n. difficulties

that prevent someone from achieving something

We can defeat obstacles by working together.

Have you faced any obstacles this year? How did you deal with them?

Unit 5 • Biography

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VOCABULARY overcoming

v. succeeding

in dealing with or solving a problem

He succeeded in overcoming his fear of heights by learning how to rockclimb.

Ask a classmate if they are good at overcoming their fears.

participate

v. take

part in an activity

The children like to participate in swim class. (t to b) wavebreakmedia/Shutterstock; Monkey Business Images/Shutterstock; gpointstudio/123RF; wavebreakmedia/Shutterstock

What after-school activities or sports do you participate in?

positive

adj. thinking

that a good result will happen

Her positive attitude helped her do well in school.

Who has a positive attitude in your class?

proposed

v. suggested

something for people to do or think about

The teacher proposed reading a book every day.

Make your own sentence. “I proposed going to the

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Unit 5 • Biography

on the weekend.”

SHARED READ unfairness

n. the

fact of not treating people equally

He was upset about the unfairness of the situation.

Talk about a time you faced unfairness. Why was the situation unfair?

urged

v. tried

hard to get someone to do something

Ben's dad urged him to stop playing and do his homework.

What has your dad urged you to do?

v. begin

to be uncertain about something you believe or have decided to do

(t to b) Isadora Getty Buyou/Image Source; Dmytro Zinkevych/Shutterstock; Kdonmuang/Shutterstock

waver

Tom’s determination to study hard did not waver.

Do you ever waver after making a decision?

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

COLLABORATE

Unit 5 • Biography

7

SHARED READ TAKE NOTES To better understand how events shaped Irma Rangel's life, preview the biography's title, section titles, and timeline. Think about what Irma Rangel will do, and write your prediction below.

IRM A R ANGEL 03

Texas Lawmaker

As you read, make note of: Interesting Words:

(bkgd) f11photo/Shutterstock; (inset) Deborah Cannon/AP Images

Key Details:

What do good citizens do?

Read how Irma Rangel’s actions helped many people.

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Essential Question

Unit 5 • Biography

BIOGRAPHY

B

orn in Kingsville, Texas, in 1931, Irma Rangel learned about overcoming obstacles by watching her parents.

When she grew up, she used what she learned to help others.

FIND TEXT EVIDENCE Read

Overcoming Obstacles

Paragraphs 1-2

Author’s Point of View

Irma’s parents never had it easy. Her father lost his parents when he was just five years old. Her mother lost hers when she was 11 years old. They faced unfairness. As Mexican Americans, they were not allowed to go to certain schools.

They were also very poor, and had to work instead of getting an education.

Underline text that shows what the author thinks about how Irma's parents grew up.

Paragraphs 3-4

Ask and Answer Questions What question can you ask and answer about Irma's parents?

But they kept a positive attitude, worked hard, and improved their lives. Irma’s mother opened her own dress shop. Her father opened his own barbershop.

Irma’s mother had a lot of memories of her father. In the late 1940s, a plot of land that she remembered him farming went up for sale. Irma’s parents decided to buy it. The neighbors didn’t want a Mexican American family moving in, but Irma’s parents did not waver. They bought the land and built a beautiful house. Eventually, they were accepted.

Circle text evidence that helps you answer the question.

Captions Draw a box around something new you learned in the caption.

Reread

Irma's parents built a beautiful home on an empty plot of land. In 1951, they moved in and lived there with Irma the rest of their lives.

Author's Craft

Unit 5 • Biography

David Smith/Alamy

How does the author help you understand what obstacles are?

9

Good Citizens

SHARED READ

Irma’s parents believed that good citizenship meant helping others achieve success like they had. Her father decided to participate in government. He joined organizations that urged people to vote. He got involved in elections by supporting candidates he thought would help people.

FIND TEXT EVIDENCE Read Paragraph 1

Ask and Answer Questions What question can you ask and answer about being a good citizen? Write the question here.

The official flag of the state of Texas

Underline the answer. (t) Katherine Welles/Shutterstock; (bl) Witold Skrypczak/Alamy; (br) Hill Street Studios/Blend Images LLC/Glow Images

Paragraph 2

Author’s Point of View What does the author think of the fact that few women worked in government? Circle text evidence.

Irma’s father inspired her. Unfortunately, at the time, it was unusual for women to work in government. But Irma was unusually daring and risked a lot. She studied law and got a job arguing the government’s side in criminal trials. She was one of the first Hispanic women in Texas to hold that job. In 1976, she ran for office and became the first Hispanic woman elected to the Texas House of Representatives.

Timeline What year was Irma elected to the House of Representatives?

This timeline shows important dates in Irma Rangel’s life.

Reread

Author's Craft Why is “Good Citizens” a good title for this section?

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Unit 5 • Biography

1931: Irma is born

1952: Graduates from Texas A&M UniversityKingsville

1969: Graduates law school

1976: Becomes the first Hispanic woman elected to the Texas House of Representatives

Fighting for Fairness

BIOGRAPHY

As a Texas lawmaker, Irma worked to help people improve their lives. It horrified her that being Mexican American and poor had kept her parents from getting an education. She proposed laws that would give all children a chance to learn. One law helped poor students pay for college. Another said that state colleges must accept all Texas students who finish near the top of their high school class.

FIND TEXT EVIDENCE Read Paragraph 1

Ask and Answer Questions What question can you ask and answer about Irma’s work?

Irma continued to fight for people in need. She worked to defend women’s rights and get food to the hungry. To reach her goals, she talked with lawmakers who disagreed with her. But she was never disagreeable. “This is such a good bill,” she would tell them. “I know you’re going to like it.”

Underline the answer.

Paragraph 2

Prefixes and Suffixes Circle the root word in disagreeable. Use its prefix and suffix to write what it means.

Irma’s parents taught her how to overcome obstacles. But thanks to Irma, Texans now face fewer obstacles than her parents did. Today, those who work hard find the road to success easier to travel.

2003: Irma dies

2006: Irma Rangel College of Pharmacy opens

Summarize Was the prediction you made about Irma Rangel at the beginning of her biography correct? Use your notes to summarize the main events of her life.

How did Irma Rangel’s actions make her a good citizen?

ESSENTIAL QUESTION

What can you do to be a good citizen?

TEXT TO SELF

(l) Kelly West/AP Images; (r) Paul Iverson/AP Images

1994: Elected to the Texas Women's Hall of Fame

1997: Named Legislator of the Year

Make Connections

Unit 5 • Biography

11

COMPREHENSION STRATEGY

Reread

Ask and Answer Questions Ask yourself questions as you read. Then read on or reread to find the answers.

FIND TEXT EVIDENCE Look at the section “Overcoming Obstacles” on page 9. Think of a question and then reread to find the answer.

SHARED READ Quick Tip If you don't understand what you've read, stop and ask yourself questions about the text. Then reread to find the answers to your questions.

Page 9

I have a question. What did Irma learn from watching her parents? I read that Irma's parents grew up poor, but worked hard and started their own businesses.

Now I can answer my question. Irma learned that people can overcome obstacles by working hard.

COLLABORATE

Your Turn Reread “Fighting for Fairness" on page 11. Think of a question. You might ask: How did Irma help people improve their lives? Reread to find the answer. Then write it here.

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Unit 5 • Biography

GENRE STUDY

BIOGRAPHY

Reread

Captions and Timelines

SHARED READ Readers to Writers

“Irma Rangel, Texas Lawmaker” is a biography. A biography • tells the true story of a real person’s life • is written by another person • includes text features such as timelines, photographs, and captions

FIND TEXT EVIDENCE

Look at the timeline.

How do the dates and events help you understand Irma’s life?

When you write, think about how a timeline might help you organize events in time order.

I can tell that “Irma Rangel, Texas Lawmaker” is a biography. It includes facts and information about Irma Rangel. There is also a timeline that shows important events in Irma's life in time order. (t) Katherine Welles/Shutterstock; (bl) Witold Skrypczak/Alamy; (br) Hill Street Studios/Blend Images LLC/Glow Images

Page 10

Captions A caption describes what is happening in the photograph.

It gives information that is not included in the text.

Timelines A timeline shows the time order in which important dates and events happened.

COLLABORATE

Your Turn Look at the timeline on pages 10 and 11. When did Irma Rangel become part of the Texas Women's Hall of Fame? Write it here.

Unit 5 • Biography

13

COMPREHENSION SKILL

Author’s Point of View Point of view is what an author thinks about a topic. Look for details that show what the author thinks.

FIND TEXT EVIDENCE When you cite text evidence, you look for text that supports your response. What does the author think about Irma Rangel? 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

Irma was inspired by her parents to be a good citizen.

It was daring for Irma to run for office.

Author’s Point of View

COLLABORATE

Your Turn Reread “Irma Rangel, Texas Lawmaker.” Find more details that show how the author feels about Irma. List them in your graphic organizer. What does the author think of Irma Rangel? Do you agree with the author’s point of view?

Deborah Cannon/AP Images

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Unit 5 • Biography

Quick Tip Descriptive words such as good, strong, and daring signal the author's opinion. To figure out what an author thinks or feels, look for descriptive words in the text.

Reread

SHARED READ

Details

Irma was inspired by her parents to be a good citizen.

It was daring for Irma to run for office.

Author’s Point of View

Unit 5 • Biography

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RESPOND TO READING COLLABORATE

Discuss Work with a partner. Use the discussion starters to answer the questions about “Irma Rangel, Texas Lawmaker.” Write the page numbers.

Questions 1 What did Irma Rangel learn from her parents?

Discussion Starters Irma’s father . . .

Text Evidence Page(s):

Irma’s mother . . .

I also read that . . .

2 How did Irma help other people?

Irma . . .

Page(s):

She decided to . . .

I also read that . . .

3 What did Irma do to show she was a good citizen?

Irma . . .

She . . .

I know this because I read . . .

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Unit 5 • Biography

Page(s):

Reread

SHARED READ

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

How was Irma Rangel a good citizen?

When Irma was young, she learned that

She

Her father

Irma Rangel

Deborah Cannon/AP Images

Unit 5 • Biography

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COMPREHENSION VOCABULARY STRATEGY SKILL ixe f f u S d n a s e ix Pref

s

A prefix is a word part added to the beginning of a word. A suffix is added at the end.

To figure out the meaning of a word with a prefix and suffix, find the root word first.

FIND TEXT EVIDENCE I see the word unusually on page 10. I find the root word usual first. I know the prefix unmeans “not,” and the suffix –ly means “in a way that.” The word unusually must mean “not in a usual way.”

Irma was unusually daring and risked a lot.

COLLABORATE

Your Turn Find the root word. Then use the prefix and suffix to figure out the meaning of the word. unfairness, page 9:

Katherine Welles/Shutterstock

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Unit 5 • Biography

SOCIA

RESEARCH AND INQUIRY

Primary and Secondary Sources Primary sources are a great way to learn about the past. A primary source is created by someone who took part in the event. Examples of primary sources are diaries, letters, speeches, and photographs.

Personal details in “Irma Rangel, Texas Lawmaker” came from an interview with Irma Rangel. An interview is a primary source.

Secondary sources are created by someone who didn't take part in the event. Some examples of secondary sources are encyclopedias and textbooks.

TU L S DI

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e Integrat

Quick Tip When you do research, think about your sources.

Words such as I and me are clues that the person who is writing about a topic was at the event or knows about it firsthand.

Clean Up Our Park

Look at the photograph. Explain why it's a primary source.

1. Talk with a partner about the problem.

2. Research. Use primary and secondary sources to find out what people are doing to solve the problem.

3. Create a poster that shows the issue. Write a paragraph that describes it.

Royal Freedman/Alamy

COLLABORATE

Create a Poster Think of an issue in your local community. Is there a problem that needs to be solved? Read these steps and restate them to your partner. Then create a poster about the issue.

Unit 5 • Biography

19

VOCABULARY

04

against

prep. disagreeing

with an idea, plan, or activity

They spoke out against the use of plastic.

What issues would you speak out against?

equality

n. the

right to being treated equally and in a fair way

We must fight for freedom and equality for everyone.

(t to b) Andrii Iemelianenko/Shutterstock; Rawpixel/Shutterstock; David Grossman/Alamy; Ariel Skelley/Blend Images LLC

Why should everyone have freedom and equality?

peacefully

adv. without

violence

The protesters marched peacefully.

Make your own sentence. “The

property

n. a

marched peacefully against school violence.”

building or land that you own

This house is my parents’ property.

What kind of property would you like to own when you grow up?

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PAIRED READ slavery

n. the

activity of owning people who must work for you for free

President Abraham Lincoln signed a law ending slavery.

Why is slavery wrong?

n. a

hard fight to do something that takes a lot of effort

(l to r, t to b) Everett Historical/Shutterstock; Library of Congress Prints & Photographs Division [LC-DIG-pga-04067]; sabphoto/123RF; Syda Productions/Shutterstock

struggle

Reading all the books was a long struggle.

Make your own sentence. “It was a long struggle to finish the

successful

adj. achieving

.”

the result that you want

Their team project was successful because they worked well together.

Talk about a team project or other teamwork that was successful.

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

COLLABORATE

Unit 5 • Biography

21

PAIRED READ FIND TEXT EVIDENCE Read Paragraph 1

Essential Question What do good citizens do?

Read about how one person’s good citizenship made a difference for women in the United States.

Underline a sentence that tells how Susan’s family thought about equality.

Paragraph 1

What are two things that women could not do at the time Susan was born?

Paragraph 1

How was Susan’s early life different from that of other girls?

Ivy Close Images/Alamy

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Unit 5 • Biography

05

Susan Brownell Anthony was born in Massachusetts in 1820. Her family believed that all people are equal.

At the time Susan was born, however, this idea of equality was very unusual. Men and women did not have the same rights. Women could not do many of the things men did. Women could not vote, and they could not own property. Life was different for Susan.

She learned to read and write at the age of three, even though she was a girl.

BIOGRAPHY When Susan went to school, she saw that boys and girls were not treated the same way.

One of her teachers refused to teach Susan long division. She said that girls did not have any reason to know math. As a result, Susan’s family took her out of school and taught her at home.

Susan’s family felt strongly about equality and good citizenship. They spoke out against slavery. When Susan was twenty-six years old, she became a school teacher and fought for the rights of students. She wanted boys and girls to be able to learn together.

She also wanted children of former enslaved people to be able to learn in these same classrooms.

Read Paragraph 1

Underline the sentence that tells why Susan’s teachers refused to teach Susan long division. Draw a box around the result of it.

In 1978, the United States mint released a dollar coin to honor Susan B. Anthony.

Paragraph 2

How did Susan’s family fight for equality?

Paragraph 3

What was the topic of Elizabeth Cady Stanton’s speech?

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When she was twenty-eight, Susan heard about a meeting to discuss how women might get the right to vote. She was very excited about this idea. She went with her family to Seneca Falls, New York, to hear Elizabeth Cady Stanton give a speech about the topic. Susan and her sister and parents signed papers to support the idea. Susan felt so strongly about it that she started working with Elizabeth Cady Stanton. Together they started a weekly newspaper and gave speeches around the country.

FIND TEXT EVIDENCE

COLLABORATE

Talk with a partner about the good deeds that Susan. B. Anthony did. Use the details in the text to support your answer.

In 1848, Elizabeth Cady Stanton spoke about women’s right to vote at a meeting in Seneca Falls, New York.

Unit 5 • Biography

23

PAIRED READ FIND TEXT EVIDENCE Read Paragraph 1

Women Can Vote!

This timeline shows important dates in the life of Susan B. Anthony and in the fight for women’s right to vote.

1820

1848

1852

1868

Susan Brownell Anthony born in Adams, Massachusetts

Attended Seneca Falls conference

Started working with Elizabeth Cady Stanton

Started a weekly paper called The Revolution

How did Susan feel about her work?

Paragraph 2

Draw a box around the sentence that tells how Susan and Elizabeth did their work.

Paragraph 2

Underline the sentence that tells how many years passed after Susan died, before women in America got the right to vote.

Timeline

In what year did Stanton and Anthony begin their newspaper?

Bettmann/Getty Images

Timeline

Circle the year women got the right to vote in the USA.

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Unit 5 • Biography

Susan gave as many as 100 speeches around the country every year for forty-five years. She always stayed excited and hopeful about her work.

Not everyone agreed with her ideas. Susan and her friend Elizabeth Cady Stanton had to fight hard for many years for the rights of all people. They always did their work peacefully. It was not until fourteen years after Susan died that women in the United States were allowed to vote. The long struggle would not have been successful without the work of Susan B. Anthony.

Susan B. Anthony and Elizabeth Cady Stanton worked hard to support the rights of women in the United States.

BIOGRAPHY 1869 Founded National Woman Suffrage Association with Elizabeth Cady Stanton

1872

1906

1920

Arrested for trying to cast a vote in an election

Died in Rochester, New York

Women get the right to vote

FIND TEXT EVIDENCE Read Timeline

Circle the name of the association Susan B. Anthony founded with Elizabeth Cady Stanton.

You Can Be a Good Citizen, Too!

Timeline

You can participate in your community, just like Susan B. Anthony did.

What happened to Susan in 1872?

Volunteer your time.

Get to know your neighbors.

Talk to people. Listen to their ideas.

Tell them your ideas.

Work peacefully with others.

Help others.

Make your community a great place to live!

Sidebar

Susan participated in her community. Underline two ways that you can participate in your community.

Good citizens help people in their community.

Make Connections In what ways was Susan B. Anthony a good citizen? ESSENTIAL QUESTION

COLLABORATE

Tell about some other leaders you have read about. How did they show good citizenship? TEXT TO TEXT

Unit 5 • Biography

Datacraft Co Ltd/Getty Images

Talk with a partner about how good citizens make a difference.

Use the details in the text to support your answer.

25

Reread

PAIRED READ How does the author help you know how she feels about Susan B. Anthony?

COLLABORATE

Talk About It Reread the first paragraph on page 24. Talk about what the author says about Susan.

Quick Tip When I reread, I can use the author’s words and phrases to understand her point of view.

Cite Text Evidence What words let you know how the author feels about Susan and the work she did? Write text evidence in the chart.

Detail

Detail

Author’s Point of View

Write The author lets me know how she feels about Susan B. Anthony by

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Unit 5 • Biography

Detail

Cause and Effect

Readers to Writers

An effect is something that happened. A cause is why it happened.

Authors often use cause and effect to organize and structure texts.

This helps readers understand why events happened.

FIND TEXT EVIDENCE

Use signal words to help your readers figure out cause and effect.

Some signal words and phrases are: because, so, therefore, and as a result.

On page 23 of “Susan B. Anthony Takes Action!” the author uses the words as a result to show what happened when Susan’s teacher refused to teach her long division.

As a result, Susan’s family took her out of school and taught her at home.

COLLABORATE

Your Turn Reread the last paragraph on page 23. Use text evidence to answer these questions.

• How do you know what caused Susan to work with Elizabeth?

• How does the author's words help you see how Susan felt about Elizabeth's work?

Unit 5 • Biography

27

GRAMMAR

Singular and Plural Pronouns (Subjective Pronouns) • Singular pronouns replace singular nouns, and plural pronouns replace plural nouns.

• Subjective pronouns are used as the subject of a sentence.

• Singular subjective pronouns are I, you, he, she, and it.

• Plural subjective pronouns are we, you, and they.

FIND TEXT EVIDENCE Underline the pronoun. Circle the nouns that the pronoun replaces.

(…) but Irma’s parents did not waver. They bought the land and built a beautiful house.

COLLABORATE

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

1. Irma lived in Texas.

2. Irma’s parents were hard workers.

Quick Tip The pronoun must agree with the noun it replaces in both number and gender.

3. Irma’s father decided to help others.

4. The Texans thank Irma for all she has done.

David Smith/Alamy

B. Write a sentence about your family. Use a plural subjective pronoun.

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Unit 5 • Biography

Singular and Plural Pronouns (Objective Pronouns) • Objective pronouns can take the place of object nouns.

• Singular objective pronouns are me, you, him, her, and it.

• Plural objective pronouns are us, you, and them.

FIND TEXT EVIDENCE Underline the pronoun.

Irma’s father inspired her.

Quick Tip

Your Turn A. Underline the subjective pronouns. Circle the objective pronouns.

1. They ignored him.

2. He did not agree with her.

3. She continued to fight for them.

4. They taught her how to overcome obstacles.

Subjective Pronouns I you he she it we you they

Objective Pronouns me you him her it us you them

B. Write a sentence about yourself and a friend. Use a subjective or objective pronoun.

Deborah Cannon/AP Images

COLLABORATE

Unit 5 • Biography

29

e Integrat

MAKE CONNECTIONS

Text Connections

Quick Tip

How do this photograph and the selections you read help you understand about being a good citizen?

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 clues from the photograph that help you understand what the girls are reading. Underline text evidence that explains how these girls are good citizens.

Write The photograph and the selections help me understand

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Unit 5 • Biography

Obeying classroom rules is one way to be a good citizen at school. These girls are reading their "Classroom Rules" poster.

There are four rules: - Always do your best.

- Listen when others are talking.

- Follow directions.

- Work quietly.

SOCIA

RESEARCH AND INQUIRY

Present Your Work COLLABORATE

TU L S DI

ES

e Integrat

Quick Tip

Decide how you will present your poster about a local issue 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.

Save Our Playground!

Set up your poster in a place where everyone can see it. If possible, use a pointer so that you don't block the poster as you point out and talk about the different parts.

Presenting Checklist I will make sure my poster is easy to read.

W hat Is the Iss ue?

W hat's Be ing Don

I will make sure everyone can see my poster.

e?

The most interesting thing I learned about the local issue is ������� �������������������������������������������������������� I would like to know more about ����������������������������� ��������������������������������������������������������

I will look at my audience and not my poster as I speak.

I will speak clearly and slowly.

I will invite questions from my audience.

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

Unit 5 • Biography

31

GENRE WRITING

Expert Model Features of a Biography A biography is a kind of narrative nonfiction. A biography • tells the true story of a real person’s life and is written by another person • is told in sequence, or time order • can include text features such as timelines, photographs, and captions Analyze an Expert Model Studying "Irma Rangel, Texas Lawmaker” will help you learn how to write a biography. Reread pages 8-11. Then answer the questions below.

How does the author help you understand what lead Irma to become a lawmaker? ������������������������������������������������������� ������������������������������������������������������� How does the author use Irma’s past to tell about why she became a lawmaker? �������������������������������������������������������

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Unit 5 • Biography

Shared Read (pages 8-11)

Word Wise Writers use singular or plural pronouns to take the place of a subject or object in a sentence. Pronouns that are used as a subject are different from those used as objects. For example, “Irma’s father inspired her.” The word her is the object of this sentence. “She studied law…” The word She is the subject of this sentence.

BIOGRAPHY

Plan: Choose Your Topic COLLABORATE

Quick Tip

Brainstorm With a partner, brainstorm a list of qualities that makes someone a good citizen. Use the sentence starters below to talk about your ideas.

A good citizen is . . .

Some things good citizens do are . . .

When you brainstorm, you list as many ideas as you can about a topic.

Brainstorming with a partner helps you figure out what you want to write about.

Writing Prompt Think of a person who you think is a good citizen.

Refer to your list to make sure. Write a biography explaining how the person is a good citizen.

I will write about ������������������������������������������ Purpose and Audience An author’s purpose is his or her reason for writing. Think about who will be reading your biography.

That's your audience.

The purpose of my biography is ������������������������������

Event

�������������������������������������������������������� _ My audience will be ��������������������������������������� �������������������������������������������������������� Plan Focus on what you want your readers to learn about the person you chose. In your writer's notebook, write the person's name. Then, draw a Sequence Chart to record the events of that person's life.

Event

Event

Event

Unit 5 • Biography

33

GENRE WRITING

Plan: Research Use a Variety of Sources You'll need to research the person you chose before writing your biography. Make sure you gather relevant information. Use at least one primary source and a variety of secondary sources such as books, magazines, and websites. To check that a website is reliable, answer these questions: • Does it belong to a trusted organization such as a university or respected newspaper?

• Does it offer helpful information such as the author's name, the date the text was written, or links to other sources?

List two sources you will use: 1. �������������������������������������������������������� 2. �������������������������������������������������������� Take Notes Once you pick your sources, take notes and fill in the Sequence Chart you drew in your writer's notebook. Remember to paraphrase, or put the information you find into your own words.

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Unit 5 • Biography

Quick Tip Remember that a primary source is created by someone who took part in an event.

Biographies use primary sources like photographs or quotations. This makes them more interesting to read.

BIOGRAPHY

Draft COLLABORATE

Quick Tip

Sequence Writers often tell the events of a person's life in the order that they happened. This sequence of events helps readers understand what happened and why. Reread this passage from "Irma Rangel, Texas Lawmaker."

Unfortunately, at the time, it was unusual for women to work in government. But Irma was unusually daring and risked a lot. She studied law and got a job arguing the government’s side in criminal

Writing a biography in time order makes events more understandable to your reader. It also gives your biography a clear beginning, middle, and end. Words, such as first, then, next, and finally can help signal the sequence of events in your biography.

trials. She was one of the first Hispanic women in Texas to hold that job. In 1976, she ran for office and became the first Hispanic woman elected to the Texas House of Representatives.

Use the above passage as a model to write about the person you chose by listing important events in time order. Include one date.

Write a Draft Use your Sequence Chart to write your draft in your writer's notebook. Remember to use signal words to show time order.

Unit 5 • Biography

35

GENRE WRITING

COLLABORATE

Revise

Quick Tip

Precise Nouns A noun is a person, place, or thing. For example, George Washington, Texas, and book are all nouns. Precise nouns are more specific. For example, science book is more specific than book.

Writers make their ideas clearer by using precise nouns.

Use precise nouns to help your readers visualize people, places, and objects in your biography.

Reread the last three sentences of “Irma Rangel, Texas Lawmaker” on page 11. Talk with a partner about the noun obstacles. How does the word obstacles help you visualize the things Irma had to overcome throughout her life and career?

nathapol HPS/Shutterstock

Revise It's time to revise your writing. Read your draft and look for places where you might use a noun that is more precise. Circle two words or phrases in your draft that you can change. Revise and write them in your writer's notebook.

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Unit 5 • Biography

BIOGRAPHY

Peer Conferences COLLABORATE

Revising Checklist

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

Does my biography have a logical sequence of events?

Did I use at least one primary source?

I like this part because . . .

I didn’t understand the order of events because . . .

Did I use nouns that are precise?

Add a more precise noun here to replace . . .

Are my ideas clear to my readers?

I have a question about . . .

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

Revise After you finish your peer conference, use the Revising Checklist to figure out what you can change to make your biography better. Remember to use the rubric on page 39 to help yourself revise.

Unit 5 • Biography

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GENRE WRITING

Edit and Proofread After you revise your biography, 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

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

This feature will offer suggestions to help you spell the words correctly.

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

Do the singular and plural pronouns match their nouns?

Do the pronouns match their relationship to the verbs in the sentence?

Are all the words spelled correctly?

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

1

2

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Unit 5 • Biography

Grammar Connections When you proofread your biography, make sure your verbs agree with your subject.

Remember that past tense verbs describe actions that have already happened. Add -ed to most verbs to form the past tense.

BIOGRAPHY

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 in a loud voice.

Practice your presentation.

Use a timeline to show the order of events.

What did you do successfully?

What needs more work?

4 • describes specific events in a person’s life and how they shaped that person • presents events in correct order • uses many precise nouns, and ideas are clear

3 • describes some important events in a person’s life • presents events in correct order • uses some precise nouns, and ideas are clear

2

1

• describes a few events in a person’s life • includes events that are not in correct order • uses few precise nouns, and ideas are unclear

• doesn't give much information about a person’s life • includes some events that are not in correct order • doesn't use precise nouns, and ideas are confusing

Unit 5 • Biography

39

NEW EDITION

CYAN MAG YELO BLACK HEX.GREEN

ISBN: 978-981-4923-77-4

McGraw Hill

Grade 3 • Unit 5

PHX MAC #1448252 03/07/18

READING/WRITING COMPANION 3.5

READING/WRITING COMPANION 9 789814 923774

UNIT 5

NEW EDITION

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