Wonders READING/WRITING COMPANION 3.6 by twoponds_

NEW EDITION

CYAN MAG YELO BLACK HEX.GREEN

ISBN: 978-981-4923-78-1

McGraw Hill

Grade 3 • Unit 6

PHX MAC #1448252 03/07/18

READING/WRITING COMPANION 3.6

READING/WRITING COMPANION 9 789814 923781

UNIT 6

NEW EDITION

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Wonders New Edition Reading/Writing Companion Grade 3 Unit 6 Adaptation Copyright © 2022 by McGraw-Hill Education (Singapore) Pte. Ltd. Published by arrangement with McGraw Hill LLC ALL RIGHTS RESERVED. NO PART OF THIS BOOK MAY BE REPRODUCED OR TRANSMITTED IN ANY FORM OR BY ANY MEANS, ELECTRONIC OR MECHANICAL, INCLUDING PHOTOCOPYING, RECORDING OR BY INFORMATION STORAGE AND RETRIEVAL SYSTEMS, WITHOUT PERMISSION IN WRITING FROM MCGRAW HILL. Adapted from Reading Wonders Reading/Writing Companion Grade 3 Unit 6 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: 978-981-4923-78-1 Printed in Korea 1 2 3 4 5 6 7 8 9 Artec 26 25 24 23 22 21

s r e d n o W o t e m o c l e W Read exciting Literature, Science, and Social Studies texts! L E ARN about the world around you! 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!

GENRE STUDY 1 BIOGRAPHY S

6 UNIT

Key Concept: Learning to Succeed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Vocabulary

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

SHARED READ Rocketing into Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Comprehension Strategy: Reread. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Genre Study: Biography [Key Words and Photographs] . . . . . . . . . . . . . . . . . . . . . 13 Comprehension Skill: Problem and Solution. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Vocabulary Strategy: Greek and Latin Roots. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Research and Inquiry: Understanding Information . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Vocabulary

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

PAIRED READ A Flight to Lunar City. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Grammar: Adjectives and Articles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Grammar: Adjectives That Compare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Time & Life Pictures/Getty Images

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

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ENCE CI

GENRE STUDY 2 DRAMA/MYTH Key Concept: Treasures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Vocabulary

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

SHARED READ Athena and Arachne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Comprehension Strategy: Make Predictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Genre Study: Drama/Myth [Stage Directions and Dialogue]. . . . . . . . . . . . . . . 49 Comprehension Skill: Theme. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Vocabulary Strategy: Root Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Research and Inquiry: Using Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Vocabulary

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

PAIRED READ Carlos's Gift. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Grammar: Adverbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Grammar: Adverbs That Compare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

Jenny Reynish

Genre Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

GENRE STUDY 3 EXPOSITORY TEXT S

6 UNIT

Key Concept: Animals and You. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Vocabulary

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

SHARED READ Butterflies: Big and Small. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Comprehension Strategy: Reread. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Genre Study: Expository Text [Subheadings and Diagrams]. . . . . . . . . . . . . . . . 87 Comprehension Skill: Compare and Contrast. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Respond to Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Vocabulary Strategy: Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Research and Inquiry: Choosing Relevant Details. . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Vocabulary

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

PAIRED READ The Monkey and the Crocodile . . . . . . . . . . . . . . . . . . . . . . . . . 96 Grammar: Prepositions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Grammar: Prepositional Phrases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Research and Inquiry: Present Your Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

Charles Melton/Alamy

Genre Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

ENCE CI

vii Richard Ellis/Getty Images News/Getty Images

Key Concept Learning to Succeed

Essential Question Why are goals important?

Unit 6 • Biography

COLLABORATE

The girl in the photograph had a goal. She wanted to win the Special Olympics. Her goal was important to her, so she worked hard. She is proud of herself today. Goals are important. They help us focus and learn new things. Talk with a partner about what is happening in the photograph.

• get motivated • focus better

• practice hard • do our best

• gain confidence • feel proud

(bkgd) Vladimir Rys/Stringer/Getty Images Sport/Getty Images; (l to r) wavebreakmedia/Shutterstock; Hill Street Studios/Getty Images; Purestock/Alamy; Sergey Novikov/Shutterstock

Your Turn Why are setting and reaching goals important? Write your ideas in the web. Use the photographs and words to help you.

• improve day by day • win a competition

Setting and Reaching Goals Help Us …

Talk with a partner about your ideas. COLLABORATE

Unit 6 • Biography

VOCABULARY

applied

v. made

a request officially by writing or filling out a form

Annie applied for a job and had a job interview. What is something you have applied to do?

astronauts

n. people

who travel to and work in space

The astronauts can see Earth from space. What do you know about astronauts?

(t to b) Katarzyna Bia_asiewicz/123RF; NASA; Digital Vision/Getty Images; Brock Jones/Image Source

commander

n. a

person who is in charge of a special group

The commander watched everything carefully and gave orders. What are some groups that have a commander?

communicated

v. shared

thoughts or information with another person

We communicated with my dad by video calling when he was away. What are some ways you have communicated with friends?

Unit 6 • Biography

SHARED READ cramped

adj. not

having enough space; packed

We couldn’t park our car in the cramped parking lot. Would you feel comfortable living in a cramped room?

essential

adj. very

important; necessary

A toothbrush is an essential tool for cleaning teeth.

exploded

v. suddenly

(t to b) Nikola Bilic/Shutterstock; didesign021/Shutterstock; Lost Horizon Images/Image Source; Suzanne Tucker/Shutterstock

What is an essential tool for school?

broke apart with pieces going in all directions

The fireworks made a loud noise when they exploded. When have you seen something that exploded?

goal

n. something

that you hope to achieve

His goal is to be the best swimmer in his school, so he practiced hard. What is a goal you hope to achieve?

Unit 6 • Biography

VOCABULARY hatch

n. an

opening or a small door in an airplane or spacecraft

The astronaut left the spacecraft by going out the hatch. left the airplane through the escape hatch.”

Make your own sentence. “The

(t to b) NASA Headquarters - GReatest Images of NASA (NASA-HQ-GRIN); FrameStockFootages/Shutterstock; granata68/Shutterstock; Artur Didyk/Shutterstock

missions

n. special

flights or journeys with particular tasks people must do

Working together is important for successful space missions. What might you do on space missions?

motivated

adj. wanting

to do something

Jerry was motivated to learn to play the guitar because he loved rock music. What things are you motivated to do?

professional

adj. relating

to a job that needs special training or education

Tess works as a professional dancer in a ballet company. What professional jobs do the adults you know have?

Unit 6 • Biography

SHARED READ research

n. a

careful study of something to discover (new) information

Melanie’s mom is a scientist who uses a microscope to do research. What kind of research would you be interested in doing?

serious

adj. bad

or needing attention

Dad found a serious problem in our car. Who do you talk to when you have a serious problem?

specialist

n. a

person who has a special skill or knows a lot about something

Make your own sentence. “I want to become a specialist in

(t to b) Comstock Images/Alamy; Tom Merton/age fotostock; Tetra Images/Alamy

Dr. Morrison is a specialist in sports medicine. .”

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

Unit 6 • Biography

SHARED READ TAKE NOTES Asking questions before you read helps you figure out your purpose for reading. It also helps you gain information. Write your questions here.

As you read, make note of: Interesting Words:

Key Details:

(l) NASA/JPL; (r) Time & Life Pictures/Getty Images

Essential Question

Why are goals important?

Read how one man used his education and experience to reach his goals.

Unit 6 • Biography

When James A. Lovell Jr. was a boy, he loved to build rockets and launch them into the sky. But his dreams went a lot farther than his rockets. Like many boys who grew up in the 1930s, James dreamed of being a pilot. And as he watched his rockets soar, he knew someday he would, too.

BIOGRAPHY FIND TEXT EVIDENCE Read Paragraphs 1–2

Key Words Find two key words and write them here.

James was born in Cleveland, Ohio, in 1928. He worked hard in school and planned to go to a special college to study astronomy and rockets. Unfortunately, he didn’t have enough money to attend. James had to figure out another way to reach his goal.

Underline details that show the key words are important. Paragraph 3

Reread What did James do after he joined the Navy?

James was motivated to find a way to fly rockets. So, he went to college near his home for two years and then signed up for flight training at the United States Naval Academy. After four years at the academy, James joined the United States Navy and became a professional naval test pilot. His job was to fly planes before anyone else was allowed to fly them.

Circle text evidence to support your answer. Reread

Author's Craft

James A. Lovell Jr. became an astronaut in 1962. He flew four space missions.

Unit 6 • Biography

NASA

How does the author help you understand how motivated James Lovell was to become an astronaut? 9

SHARED READ FIND TEXT EVIDENCE Read Paragraph 1

Greek and Latin Roots Circle the word astronaut. What does an astronaut do? Paragraphs 2–4

Problem and Solution What was the Apollo 13 crew's problem?

Underline the first thing James did to solve it.

Photographs Draw a box around how NASA's team is helping. Reread

Bettmann/Getty

Author's Craft Why is "Big Challenges" a good subheading for this section? 10

Unit 6 • Biography

As a pilot, James spent more than half of his flying time in jets. He taught other pilots how to fly. He also worked as a specialist in air flight safety. Soon, the National Aeronautics and Space Administration, or NASA, put out a call for astronauts. James applied for the job because he had all the essential skills needed to fly into space. As a result, NASA chose him. By 1962, James Lovell was an astronaut! He had finally reached his goal.

James flew on three space missions, and then, in April 1970 he became commander of the Apollo 13 mission. This was a big responsibility and a great honor. This was also one of the biggest challenges of James’s life. Apollo 13 was supposed to land on the Moon. Two days

after leaving Earth, however, the spacecraft had a serious problem. One of its oxygen tanks exploded. The crew did not have enough power or air to breathe. They could not make it to the Moon. James communicated with the experts at NASA. No one knew what to do at first. Then the team on the ground did some research and came up with a solution. The astronauts followed the team’s directions and built an invention using plastic bags, cardboard, and tape. It worked! It cleaned the air in the spacecraft. But the next problem was even bigger. How were the astronauts going to get back to Earth?

e Apollo works to solv NASA’s team . 13’s problem

The NASA team decided the astronauts would use the lunar, or moon, module as a lifeboat. James and the other two astronauts climbed into the smaller spacecraft and shut the hatch tight. They moved away from the main spaceship. With little power, water, food, or heat, the astronauts listened carefully to the team at NASA. The trip back to Earth was dangerous and scary. For almost four days, the astronauts traveled in the cramped capsule. They were cold, thirsty, and hungry. Then, with millions of people watching

on television, the module fell to Earth.

BIOGRAPHY

Years later, James Lovell said that Apollo 13 taught him how important it was for people to work together. His favorite memory was when the capsule splashed down in the Pacific Ocean and he knew they were safe.

FIND TEXT EVIDENCE Read Paragraphs 1-2

Reread Why was the trip back to Earth so difficult?

DID YOU EVER DREAM OF GOING INTO SPACE? CHECK OUT SPACE CAMP!

Circle text evidence.

Space camps have been around for more than 30 years. They make science, math, and technology exciting so kids will want to learn more. And like the NASA training programs, these camps teach the importance of teamwork and leadership.

Paragraphs 1–3

Problem and Solution Underline the steps the astronauts took to solve the problem of getting back to Earth.

Summarize Use your notes and think about the problems and solutions in "Rocketing into Space." Summarize the most important events in James Lovell's life. (bkgd) NASA

The Apollo 13 crew splashed down safely on April 17, 1970.

Unit 6 • Biography

COMPREHENSION STRATEGY

Reread

Quick Tip

Stop and think about the text as you read. Are there new facts and ideas? Do they make sense? Reread to make sure you understand. When James A. Lovell Jr. was a boy,

FINDhe loved TEXT EVIDENCE to build rockets and launch

BIOGRAPHY

them into the sky. But his dreams Reread “High Flying Dreams” on page 9. Do you FIND understand TEXT EVIDENCE what went a lot farther than his rockets. Read Like many boys who Jr. grewdid up into the become a pilot? James A. Lovell 1930s, James dreamed of being a pilot. And as he watched his rockets soar, he knew someday he would, too.

Paragraphs 1–2

Keywords

Page 9

I read that James Lovell went to college and then to the United States What did James do after he joined the Navy? Naval Academy. He signed up for flight training and became a professional naval test pilot. James Lovell became Circle text evidence to support pilot by going to school. He never youra answer. gave up. Reread Paragraph 3

Reread

Find the keyword and write it.

Author's Craft How does the author help you understand how motivated James Lovell was to become an astronaut?

James A. Lovell Jr. became an astronaut in 1962. He flew four space missions.

Your Turn Reread pages 10 and 11. How did James Lovell get his 101 Apollo 13 spaceship back home? Write the answer here. Unit 6 • Biography

100-101_CR20_TX_SE3v3_U6W12_SR_901936.indd 101

NASA

Unit 6 • Biography

Rereading helps you understand the text better. If you read something and you don’t understand it, pause and reread. Look for details that help you understand the most important ideas.

Underline details that show the keyword is important.

COLLABORATE

SHARED READ

30/11/17 7:17 PM

Program: CR20

Component: SR

Vendor: Lumina

Grade: 3

PDF Pass

GENRE STUDY

BIOGRAPHY

Reread

Key Words and Photographs

Readers to Writers

“Rocketing into Space” 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 key words, photographs, and captions

FIND TEXT EVIDENCE I can tell that “Rocketing into Space” is a biography. It is the true story of James Lovell’s life. It has photographs with captions and key words that are important to the biography.

Look at the photograph and read the caption on page 10. What do they tell you about an important event in James Lovell’s life? When you write a biography, think about how you can use pictures and captions to tell more about the important events in the person’s life.

Key Words Key words are important words. They are in dark type.

Photographs Photographs and their captions show more about the events in the person’s life.

COLLABORATE

Your Turn Find a key word on page 10. Why is this an important word in James Lovell’s biography? Write your answer below.

Bettmann/Getty

Page 10

SHARED READ

Unit 6 • Biography

COMPREHENSION SKILL

Problem and Solution

Quick Tip

Some informational texts have an organizational pattern such as problem and solution. The text describes a problem, tells the steps to solve the problem, and then gives the solution.

FIND TEXT EVIDENCE

Signal words or phrases such as problem, solution, solve, and as a result show there is a problem and the steps to a solution.

James Lovell wanted to fly rockets but didn’t have enough money to go to a special college. That was his problem. What steps did he take to solve his problem? What was the solution? Problem

James didn’t have enough money to go to a special college. He went to college near home and became a test pilot. He joined NASA and became an astronaut. Solution

As an astronaut, James Lovell was able to fly in rockets.

COLLABORATE

Your Turn Reread “Big Challenges” on page 10. What was one of James’s problems on Apollo 13? Find the steps he took to solve it and write them in your graphic organizer. Then write the solution.

Unit 6 • Biography

Reread

SHARED READ

Problem

Solution

Unit 6 • Biography

RESPOND TO READING COLLABORATE

Discuss Work with a partner. Use the discussion starters to answer the questions about “Rocketing into Space.” Write the page numbers.

Questions 1 What was James Lovell’s goal?

Discussion Starters James dreamed of . . .

Text Evidence Page(s):

But he . . . I read that he . . .

2 What did he do next?

James . . .

Page(s):

Then he . . . Then I read that . . .

3 How did James help solve a big problem?

James . . . Apollo 13 . . . James said . . .

Unit 6 • Biography

Page(s):

Reread

SHARED READ

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

Why were goals important to James A. Lovell, Jr.? When he was young, James

He reached his goal by

During the Apollo 13 mission, James

James said

NASA

Unit 6 • Biography

COMPREHENSION VOCABULARY STRATEGY SKILL oots R in t a L d n a k Gree Many words have word parts, such as Greek or Latin roots, in them. The Greek root astro means “star” and naut means “ship.” The Latin root luna means “moon.”

FIND TEXT EVIDENCE On page 9, I see the word astronomy. I remember that astro comes from a Greek word that means “star.” I think astronomy may mean “the study of the stars.”

He worked hard in school and planned to go to a special college to study astronomy and rockets.

COLLABORATE

Your Turn Use the Greek or Latin root to figure out the meaning of the word. lunar, page 11:

NASA

Unit 6 • Biography

SOCIA

RESEARCH AND INQUIRY

Understanding Information

TU L S DI

e Integrat

Quick Tip Timelines tell important events in order. Choose events that are most important in the person’s life and that show the things he or she did to reach a goal. Leave some space between events to make your timeline easier to read.

It is important to be able to demonstrate that you understand the information you gather. A timeline shows the order in which important events happened. Using a timeline is one way to show that you understand information. Look at the timeline. What event happened in 1928? When did James Lovell lead the Apollo 13 space mission? James A. Lovell Meets His Goals

COLLABORATE

1928

1952

Born in Cleveland, Ohio

Completed training at US Naval Academy

1962 Became an astronaut

1970 Served as commander of the Apollo 13 space mission

1973 Retired from the space program

Create a Timeline With a partner, gather information about someone who has worked hard to meet a goal. Use the model timeline above and these steps: 1. Identify 4 or 5 important events. 2. Put the events in the order they happened. 3. Add illustrations to your timeline.

Unit 6 • Biography

VOCABULARY

budge

v. move

slightly

He pushed the car hard, but it did not budge. Make your own sentence. “I pushed the

clinging

v. holding

, but it wouldn’t budge.”

on tightly to someone or something

(t to b) Fancy/SuperStock; Juice Images/Cultura/Getty Images; CandyBox Images/Shutterstock; David Schultz/Mint Images Limited/Alamy

Mike swings back and forth clinging tightly onto the rope. At what times are you clinging onto your mom or dad?

dimmed

v. became

less bright

The passengers slept when the lights on the plane dimmed. Do you prefer to be in a room that is bright or one that has been dimmed?

fiercely

adv. very

strongly or severely; in an angry way

The polar bears fought fiercely. When have you seen animals acting fiercely?

Unit 6 • Biography

PAIRED READ settlement

n. a

place with few or no people where people go to live for the first time

The new village is a settlement of just thirty houses. Where is a good place to build a settlement?

shifted

v. moved

from one place to another

When the wind’s direction changed, the weather vane shifted from east to west. Has your teacher ever shifted the desks in your classroom?

v. moved

very quickly with the sound of air or water moving (t to b) travelpeter/Shutterstock; Arne Bramsen/Shutterstock; Kuznetsov Alexey/Shutterstock

whooshed

The car whooshed down the road. What is something that has whooshed by you? Your Turn Pick three words. Write three questions for your partner to answer. COLLABORATE

Unit 6 • Biography

PAIRED READ

Essential Question Why are goals important?

FIND TEXT EVIDENCE Read

Read about a girl who has a big goal.

Paragraph 2

Circle a word that tells how Maria feels about landing on the Moon. Paragraph 3

What is Maria’s goal? Underline what the goal motivated Maria to do.

Paragraph 3

Underline the sentence that tells how Maria got her dog Robbie. Paragraph 4

How can Maria help Robbie to behave more calmly?

Help

jerked: moved a short distance very suddenly and quickly

Unit 6 • Biography

“Get ready for landing,” announced Commander Buckley. “Fantastic!” whispered Maria, clinging tightly to her robot dog. She could see the gray dusty surface of the Moon out the lunar lander’s window. Going to the Moon had been Maria’s goal since she was five. The dream had motivated Maria to enter a science project in the National Space Contest. She had invented Robbie, the robot dog, as her science project. He was the perfect Moon pet. Maria and Robbie had won first prize—a trip to Lunar City, the first settlement on the Moon.

Now they were almost there! Robbie wriggled and squirmed. “Settle down!” Maria scolded. Sometimes Robbie was awfully wild, like a real puppy. Maria was thinking about adjusting his Personality Profile Program to make him a little calmer. Suddenly, there was a large bang. The lunar lander jerked forward and turned upside down. Then it rolled sideways. The lights on the ship dimmed. The emergency lights came on.

“The power is off!” gasped Commander Buckley. “We’re stuck.” “Oh, no!” cried Maria. “Woof!” yapped Robbie, as he squirmed and wiggled in Maria’s arms. “Hold on!” said Commander Buckley. She pushed buttons and touched the control screen. She tried to contact the landing station. Nothing worked. “This control stick is broken!” said Commander Buckley in a panic. “We can’t move ahead.” She tried to push the control stick into the right position for landing, but it would not budge.

ADVENTURE STORY

Just then Robbie jumped out of Maria’s arms and leaped across the landing ship. He jumped onto the stick with all four paws and growled fiercely. He tugged and chewed on it. “Stop!” cried Maria. All at once, the control stick shifted into position. The lights came back on. The landing ship whooshed forward. “Robbie, you did it!” laughed Commander Buckley. “Good dog!” She handed Robbie back to Maria. “Now we can land on the Moon.” Maria smiled proudly. Robbie was the best robot dog ever!

FIND TEXT EVIDENCE Read Paragraph 1

Why does Commander Buckley panic?

Paragraph 4

Why can’t the lander move forward?

Paragraphs 5-6

How is Robbie “the best robot dog ever”?

Make Connections

What was Maria’s goal? What did she do to reach it? ESSENTIAL QUESTION What other people with goals have you read about? How are they like Maria? How are they different?

COLLABORATE

TEXT TO TEXT

Unit 6 • Biography

Colin Mier

Talk with a partner about how you would react if you were in space and your ship lost power. 23

Reread

PAIRED READ How does the author use details to help you visualize how Robbie fixes the problem?

COLLABORATE

Talk About It Reread page 23. Talk with a partner about what Robbie does. Cite Text Evidence What words and phrases show what Robbie does to fix the problem? Write text evidence in the chart. Text Evidence

What I Visualize

Write I can visualize what Robbie does because the author

Unit 6 • Biography

Quick Tip When you reread, use the author's words and phrases to help you picture in your mind what the characters do. Visualizing, or making images in your mind, helps you understand the text better.

Imagery

Readers to Writers

Writers use imagery, or strong words and colorful details, to help readers form pictures in their minds as they read. Imagery helps readers understand what is happening in a story.

FIND TEXT EVIDENCE In the last paragraph on page 22 of “A Flight to Lunar City,” the author describes what happens to the lunar lander using phrases like “jerked forward,” “turned upside down,” and “rolled sideways.” The author chooses strong words that help us picture what is happening.

Help your readers picture what is happening in your story. When you write, choose a variety of strong and colorful words that show rather than tell what’s happening. When readers visualize as they read, they can figure out and better understand the character’s actions and feelings.

uddenly there was a large bang. The lunar lander S jerked forward and turned upside down. Then it rolled sideways.

COLLABORATE

Your Turn Reread the fifth and sixth paragraphs on page 23. • What words and phrases does the author use to picture what Robbie is doing? • How do those words and phrases help you picture what Robbie is doing?

Unit 6 • Biography

GRAMMAR

Adjectives and Articles • An adjective is a word that describes a noun. • It usually comes before the noun it describes. • The articles a, an, and the are special adjectives. • Use a or an before an adjective of non-specific singular nouns. • Use the before singular or plural nouns when referring to something specific.

FIND TEXT EVIDENCE Underline the adjective and circle the article.

He worked hard in school and planned to go to a special college to study astronomy and rockets.

COLLABORATE

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

Quick Tip

1. James became an astronaut.

Some adjectives tell how many: We caught a few fish. Some adjectives are limiting, such as: this, that, these, and those. Use an before a nonspecific noun that starts with a vowel.

2. He was a hard worker. 3. The mission was in danger.

Time & Life Pictures/Getty Images

4. Everyone was cold in the rocket. B. Write a sentence about something you bought. Use an adjective.

Unit 6 • Biography

Adjectives That Compare • You can use an adjective to compare two or more nouns. • Comparative adjectives are used to compare two nouns. Add -er to the end of an adjective. • Superlative adjectives are used to compare more than two nouns. Add -est to the end of an adjective.

FIND TEXT EVIDENCE Underline the adjective that compares.

But the next problem was even bigger.

For adjectives with a short vowel sound and end with a consonant, double the consonant and add -er or -est: bigbigger-biggest. For adjectives that end in -y, replace the -y with an -i and add -er or -est: drydrier-driest.

A. Underline the adjectives that compare. 1. Flying the rocket was the hardest job. 2. They had an easier time landing. 3. They had to use fewer items. 4. The rocket was the coldest place.

B. Write a sentence comparing two or more things you like. Use adjectives that compare.

Bettmann/Getty Images

COLLABORATE

Quick Tip

Your Turn

Unit 6 • Biography

e Integrat

MAKE CONNECTIONS

Text Connections How does the photograph and the selections you read help you understand why goals are important?

COLLABORATE

Talk About It Look at the photograph and read the caption. With a partner, talk about what the astronaut in the photograph did. Cite Text Evidence Circle clues from the photograph that help you understand what her job is. Underline text evidence that explains how she accomplished her goals. Write The photograph and the selections help me understand

National Aeronautics and Space Administration (NASA)

Ellen Ochoa, the first female Hispanic astronaut, was born on May 10, 1958, in Los Angeles, California, U.S.A. She set certain goals and worked hard to accomplish them. She gained admission to NASA’s astronaut program in 1990 and continued to study subjects related to space and researched several inventions. Finally, she became an astronaut and has traveled into space four times. 28

Unit 6 • Biography

Quick Tip I use what I see in the photograph to understand the theme. This will help me compare it to text.

SOCIA

RESEARCH AND INQUIRY

Present Your Work

Quick Tip

Decide how you will present your timeline to the class. Create a COLLABORATE

TU L S DI

e Integrat

digital poster or make one using poster board. 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.

Consider using a pointer to draw your audience’s attention to each event on the timeline as you talk about it. Remember to face the audience and speak directly to them instead of facing your poster and reading from it.

Presenting Checklist I will practice my presentation.

The most interesting thing I learned about my timeline is �� I would like to know more about �� I think my presentation was ��

I will point to the events on my timeline as I speak. I will make eye contact with the audience. I will speak clearly and at a good speed. I will speak loud enough for everyone to hear me.

Next time I could ��

Unit 6 • Biography

GENRE WRITING

Expert Model Features of a Research Report

Shared Read (pages 8-11)

A research report is a kind of expository text. A research report • has an introduction that presents the main ideas • summarizes information from more than one source • has a concluding statement or section Analyze an Expert Model Studying “Rocketing into Space” will help you learn how to write a research report. Reread pages 8-11. Then answer the questions below. What information is given in the introduction about James Lovell? What does the author do to make the topic more interesting? How does the author make you want to read more?

Unit 6 • Biography

Word Wise When writing, be sure to include a variety of adjectives. This will get your readers more interested in what you have to share. Adjectives describe the nouns, or people, places, or things. They can make your writing much more interesting.

BIOGRAPHY

COLLABORATE

Plan: Choose Your Topic

Quick Tip

Freewrite Freewriting helps you gather your thoughts and focus your ideas. When you freewrite, you write for a short amount of time without worrying about spelling or grammar. Talk with a partner about why goals are important. Freewrite for two minutes about goals. Then make a list of people who have worked hard to meet their goals. Include astronauts, scientists, athletes, artists, and others who have shown that goals are important. Use these sentence starters to talk about your ideas.

Research reports are written to share information, or to inform. Research reports can be about many different things, from dinosaurs to rock stars. Strong research reports are supported by facts and carefully researched information.

I know goals are important because . . . People meet their goals by . . . Writing Prompt Choose one person from your list. Write a research report telling what that person did to reach a goal. 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. Detail

The reason I am writing about this person is

Detail

Main Idea

Plan In your writer’s notebook, make a Main Idea and Details Chart to plan your writing. Fill in the Main Idea box.

Unit 6 • Biography

GENRE WRITING

Plan: Research Gather Relevant Information Before you write your research report, you will need to choose reliable sources for information. Encyclopedias, websites, interviews, books, and magazines are examples of reliable sources. Be sure to use information that is relevant, or closely related, to what you are writing about. Ask yourself these questions: • Does this fact tell about the person I am writing about? • Is the information related to the person’s goal? • Am I gathering information from more than one source? List two pieces of relevant information you found. 1

��

�� 2 ��

��

keerati/Shutterstock

Take Notes As you research, take notes and fill in your Main Idea and Details Chart. Make sure to paraphrase the information by putting it into your own words. Include only the most important information.

Unit 6 • Biography

BIOGRAPHY

Draft COLLABORATE

Grammar Connections

Develop the Topic Authors use facts, definitions, and details to develop the topic of their research report. They start with a clear central idea and use research to convey information about their topic. In the example below from “Rocketing into Space,” the author uses facts to help you understand what happened on the Apollo 13 mission.

Apollo 13 was supposed to land on the Moon. Two days after leaving Earth, however, the spacecraft had a serious problem. One of its oxygen tanks exploded. The crew did not have enough power or air to breathe. They could not make it to the Moon.

Use different kinds of sentences to make your research report more interesting to read. Be sure to capitalize official titles of people and place names. For example, notice that Earth and Moon are capitalized. That’s because they are proper nouns.

Use the above paragraph as a model to write about the person you chose for your topic. In the first sentence, tell about the main idea of the paragraph. Then develop the topic using facts and details.

�� Write a Draft Use your Main Idea and Details Chart to help you write your draft in your writer's notebook.

Unit 6 • Biography

GENRE WRITING

Revise Voice An author’s voice is the tone or feel of the research report. The author’s use of language and word choice contributes to the voice. Sometimes the tone of an expository text is serious. Sometimes it is more lighthearted. COLLABORATE

Reread the following paragraph from “Rocketing into Space.” Talk with a partner about the author’s voice. The trip back to Earth was dangerous and scary. For almost four days, the astronauts traveled in a cramped capsule. They were cold, thirsty, and hungry. Then, with millions of people watching on television, the module fell to Earth. Is this paragraph serious or funny? What words and phrases contribute to the voice? Write about the author’s voice here.

Revise It's time to revise your writing. Read your draft and look for places where you might add words or phrases that convey emotion to express the author's voice.

Unit 6 • Biography

Quick Tip When you revise, make sure your research report is clearly organized. Does your introduction name the person and his or her goal? Do main ideas and details support the topic? Does your conclusion sum up the report?

BIOGRAPHY

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 it helped me to understand . . . I have a question about . . .

Does my introduction clearly introduce the person I researched? Do I include main ideas and details about how the person reached his or her goal? Is my report written in an appropriate voice?

Add another fact or detail here to . . . 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 use at least two resources to find relevant information for my report?

Tech Tip

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

By typing your report on a computer, you can make revisions more easily. You can insert new details or rearrange paragraphs without having to rewrite your report.

Unit 6 • Biography

GENRE WRITING

Edit and Proofread After you revise your research report, 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 articles used appropriately? Are adjectives that compare used correctly? Are all the words spelled correctly?

List two mistakes that you found as you proofread your research report. 1

Unit 6 • Biography

Grammar Connections When you proofread your draft, remember to look for words that compare people or things as in, “But the next problem was even bigger.”

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.

Look at the audience. Speak slowly and clearly. Stand up straight. Answer questions thoughtfully.

Evaluate After you publish and present, use the rubric to evaluate your writing. What did you do successfully? What needs more work?

• well focused on topic with many supporting details • appropriate voice used in all parts • provides a strong beginning and a strong conclusion

• mostly focused on topic with some supporting details • appropriate voice used in most parts • beginning and conclusion are missing a key detail

• partly focused on topic with few supporting details • inappropriate voice used in some parts • beginning and conclusion are missing facts and details

• topic not focused and no supporting details • inappropriate voice used throughout • weak beginning and conclusion

Unit 6 • Biography

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NEW EDITION

CYAN MAG YELO BLACK HEX.GREEN

ISBN: 978-981-4923-78-1

McGraw Hill

Grade 3 • Unit 6

PHX MAC #1448252 03/07/18

READING/WRITING COMPANION 3.6

READING/WRITING COMPANION 9 789814 923781

UNIT 6

NEW EDITION

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