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COMPANION
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COMPANION
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 UNIT
IT GENRE STUDY 1 NARRATIVE NONFICTION TU
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1 Essential Question ............................................................................................................................ 1
SHARED READ “Room to Grow”........................................................................................... 2
Vocabulary/Compound Words ................................................................................................ 8
Ask and Answer Questions ..................................................................................................... 10
Headings and Maps ...................................................................................................................... 11
Sequence............................................................................................................................................. 12
WRITING Respond to Reading ......................................................................................... 14
Research and Inquiry ................................................................................................................. 15
ANCHOR TEXT Analyze Gary the Dreamer ............................................................... 16
WRITING Respond to Reading ......................................................................................... 19
PAIRED SELECTION Analyze "Sharing Cultures" .................................................... 20
Author's Craft: Word Choice ............................................................................................... 23
Text Connections/Research and Inquiry ....................................................................... 24
WRITING Personal Narrative ............................................................................................ 26

GENRE STUDY 2 REALISTIC FICTION TU

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Essential Question ........................................................................................................................ 34
SHARED READ “The Dream Catcher” .......................................................................... 36
Vocabulary/Context Clues ..................................................................................................... 42
Visualize ............................................................................................................................................. 44
Illustrations and Dialogue ....................................................................................................... 45
Sequence............................................................................................................................................ 46
WRITING Respond to Reading ........................................................................................ 48
Research and Inquiry ................................................................................................................. 49
ANCHOR TEXT Analyze Yoon and the Jade Bracelet ...................................... 50
WRITING Respond to Reading .........................................................................................53
PAIRED SELECTION Analyze “Family Traditions” ................................................... 54
Author's Craft: Voice ............................................................................................................... 57
Text Connections/Research and Inquiry ....................................................................... 58

iv
 GENRE STUDY 3 ARGUMENTATIVE TEXT
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Essential Question ........................................................................................................................ 60
SHARED READ “Preserve and Protect” ........................................................ 62
Vocabulary/Multiple-Meaning Words ............................................................................ 66
Ask and Answer Questions .................................................................................................... 68
Captions, Maps, and Sidebars ............................................................................................. 69
Main Idea and Key Details ..................................................................................................... 70
WRITING Respond to Reading ........................................................................................ 72
Research and Inquiry ................................................................................................................. 73
ANCHOR TEXT Analyze Protecting Our Parks ........................................................ 74
WRITING Respond to Reading ........................................................................................ 76
PAIRED SELECTION Analyze “5 Questions for George McDonald” ....... 77
Author's Craft: Author’s Purpose ...................................................................................... 79
Text Connections/Accuracy and Phrasing ................................................................... 80
WRITING Argumentative Text ........................................................................................ 82

WRAP UP THE UNIT TU

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SHOW WHAT YOU LEARNED
• Expository Text: “Remembering San Jacinto”............................................. 90
• Realistic Fiction: “Sofia's Mexican Birthday” .............................................. 93
(t) Jorg Hackemann/Shutterstock;(b) Miami2you/Shutterstock

EXTEND YOUR LEARNING

• Comparing Genres .......................................................................................................... 96
• Homographs ........................................................................................................................ 97
• Connect to Content ....................................................................................................... 99
TRACK YOUR PROGRESS
• What Did You Learn? ................................................................................................. 100
Research and Inquiry ................................................................................................................ 101

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v
 UNIT
IT GENRE STUDY 1 EXPOSITORY TEXT TU
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2 Essential Question ...................................................................................................................... 102
SHARED READ “Every Vote Counts!” ......................................................................... 104
Vocabulary/Prefixes .................................................................................................................. 110
Reread ................................................................................................................................................ 112
Headings and Bar Graphs .......................................................................................................113
Author’s Point of View ............................................................................................................ 114
WRITING Respond to Reading ........................................................................................116
Research and Inquiry ............................................................................................................... 117
ANCHOR TEXT Analyze Vote!.............................................................................................. 118
WRITING Respond to Reading ....................................................................................... 121
PAIRED SELECTION Analyze “A Plan for the People” ..................................... 122
Author’s Craft: Author’s Purpose .................................................................................... 125
Text Connections/Research and Inquiry ..................................................................... 126
WRITING Expository Essay ............................................................................................... 128

GENRE STUDY 2 HISTORICAL FICTION TU

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Richard Hutchings/Corbis Documentary/Getty Images

Essential Question ....................................................................................................................... 136
SHARED READ “Sailing to America” .......................................................................... 138
Vocabulary/Similes ................................................................................................................... 144
Make Predictions ........................................................................................................................ 146
Events and Illustrations .......................................................................................................... 147
Theme ................................................................................................................................................ 148
WRITING Respond to Reading ...................................................................................... 150
Research and Inquiry .................................................................................................................151
ANCHOR TEXT Analyze The Castle on Hester Street .................................... 152
WRITING Respond to Reading ....................................................................................... 155
PAIRED SELECTION Analyze “Next Stop, America!” ......................................... 156
Author’s Craft: Cause and Effect ................................................................................... 159
Text Connections/Research and Inquiry ..................................................................... 160

vi
 GENRE STUDY 3 POETRY
Essential Question .............................................................................................................................162
SHARED READ “Empanada Day” ........................................................................................ 164
Vocabulary/Simile............................................................................................................................ 168
Alliteration and Rhyme ................................................................................................................ 170
Limerick and Free Verse .............................................................................................................. 171
Point of View ...................................................................................................................................... 172
WRITING Respond to Reading ............................................................................................ 174
Research and Inquiry ......................................................................................................................175
ANCHOR TEXT Analyze The Inventor Thinks Up Helicopters .........................176
WRITING Respond to Reading ............................................................................................ 178
PAIRED SELECTION Analyze “Montgolfier Brothers’ Hot Air Balloon” .....179
Author's Craft: Voice ..................................................................................................................... 181
Text Connections/Expression and Phrasing .................................................................... 182
WRITING Poetry ............................................................................................................................... 184

WRAP UP THE UNIT TU

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©Hill Street Studios/Blend Images LLC/Glow Images

SHOW WHAT YOU LEARNED

• Expository Text: “Solving Local Problems” .........................................................192
• Historical Fiction: “Welcome to America” ......................................................... 195
EXTEND YOUR LEARNING
• Comparing Genres .............................................................................................................. 198
• Homographs ............................................................................................................................. 199
• Connect to Content .......................................................................................................... 200
TRACK YOUR PROGRESS
• What Did You Learn? ...................................................................................................... 202
Research and Inquiry .................................................................................................................... 203

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vii
 Talk About It
Essential Question
How do people from different
cultures contribute to a community?

Unit 1 • Narrative Nonfiction

 David is sharing his culture at a Native American dance festival TU
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COLLABORATE in his community. Learning about other cultures is important.
Communities grow when people share their cultures.
Look at the photograph. What questions do you have about this?
Talk with your partner about how David's community is learning
about his culture. Write four ways in the word web.

Sharing a celebration Sharing traditions

Helping
Communities
Grow

Learning about Learning new songs

other people and dances

Philip Scalia/Alamy Stock Photo

BLAST
BACK!
Go online to my.mheducation.com and read the "Who Made
That?" Blast. Think about why learning about other cultures is
important. Then blast back your response.
Unit 1 • Narrative Nonfiction 1
 SHARED READ
TAKE NOTES Room
to Grow
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:

Essential Question
Our new home
How do people from different in Portland
cultures contribute to a
community?
Read how one family helps
their community grow.

2 Unit 1 • Narrative Nonfiction

 Spring in the City NARRATIVE NONFICTION
My name is Kiku Sato. Last spring, my family
and I moved from the country to the big city. FIND TEXT EVIDENCE
Read
Our new home in Portland had no yard. There wasn’t
Paragraph 2
even a tiny plot of land. So Mama made an indoor garden. Ask and Answer Questions
First she and Papa planted seeds in pots. Then they hung Why do Mama and Papa grow
them from hooks. Next they crammed plants onto shelves. an indoor garden? Circle text
Green vines tumbled over desks. Soon our house had evidence to answer.
plants everywhere. Paragraph 3

At first, I was scared to start school. I was afraid no one Sequence

would be my friend. But I soon met a classmate. Jill Underline what happens after
Kiku meets Jill. What happens
Hernandez and I were practicing reading aloud one day.
the next day?
She helped me say her last name, and I helped her
pronounce mine. The next day we were best friends. Jill They were best friends.

spent lots of time at my house.

egon Maps
A m a p of Or
(flowers) Japack/amanaimagesRF/Corbis; (bkgd) Wetzel and Company; (c) Margaret Lindmark

Look at the map. Draw a box

around where Kiku lives.

Reread

Author's Craft
Reread the first paragraph.
How do you know who is telling
the story?

Unit 1 • Narrative Nonfiction 3

 SHARED READ An Idea for a Garden
One afternoon, Jill and her mother came to visit
FIND TEXT EVIDENCE Mama and Papa and me. First they saw our beautiful
Read
potted plants. Jill’s mother said, “Jill admires your
Paragraph 1 indoor garden. She has told me so much about it.”
Headings
Draw a box around the We all sat down while Mama served tea. First
heading. How does Jill feel she put green tea into the tea bowl. Then she added
about Mama and Papa's hot water and stirred. She handed the bowl to Jill’s
indoor garden? mother and bowed.
Jill admires the indoor garden.
Mama’s sp
e cial tea b
owls
Circle text evidence.

Paragraph 2
Sequence
What does Mama do before she
adds hot water to the tea bowl?
Underline the text evidence.
Write two signal words here.

first; then

Reread

Author's Craft
How does the illustration help
you understand the text?

4 Unit 1 • Narrative Nonfiction

 NARRATIVE NONFICTION

FIND TEXT EVIDENCE

v Read
Paragraph 1
Ask and Answer Questions
Think of a question about Kiku's
grandmother. Write it here.
Sample answer: Where is grandmother?

Japa n
h e r i n
Gra ndmot
Underline text evidence that
answers your question.
“My mother taught me how to make tea,” said
Mama. “She also taught me how to plant a traditional Paragraphs 2–3
(flowers) Japack/amanaimagesRF/Corbis; (bkgd) Wetzel and Company; (c) Margaret Lindmark

Japanese garden. I learned to make the most of a Sequence

Circle what happens after Jill's
small, compact space.”
mother asks Mama and Papa
All of a sudden, Jill’s mother smiled. “Can you to help with the community
help us with a project?” she asked. “Our community garden project.
wants to plant a garden. Our plot is very small. There Paragraphs 2–4
is so much we want to grow.” Synthesize Information
Papa looked at Mama, and they both bowed. Why does Jill's mother ask
Kiku's mother for help? Draw a
“Yes,” they said. box around the text evidence.

Unit 1 • Narrative Nonfiction 5

 SHARED READ A Garden Grows
First we had a meeting with the community.
FIND TEXT EVIDENCE Everyone agreed to contribute. Some people brought
Read seeds, tools, and dirt. Then the next day we met and
Paragraph 1 started our garden.
Sequence
Underline two things that Papa built long, open boxes. Next, we filled them
happen in order. Write the with dirt. The tallest box went close to the back wall.
signal words that tell when The boxes got shorter and shorter. The shortest box
they happen. was in the front. “All the plants will get sunlight
First, then, the next day
without making shade for the others,” Mama said.

Paragraph 2
Compound Words
Circle a compound word.
Write what it means.
light from the Sun

Reread

Author's Craft Papa builds boxes

Why is "A Garden Grows" a
good heading for this section? s
Jill and I plant seed

6 Unit 1 • Narrative Nonfiction

 Then, we used round, flat stones to make a rock
NARRATIVE NONFICTION
path. Papa said that in Japan, stones are an important
part of a garden. Finally, we planted the seeds.
FIND TEXT EVIDENCE
Jill and I worked in the garden all summer. Read
Our community grew many different vegetables. Paragraph 1
At the end of the summer, we picked enough Sequence
vegetables to have a cookout. Mama brought a big pot Underline what happens after
of miso and vegetable stew. Everyone thanked Mama Papa makes the rock path.
and Papa for their help. They brought a bit of Japan to Write the signal word here.
Portland. I was so proud. Finally

Paragraph 2
e p i c k ed! Ask and Answer Questions
hat w
Look w Write a question about the
cookout.
(flowers) Japack/amanaimagesRF/Corbis; (bkgd) Wetzel and Company; (c) Margaret Lindmark

Sample answer: What is miso?

Reread

Author's Craft
How does the author help you
understand how everyone feels
Summarize about Mama and Papa?
Use your notes and think
about the sequence of
events in "Room to Grow." Fluency
Summarize the important Take turns reading the last
events. paragraph with expression.

Unit 1 • Narrative Nonfiction 7

 Reread SHARED READ
Vocabulary community
Many people in my community work together.
Use the sentences to talk with a What do you like about your community?
partner about each word. Then answer
Sample answer: I like my community because we all know
the questions. Respond with your new
vocabulary. It will help you remember the one another.
meaning of the words.

admires contribute
Mom will contribute clothes to people who
My family admires my good test grades.
can use them.
What do you admire about a friend?
What is something you can contribute?
Sample answer: I admire my friend's kindness.
Sample answer: I can contribute toys.

classmate
Don and his classmate Maria always eat
lunch together. practicing
What things do you do with a classmate? Kyle has been practicing and now he can
Sample answer: I play at recess with my classmate.
play lots of songs.
What skill can you improve by practicing?
Sample answer: I can improve my handwriting by

Build Your Word List Reread the practicing.

first paragraph on page 6. Draw a
box around the word meeting. In your
writer's notebook, use a Word web to write
more forms of the word. Use a dictionary.

8 Unit 1 • Narrative Nonfiction

 NARRATIVE NONFICTION

pronounce C"o m p o u n d Wo rd s
Cindy can pronounce her name in
another language. A compound word is made up of two smaller
words joined together. Use the meanings of the
How can you learn how to two smaller words to help you figure out what
pronounce new words? the compound word means.
Sample answer: I can learn to pronounce new
FIND TEXT EVIDENCE
words by listening to a recording. I see the compound word afternoon on page 4.
It has two smaller words, after and noon.
scared I know what after means. I know noon
Our dog hides during storms means "12 o'clock." I think afternoon means
because he is scared. "after 12 o'clock."
What do you do when you feel One afternoon, Jill and her mother came to visit.
scared?
Sample answer: When I feel scared I talk

to my mom.

tumbled
The ripe tomatoes tumbled out of
the big basket onto the ground. Your Turn Figure out the meaning of the
What does tumbled mean? compound word.

Sample answer: Tumbled means rolled around cookout, page 7 to cook outside, like a barbecue

and fell out.

Unit 1 • Narrative Nonfiction 9

 Reread SHARED READ
Ask and Answer Questions Quick Tip
Asking questions helps
Ask yourself questions as you read. Then look for details to
you understand the
support your answers. text better. As you
read, stop and ask
FIND TEXT EVIDENCE yourself questions.
Look at the section “Spring in the City” on page 3. Then reread to find
Think of a question and then read to answer it. text evidence.

Page 3

Spring in the City

My name is Kiku Sato. Last spring, my family
I have a question. Why were there so
and I moved from the country to the big city. many plants in Kiku’s house? I read
that they did not have a yard. So
Our new home in Portland had no yard. There
wasn’t even a tiny plot of land. So Mama made an
Mama and Papa planted lots of seeds.
indoor garden. First she and Papa planted seeds in I can answer my question. Kiku’s family
pots. Then they hung them from hooks. Next they liked to grow things and didn’t have
crammed plants onto shelves. Green vines tumbled the space to do it outdoors.
over desks. Soon our house had plants everywhere.

Your Turn Reread the first paragraph on page 7. Think of one

COLLABORATE question. You might ask: Why did Kiku's father use round, flat
stones in the garden? With a partner, reread the section to find
text evidence. Then write the answer here.
to make a rock path

10 Unit 1 • Narrative Nonfiction

 NARRATIVE NONFICTION

Headings and Maps Readers to Writers

Look at the headings in
“Room to Grow” is an autobiography. An autobiography
each section of "Room
• is a kind of narrative nonfiction to Grow." How do they
• tells the true story of a person's life in order help you understand
the order of events?
• is written by that person and uses I and me
• may use text features such as headings and maps When you write, think
about how to use
FIND TEXT EVIDENCE headings to organize
your ideas.
“Room to Grow” is an autobiography. It is a true story by Kiku
about her life. She uses time-order words such as first, next, and
finally. She uses I and me. Kiku’s story has headings and a map.

Page 3
Spring in the City Headings
My name is Kiku Sato. Last spring, my fami
amily
and I moved from the country to the big city. A heading tells what a section of text is mostly about.
Our new home in Portland had no yard. There wasn’asn’t
even a tiny plot of land. So Mama made an indoor garden.
First she and Papa planted seeds in pots. Then they hung
n. Map
them from hooks. Next they crammed plants onto shelves.
Green vines tumbled over desks. Soon our house had
A map is a flat drawing of a real place.
plants everywhere.
At first, I was scared
d to start school. I was afraid no one
would be my friend. But I soon met a classmate. Jill
Hernandez and I were practicing g reading aloud one day.
Your Turn Find parts of “Room to Grow”
She helped me say her last name, and I helped her
pronounce mine. The next day we were best friends. Jill
COLLABORATE that tell you it is an autobiography. Tell
spent lots of time at my house.
your partner what you learned about Kiku
gon
A map of Ore and her culture. Write your answer below.
(flowers) Japack/amanaimagesRF/Corbis; (bkgd) Wetzel and Company; (c) Margaret Lindmark

Sample answer: I learned that gardens are an

important part of Kiku's life and her culture.

Unit 1 • Narrative Nonfiction 11

 Reread SHARED READ
Sequence Quick Tip
Authors also use the
Sequence is the order in which important events
sequence text structure
take place. Look for words, such as first, next, then, to show steps in a
and finally. These signal words show the sequence of events. process. Look for signal
words that show the
FIND TEXT EVIDENCE order of the steps.
In this autobiography, the events are told in sequence.
I see the signal word first in “Spring in the City” on
page 3. I will read to find out what happens next.
I will look for signal words to help me.

Event

First Mama and Papa

planted lots of seeds.

Event

Then they hung pots from hooks.

Event

Your Turn Reread page 6. How do Kiku and her

COLLABORATE family help plant the garden? List the steps in
order in your graphic organizer.
12 Unit 1 • Narrative Nonfiction
 NARRATIVE NONFICTION

Event
First, the community had a meeting.

Event
Everyone met the next day and started the garden.

Event
Papa built long, open boxes, and they filled them with dirt.

Unit 1 • Narrative Nonfiction 13

 Reread SHARED READ
Respond to Reading Quick Tip
Use these sentence
Talk about the prompt below. Think about the sequence of starters to talk about
COLLABORATE events in the story. Use your notes and graphic organizer. Try to the prompt.
include new vocabulary in your response. At the beginning, Kiku
was . . .
How does Kiku change from the beginning of the story to I read that she . . .
the end? At the end, Kiku felt . . .

I read that at the beginning of the story, Kiku and her family began growing

an indoor garden in their new home in Portland. Kiku was scared at first to go Grammar Connections
As you write your
to school. She said she was afraid no one would be her friend. But Kiku made
response, be sure
a best friend. The author tells about how Jill's mother visits Kiku's family. At the to check that you
have capitalized the
end of the story, Kiku is proud and happy. names of people and
the places they live.
Remember to write
complete sentences.

14 Unit 1 • Narrative Nonfiction

 TU

Integrat
e RESEARCH AND INQUIRY L S DI

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Using a Map Quick Tip
A symbol is a small
Most maps include features to help you understand them. shape. The small black
A compass rose is a small drawing on a map that helps you find dots on the map show
directions. The map legend, or key, tells you what the symbols where some cities in
on the map mean. Texas are located.

Look at the map. What is the state capital?

Austin Compass Rose
Amarillo

Write the names of two cities.

Sample answer: Houston and Amarillo

Fort Worth Dallas

Make a Map Choose a place Arlington

COLLABORATE in your community, like a park El Paso Texas

or school. Restate these steps
aloud for your partner. Follow Austin
them to make a map.
Houston
1. Draw your map. Mark some San Antonio

interesting features, like a Rio Grande

pond, picnic table, or grass.

Corpus Christi
2. Make a map legend with Map Legend
Gulf of
Water State Capitol Laredo
at least two symbols. Mexico
Land City
3. Draw a compass rose.

SHUTTERSTOCK
4. Share your map. Brownsville

Unit 1 • Narrative Nonfiction 15

 Genre Narrative Nonfiction

Reread ANCHOR TEXT

Gary
the
Dreamer

Gary the Dreamer

by Gary Soto
illustrated by Elizabeth Gómez
was born in April, a month when it rains and rains.
Maybe this is why when I was three years old I liked
to open my mouth and taste rain! Also, April is when
Essential Question
flowers bloom. Bees arrive out of nowhere.
How do people from different cultures
I lived in a small white house. My dog’s name was
contribute to a community?
Blackie. My cat’s name was Boots. I had a canary just
Read about the poet and author Gary Soto. Find
bigger than a big person’s thumb. But my bird flew away
out about Gary’s culture and his community.
o
when the little door of its cage was left open. So sorry,
Go Digital! little canary, but I think it was me who left it open!

10 11

How is knowing what Gary did as a child important Literature Anthology:

to understanding his autobiography? pages 10–21

Talk About It Reread the first paragraph on page 13. Talk with Make Inferences
COLLABORATE a partner about how Gary played with his toys.
Use text evidence
Cite Text Evidence What words and phrases help you picture and what you know
how Gary plays with his toys? Write text evidence in the chart. to make an inference.
An inference is like a
Text Evidence What It Tells guess. What inference
can you make about
Gary says he used pebbles and beans Gary has a good imagination.
as army men and seeds as ammo. why Gary's childhood
is important?

Write I know Gary’s childhood is important because it

shows that he is happy and has a good imagination.

©Westend61/SuperStock

16 Unit 1 • Narrative Nonfiction

 NARRATIVE NONFICTION

How does the author help you learn more about Quick Tip
his character?
I can use these
Talk About It Look at pages 14 and 15. Turn and talk with a sentence starters to
COLLABORATE partner about what you see and what it tells you about Gary. talk about Gary.
I read that . . .
Cite Text Evidence How is Gary different from his classmates?
I can use the
Write text evidence and explain how you know. illustration to . . .

Gary His Classmates How I Know

looks out a window, look like they are text; illustration Combine Information
sees a bird, draws a paying attention to
picture the teacher Make a connection
between what you
already know and what
you read about Gary
Soto to create a new
understanding. Talk
about what Gary wants
you to know and why.

Write Gary Soto helps me know more about his life by describing
what he does in school and how he feels. The illustration shows that Gary is

different from his classmates.

Unit 1 • Narrative Nonfiction 17

 Reread ANCHOR TEXT
Why is Gary the Dreamer a good title for this story? Make Inferences
Use Gary Soto's word
Talk About It Reread page 21. Talk about how Gary Soto uses choice to help you
COLLABORATE the word dreamed. make an inference
about the story's title.
Cite Text Evidence How does Gary use the word dreamed to
Make sure to use text
show how he has changed? Write text evidence in the diagram. evidence to support
your ideas.

dreamed

He used to dream in the Now he writes about

bath and in bed. his dreams.

Write Gary the Dreamer is a good title for this story because it

tells me that ___________________________________________

Gary Soto turned his imagination into a great tool as he decided

______________________________________________________
to become an author.

______________________________________________________

18 Unit 1 • Narrative Nonfiction

 NARRATIVE NONFICTION

Respond to Reading Quick Tip

Use these sentence
Answer the prompt below. Think about how the author’s use starters to talk about
COLLABORATE of words and phrases helps you visualize the events that he Gary Soto.
describes. Use your notes and graphic organizer. Gary describes his
childhood by . . .
He shares his dreams
How does Gary Soto help you see how his dreams helped him so I can . . .
become a writer? At the end, Gary
writes . . .
Gary Soto helps you see how his dreams helped him become a writer because he

includes many examples of being a dreamer when he was a child. He dreamed

Self-Selected
pinto beans and pebbles were toy soldiers. He also daydreamed a lot in school. Reading

He dreamed as he watched ants. He was a dreamer who was sometimes in Choose a text. Read
the first two pages.
another world. His dreams led to him dreaming up ideas for his many books. If five or more words
are unfamiliar, pick
another text. Fill in
your writer's notebook
with the title, author,
and genre and your
purpose for reading
the book.

Unit 1 • Narrative Nonfiction 19

 Reread PAIRED SELECTION
Sharing Cultures
Literature Anthology:
pages 24–25
Pat Mora Loves Books
1 Pat Mora has a special word for how she Reread and use the prompts to take
feels about books. She calls it bookjoy. Born notes in the text.
in El Paso, Texas in 1942, Pat learned to love
Reread paragraphs 1 and 2. How does
books and reading from her mother. Books
the author help you understand how Pat
are magic to Pat.
Mora feels about books? Underline text
2 “I wouldn’t be me without books,” she says. evidence.
3 Pat grew up in a bilingual home. That
means she and her family spoke both English
COLLABORATE
and Spanish. Pat is proud of her culture. She
Reread paragraphs 3 and 4. Talk with a
has written more than 36 children’s books.
partner about how Pat Mora shares her
Many of them are written in both English
culture with others. Circle text evidence.
and Spanish.
4 Pat uses her stories and poems to share
her culture. She works hard to share her Remember to take turns speaking when
love of books with children. Every year in you work with a partner. Try to stay on
April, many libraries and schools in America topic. Speak clearly and pay attention to
what your partner says.
celebrate Día. Día is the nickname for
Children's Day, Book Day. Día means “day”
in Spanish. Children get together at libraries,
schools, and parks to celebrate. It’s like a big
book fiesta, or party.
20 Unit 1 • Narrative Nonfiction
 Reread paragraphs 5 and 6. How does
the author help you understand how
Heroes and History Kadir felt about spending the summer
5 Kadir Nelson was born in Washington, with his uncle?
DC, in 1974. When he was three years old, he I__________________________________
read that Kadir says that the summer with his
picked up a pencil and started drawing. Then
when he turned eleven, he spent the summer uncle changed his life.
__________________________________
with his uncle. His uncle was an artist and
Circle two details that support your
teacher. Kadir says that summer changed his answer.
life.
6 Kadir is inspired by brave and honest Reread paragraph 7. How does the
leaders. He sometimes paints African author help you visualize Kadir’s
paintings? Underline text evidence.
American heroes he admires, such as
Martin Luther King Jr. He also paints
great athletes and everyday heroes, such as COLLABORATE

dads taking their children to the beach. Turn and talk with a partner about the
7 Kadir wants people to feel good when they heading. Why is “Heroes and History” a
look at his art. His paintings are colorful and good heading for this section? Draw a
real. They burst with action. Kadir says he box around text evidence. Write your
answer here.
has always been an artist. Sharing how he
sees the world is part of who he is. The author tells about some people Kadir paints.
__________________________________
He mentions Martin Luther King Jr., great
__________________________________

Anna Kucherova/Shutterstock.com
athletes, and every day heroes.
__________________________________

__________________________________

Unit 1 • Narrative Nonfiction 21

 Reread PAIRED SELECTION
How does the author use words and phrases to help Quick Tip
you visualize how people share their cultures?
When you reread, look
Talk About It Reread pages 20 and 21. Talk with a partner for words and phrases
that help you picture in
COLLABORATE about how Pat Mora and Kadir Nelson share their cultures.
your mind what people
Cite Text Evidence What words and phrases help you picture how are doing. Making
people share their cultures? Write three ways and how they help. images in your mind
helps you understand
the text better.
Text Evidence How It Helps
Pat Mora writes her books in English It helps me know that Pat Mora is
and Spanish. proud of her Mexican American
culture.

Pat Mora started an event called Dia. Pat Mora shares her culture through
an event that also promotes reading
and books.

Kadir Nelson paints African Kadir Nelson is proud of his African

American heroes he admires. American culture.

Write I can visualize how people share their cultures because

the author gives clear examples and details that tell what Pat Mora and Kadir
______________________________________________________
Nelson do.
______________________________________________________
22 Unit 1 • Narrative Nonfiction
 Word Choice Readers to Writers
If you want your
Writers use strong, concrete words, and details to make their readers to picture in
writing interesting and clear. Strong words show rather than tell. their minds what you
are writing about,
FIND TEXT EVIDENCE choose words that are
On page 24 in “Sharing Cultures,” the author uses the word strong. A thesaurus
bilingual to tell about Pat Mora's culture. By choosing this word, can help you choose
the author is helping you understand that Pat Mora grew up in a words that give a clear
picture.
home where two languages were spoken.

Pat grew up in a bilingual home. That means she and

her family spoke both English and Spanish.

Your Turn Reread paragraph 7 on page 21.

COLLABORATE
• What words and phrases does the author use to describe

Kadir's art? colorful and real; bursting with action

• How do these words help you picture what Kadir's art is like?
The author's words and phrases help me see that Kadir's paintings are bright

and realistic. I picture lots of action.

Unit 1 • Narrative Nonfiction 23

 Integrate MAKE CONNECTIONS
Text Connections Quick Tip
You can find clues in
How is the reason why the artist painted this mural the the mural that show
same as why Gary Soto wrote Gary the Dreamer? how the people in this
community feel. This
Talk About It With a partner, talk about the people you see in will help you compare
the mural. Look closely at what each worker does and how the text to art.
artist shows how they each feel.
Cite Text Evidence Read the caption. Then circle
COLLABORATE three people in the mural. Write what they do in
the margin next to them. In the caption, underline
clues that help you figure out why the artist
painted his mural.

Write Connect how both the artist and Gary Soto

share their art and stories to share their love for

and pride for their cultures. In Gary Soto's stories, he

shares his Mexican American culture. The mural shows Latin

Americans as workers. I think the artist painted the mural to

celebrate how Latin Americans contribute to their communities.

Andrew Resek/McGraw-Hill Education

The artist painted this mural on a building

in Chicago, Illinois. He used real people.
It celebrates the community’s hardworking
Latin American people.

24 Unit 1 • Narrative Nonfiction

 TU

Integrat
e RESEARCH AND INQUIRY L S DI

SOCIA

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Present Your Work Quick Tip
Be sure to look up
Decide how you will present your community map to the class. from your notes and
COLLABORATE Create an online slide show or a digital poster. Use the checklist make eye contact
to help you improve your presentation. with your audience.
Rehearse in front of
a mirror so that you
remember to look at
your audience.

Presenting Checklist

I will practice my
presentation.
I will look at the
audience.
I will speak clearly
Before I present, I will practice my presentation by and slowly.
I will make sure that
everyone can see
my map.
I think my presentation was .

I know because

Unit 1 • Narrative Nonfiction 25

 WRITING
Expert Model
Features of Personal Narrative Literature Anthology:
pages 10–21
Personal narrative is a kind of narrative nonfiction. A personal
narrative Word Wise
• tells about a true story of a person's life in order Writers use pronouns,
• shares the writer’s feelings about an experience such as I, we, she,
he, him, her, to take
• has a beginning, a middle, and end
the place of nouns.
For example, Gary
Analyze an Expert Model Reread the last paragraph of Gary Soto says “Once,
the Dreamer on page 11 in the Literature Anthology. Use text when Boots came
by, I tossed a piece
evidence to answer the questions.
of bark at him.” The
How does Gary Soto make reading about his pets more pronoun him stands
for Boots. Pronouns
interesting? Possible answer: He describes them in a way that you can see the can tell readers if
the author is writing
pet in your mind. For example, his canary was "just bigger than a person's thumb." about themselves or
someone else.

What does the last sentence tell you about Gary? That he is honest.

26 Unit 1 • Narrative Nonfiction

 PERSONAL NARRATIVE

Plan: Choose Your Topic Quick Tip

When you write a
Brainstorm With a partner, brainstorm memories of when you personal narrative, you
COLLABORATE tried your hardest to do something. Use the sentence starters are sharing your
below to talk about your ideas. thoughts and feelings
with your audience.
I remember when . . .
As you plan your
This made me feel . . . personal narrative,
ask yourself: What
Writing Prompt Choose one of your memories to write about in do I want people to
a personal narrative. remember about
my story?
I will write about Sample answer: the time I first tried to ride a
two-wheel bike.

Purpose and Audience An author’s purpose is the main reason

for writing. Your audience is who will be reading it.

Who will read your personal narrative? my teacher, classmates, family,

friends

Plan Think about what you want your readers to learn about you.
Ask yourself questions and answer them in your writer's notebook.

Unit 1 • Narrative Nonfiction 27

 WRITING
Plan: Sequence Quick Tip
Remember that every
Sequence Writers tell stories in sequence, or the order that story has to have a
events happen. The sequence of events in a story helps readers beginning, middle, and
understand what happens and why it happens. end. Use signal words
to show when things
Let's look at another expert model. Read this passage from
are happening.
"Room to Grow."

First she and Papa planted seeds in pots. Then they hung them
from hooks. Next they crammed plants onto shelves. Green vines
tumbled over desks. Soon our house had plants everywhere.

Signal words show the sequence of events. Now reread the

Event
passage and circle four signal words.
Think about the memory you are going to write about. Talk with
COLLABORATE a partner about what you did. Use these sentence starters as you Event
tell your story:
First, I . . .
Then, I . . . Event
Finally, I . . .
Chart In your writer's notebook, draw a Sequence chart. Fill in the
chart to plan your writing. Be sure to add signal words.

28 Unit 1 • Narrative Nonfiction

 PERSONAL NARRATIVE

Draft Quick Tip

When you write a
Descriptive Details Authors use descriptive details to help draft, you are taking
COLLABORATE readers see, hear, and feel what they are describing. Read the a first pass at your
first paragraph of Gary the Dreamer on page 21 in the Literature writing. You don't have
Anthology. Use text evidence to answer the questions below. to worry about making
mistakes when you
How does Gary Soto describe the sound of the water? write a draft. There
will be time to fix
______________________________________________________
The water roared.
those mistakes in later
stages. The important
______________________________________________________
thing is to get all your
What does he think the bubbles look like? ideas down on paper.

The bubbles looked like really pretty clouds

______________________________________________________

______________________________________________________

______________________________________________________
Think about putting bubbles on your face to make a beard. Write
two words that describe how the bubbles might feel.
Possible answers: tingle, tickle
______________________________________________________

______________________________________________________

______________________________________________________

Write a Draft Look over the Sequence chart that you made.
Use it to help you write your draft in your writer's notebook.
Remember to use signal words and descriptive details.

Unit 1 • Narrative Nonfiction 29

 WRITING
Revise Quick Tip
When you revise your
Sentence Fluency Writers use a variety of sentence types, such
personal narrative, you
as statements, questions, and exclamations. Writers also vary are making it more
the length of their sentences. This helps make their writing more interesting to read.
interesting to read.
Reread page 18 of Gary the Dreamer in the Literature Anthology.
COLLABORATE Talk with a partner about how the author uses different kinds of
sentences. Write about it here.
The different kinds of sentences make it interesting to read. For example, a long
_______________________________________________________
dash in the sentence "I was scared of math—poor me!" lets the author express his
_______________________________________________________
opinion in the sentence.
_______________________________________________________

Revise It's time to revise your writing. Read your draft and look
for places where you might
• vary the lengths of your sentences
• use different kinds of sentences
Circle two sentences from your draft that you can change.
Revise and write them here.

1
Imagemore/Glow Images

30 Unit 1 • Narrative Nonfiction

 PERSONAL NARRATIVE

Peer Conferences Revising Checklist

Does my narrative
Review a Draft Listen carefully as a partner reads his or have a logical
COLLABORATE her draft aloud. Tell what you like about the draft. Use these sequence of events?
sentence starters to help you discuss your partner’s draft. Is there a beginning,
I like this part because it made me feel . . . middle, and end?
Does my narrative
Can this sentence be . . . include descriptive
details?
Add another detail to describe . . .
Did I use different
Partner Feedback After you take turns giving each other kinds of sentences?
feedback, write one of the suggestions from your partner that
you will use in your revision.

______________________________________________________

______________________________________________________

Revision After you finish your peer conference, use the Revising
Checklist to help you make your narrative better. Remember to
use the rubric on page 33 to help you with your revision.

Digital Tools
For more information about how to have peer
conferences watch "Peer Conferencing." Go to
my.mheducation.com.

Unit 1 • Narrative Nonfiction 31

 WRITING
Edit and Proofread Tech Tip
If you wrote your draft
After you revise your narrative, proofread it to find any mistakes
on a computer, print it
in grammar, spelling, and punctuation. Read your draft at least out. It’s easier to check
three times. This will help you catch any mistakes. Use the for mistakes on paper
checklist below to edit your sentences. than reading the text
on a screen.
Editing Checklist

Do all sentences begin with a capital letter and end with a Grammar Connections
punctuation mark?
When you proofread
Are sentences complete sentences with a subject and your draft for
predicate? punctuation mistakes,
Are there any sentence fragments? remember that
you should always
Are all words spelled correctly?
capitalize the pronoun
I as in, “At lunch, I
ate pizza and carrot
List two mistakes that you found as you proofread your narrative.
sticks.”
1

32 Unit 1 • Narrative Nonfiction

 PERSONAL NARRATIVE

Publish, Present, and Evaluate Presenting Checklist

Look at the audience.
Publishing When you publish your writing, you create a neat final
Speak slowly and
copy that is free of mistakes. If you are not using a computer, use
clearly.
your best handwriting. Write legibly in print or cursive.
Speak loudly enough
Presentation When you are ready to present, practice your so that everyone can
presentation. Use the presenting checklist. hear you.
Answer questions
Evaluate After you publish, use the rubric to evaluate it. thoughtfully.

What did you do successfully?

What needs more work?

4 3 2 1
• tells about a • tells about a • tells about a • does not tell about a
personal experience personal experience personal experience personal experience
and includes and includes some • includes events that • tells events out order
thoughts and feelings feelings are told out of order and is confusing
• presents events in • presents events in • uses only simple • sentences are choppy
the correct order the correct order sentences
• uses a variety of • varies sentences
sentences

Unit 1 • Narrative Nonfiction 33

 Talk About It
Essential Question
What can traditions teach you
about cultures?

34 Unit 1 • Realistic Fiction

 TU
I live in Alaska. My family and I share our Yupik traditions through L S DI

SOCIA

ES
COLLABORATE dance. I am holding traditional Yupik dance fans. Traditions are
passed down in families. They help us learn about our culture.
Look at the photograph. Talk about what the Yupik dancer is
wearing and holding. Talk with your partner about how your
family shares traditions. Write your ideas in the word web.

Traditions

tell stories about the past celebrate special holidays

learn songs and dances

david sanger photography/Alamy Stock Photo

BLAST
BACK!
Go online to my.mheducation.com and read "The Good Doctor" Blast.
Think about what Dr. Hector P. Garcia Day can teach you about Texas
history. Then blast back your response.

Unit 1 • Realistic Fiction 35

 The
SHARED READ
TAKE NOTES
To help yourself focus as you
Dream
Catcher
read, preview the text and
make a prediction about what
will happen. Read the title,
preview the illustrations, and
write your prediction below.

As you read, make note of:

Interesting Words:

Key Details:
Essential Question
What can traditions teach
you about cultures?
Read how Peter learns about
his culture.

36 Unit 1 • Realistic Fiction

 REALISTIC FICTION

FIND TEXT EVIDENCE

Read

Paragraphs 1-2
Sequence
What happens after Peter gets
home from school?
His grandmother asks him why

he's upset.

Circle text evidence that

P
supports your answer.
eter walked home from school. Salty tears ran Paragraphs 3–5

down his cheeks, and his stomach hurt. He didn’t Dialogue

know what to do. Grandmother was waiting for him Underline why Peter is upset.
on the front porch. What does he ask Nokomis?
He asks Nokomis to remind him of a
“What’s wrong, Biyen?” said Peter’s grandmother.
Biyen was Peter’s Ojibwe name. He called his family tradition.
grandmother Nokomis.
Reread
Peter looked up. “I have to give a presentation
where I talk about a family tradition. I know we have Author's Craft
lots of beliefs and customs. Can you remind me of one?” How does the author help
you understand about Peter's
Nokomis smiled and nodded her head. culture?
“Come with me,” she said.

Unit 1 • Realistic Fiction 37

 SHARED READ Peter followed Nokomis. She went to a
closet and stretched to reach the top shelf.
She pulled out a small box and blew away
FIND TEXT EVIDENCE the dust. She handed it to Peter.
Read

Paragraphs 1–2
“Open it,” she said.
Sequence Peter opened the box. He spotted a
What does Nokomis do to help
wooden hoop inside. It was in the shape
Peter with his problem?
of a circle. String was woven and twisted
She gives him a box and tells him to around the hoop. It looked like a spider
open it.
web. A black bead sat near the center.
Feathers hung from the bottom.
Peter wiped away his tears
Circle text evidence. and smiled.
Paragraph 3–4
Visualize
Underline details that help you
picture what the dream catcher
looks like.

Illustrations
Write one detail the illustration
shows that isn't in the text.
Sample answers: blue, white, and

brown beads; smaller hoops

38 Unit 1 • Realistic Fiction

 REALISTIC FICTION

FIND TEXT EVIDENCE

Read
Paragraph 1
Dialogue
Circle what Nokomis says they
will do with the dream catcher.
Write what Nokomis tells Peter
the dream catcher will do.
It will catch his bad dreams and

maybe give him courage.

“This is a dream
Paragraphs 2–3
catcher,” said Nokomis.
Make Inferences
“Our people have made Why doesn't Nokomis want
these for many generations. Peter to take her dream catcher
Circles are symbols of strength. to school?
Let’s hang it over your bed tonight. It will
Her dream catcher is precious. She's
catch your bad dreams in the web, and your
good dreams will fall through the center. Maybe it worried it could be lost or damaged.
will give you courage to do your presentation.”
Underline text evidence.
“Can I take this one to school?” asked Peter.
Reread
“No, Biyen,” said Nokomis. “This dream
Author's Craft
catcher is precious. I got it when I was your
How does the author help you
age, and it means a lot to me.“
understand that dream catchers
are an Ojibwe tradition?

Unit 1 • Realistic Fiction 39

 SHARED READ
FIND TEXT EVIDENCE
Read
Paragraphs 1–3
Dialogue
Draw a box around what
Nokomis tells Peter they could
do. How does Peter respond?
Peter says that he would like that.

Paragraph 4
Context Clues
Circle the word that helps you
figure out what gazed means. Peter felt disappointment because he wanted
Paragraph 5 to share the dream catcher with his class.
Sequence “We could make you one,” said Nokomis.
When does Peter tell Nokomis
his plan? “I’d like that!” cried Peter.
the next morning Nokomis and Peter worked together and
made a dream catcher. That night, as he gazed
Underline text evidencce.
and looked at the dream catcher over his bed,
Reread he made a plan.
Author's Craft The next morning he told Nokomis his plan.
How does the illustration help “I’m going to show my class how to make a
you understand how Peter feels dream catcher,” he said.
about the dream catcher?

40 Unit 1 • Realistic Fiction

 REALISTIC FICTION

FIND TEXT EVIDENCE

Read
Paragraph 1
Dialogue
What does Nokomis think of
Peter's plan? Underline what
she says to Peter.
Paragraph 1
Visualize
“That’s a great idea!” said Nokomis. “Let’s Write something Nokomis and
celebrate after your presentation. I will bake corn Peter will do at their party.
cookies and we will have a traditional Ojibwe party.” eat corn cookies

Peter shared his dream catcher with his classmates

(flowers) Japack/amanaimagesRF/Corbis; (bkgd) Wetzel and Company; (c) Margaret Lindmark

and showed them how to make their own. Peter

didn’t feel nervous or scared at all. He felt pride in his Circle text evidence.
culture. He felt pride in himself, too.
Paragraph 2
Sequence
Draw a box around two things
Peter does at school.
Summarize
Reread
Use your notes and think about
the sequence of events in "The
Author's Craft
Dream Catcher." Summarize How do you know how Peter
the important events. feels after his presentation?

Unit 1 • Realistic Fiction 41

 Reread SHARED READ
Vocabulary disappointment
Jason felt disappointment when his class trip
Use the sentences to talk with a partner was cancelled.
about each word. Then answer the questions. What would make you feel disappointment?
celebrate Sample answer: I would feel disappointment if my team

Kayla and her friends like to celebrate the

lost a game.
Fourth of July together.
What do you like to celebrate? precious
Sample answer: I like to celebrate my birthday. This necklace is precious to my grandmother
because her mother gave it to her.
Name something that is precious to you.
courage Sample answer: My favorite doll is precious to me.

Firefighters show bravery and courage.

What word means the same as courage?
bravery pride
I take pride in my drawings.
When do you feel pride?
Sample answer: I feel pride when I help my little brother

Build Your Word List Pick one of the do new things.

interesting words from your list on page
36. Use a thesaurus to look up the word.
Write the word and two of its synonyms and
antonyms in your writer’s notebook.

42 Unit 1 • Realistic Fiction

 REALISTIC FICTION

remind Context Clues

Mom will remind me to clean my
If you come across a word you don’t know,
room.
use context clues. Look for other words in the
What is something someone needs same sentence that can help you figure out the
to remind you to do? unfamiliar word's meaning.
Sample answer: My dad reminds me to feed
FIND TEXT EVIDENCE
the dog. I read this sentence on page 37. I’m not sure
what the word presentation means. I see the
symbols words talk about. This clue helps me figure out
The eagle and the flag are symbols what presentation means. A presentation is a
of our country. talk or speech.

Name another symbol. I have to give a presentation where I talk about a

Sample answer: The stars on the American flag family tradition.

are symbols of America’s 50 states.

tradition
My family’s Thanksgiving tradition
is to cook dinner together.
Your Turn Use context clues to figure out the
Describe a tradition people share.
meaning of the word.
Sample answer: Many people stay up until
woven, page 38 Woven means "twisted around
midnight on New Year’s Eve.
something."

Janet Broxon
Unit 1 • Realistic Fiction 43
 Reread SHARED READ
Visualize Quick Tip
You can use your
As you read, use details to visualize, or form pictures in your mind.
personal experience
This will help you better understand the text. to visualize what the
characters are feeling.
FIND TEXT EVIDENCE As you read, picture
How does Peter feel at the beginning of the story? what the characters
Use the details in the first paragraph on page 37. are doing and how you
would feel if you were
Page 37 doing the same thing.

P eter walked home from school. Salty tears ran

down his cheeks, and his stomach hurt. He didn’t
know what to do. Grandmother was waiting for him I can visualize how Peter feels
on the front porch. at the beginning of the story.
He walked home. Salty tears ran
“What’s wrong, Biyen?” said Peter’s grandmother.
Biyen was Peter’s Ojibwe name. He called his down his cheeks. His stomach hurt.
grandmother Nokomis. These details help me figure out
that Peter feels sad and upset.

Your Turn Reread page 38. How does Peter feel when he first
COLLABORATE sees the dream catcher? Take turns talking about what you
visualize. Then use text evidence to answer the question.

Peter wipes away his tears and smiles. This tells me he feels better when he sees

the dream catcher.

44 Unit 1 • Realistic Fiction

 REALISTIC FICTION

Illustrations and Dialogue Readers to Writers

Reread the dialogue in
“The Dream Catcher” is realistic fiction. Realistic fiction
“The Dream Catcher.”
• is a made-up story that could really happen How does it help you
• has a beginning, middle, and end picture the characters?
• has illustrations and dialogue When you write
realistic fiction, use
FIND TEXT EVIDENCE dialogue to make your
“The Dream Catcher” is realistic fiction. I know because the characters like real
people.
events could really happen. It also has realistic illustrations
and dialogue.

Page 37
Illustrations
Illustrations give more information or details about
characters and setting.
Dialogue
Dialogue is what the characters say to one another.

P eter walked home from school. Salty tears ran

down his cheeks, and his stomach hurt. He didn’t
Your Turn Tell your partner why “The
know what to do. Grandmother was waiting for him COLLABORATE Dream Catcher” is realistic fiction. Find
on the front porch.
“What’s wrong, Biyen?” said Peter’s grandmother. two things in the story that could happen
Biyen was Peter’s Ojibwe name. He called his
grandmother Nokomis. in real life. Write your answer below.
Peter looked up. “I have to give a presentation
where I talk about a family tradition. I know we have
lots of beliefs and customs. Can you remind me of one?”
Nokomis smiled and nodded her head.
Sample answer: Peter has to give a presentation at
“Come with me,” she said.

school. Peter’s grandmother helps him figure out

what to do.

Unit 1 • Realistic Fiction 45

 Reread SHARED READ
Sequence Quick Tip
Look for signal words
A character's actions make up the plot, or events, in a story. Plot and phrases in the
events can be told in the order they happen. A plot always has story, such as that
a beginning, middle, and end. night and the next
morning. These words
FIND TEXT EVIDENCE and phrases show
At the beginning of the story, I read to see what the characters when each event
say and do. Then I read on to see what happens in the middle of happens.
the story.

Character

Peter and Nokomi

Setting

Nokomis’s house

Beginning
Then
Peter is crying. Nokomis asks him what is wrong.
He says he has to give a presentation at school.

Middle

End

Your Turn Reread pages 38–41.

©Westend61/SuperStock

COLLABORATE What happens in the middle and at

the end of the story? List the events
in order in your graphic organizer.
46 Unit 1 • Realistic Fiction
 REALISTIC FICTION

Character

Peter and Nokomis

Setting

Nokomis's house

Beginning

Peter is crying. Nokomis asks him what is wrong.

He says he has to give a presentation at school.

Middle
Nokomis shows Peter a dream catcher. Then they make one.

End
Peter is not nervous during his presentation. Instead, he feels proud.

Unit 1 • Realistic Fiction 47

 Reread SHARED READ
Respond to Reading Quick Tip
Use these sentence
Talk about the prompt below. Think about the characters and starters to talk about
COLLABORATE plot in the story. Use your notes and graphic organizer. how Peter feels.
At the beginning I read
How does the author help you understand how Peter’s feelings that Peter . . .
change from the beginning of the story to the end? The author helps me
understand by . . .
At the beginning, Peter feels upset about his presentation. The author shows At the end of the story,
Peter . . .
this by using details like “salty tears” that help me form a picture in my mind.

Peter’s feelings change after his grandmother shows him a dream catcher. The Grammar Connections

After you write your

author shows this by using an illustration of Peter sleeping peacefully under the
response, read it over
to make sure that you
dream catcher. At the end of the story, the author writes that although Peter are using complete
sentences. Reread your
was nervous, he now feels proud. response to make sure
it makes sense.

48 Unit 1 • Realistic Fiction

 TU

Integrat
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Generate Questions
Making a list of questions you have about a topic
can help you figure out the best way to research it.
There are two ways to do research:
• Formal inquiry means using encyclopedias,
books, articles, and reliable websites.
• Informal inquiry means talking to people, asking
questions, and observing to get information.

Write a question about a family tradition.

Sample answer: Why do we celebrate New Year's with a spruce tree?

Name a way you could find the answer through formal inquiry.

Sample answer: I can look in a book about my culture.

Name a way you could find the answer through informal inquiry.

Sample answer: I can ask my grandmother about it.

Create a Culture Quilt Talk about one of your family traditions.

COLLABORATE Then use these steps to make a square for a class culture quilt.
1. Use formal and informal inquiry to research your tradition.
2. Write a paragraph about the tradition on a square of paper.

Fuse/Getty Images
3. Draw a picture of the tradition on the other side of the square.

Unit 1 • Realistic Fiction 49

 Reread ANCHOR TEXT
Yoon and the Jade Bracelet
How does the author help you understand how Yoon Literature Anthology:
feels about the present her mother gives her? pages 26–43

Talk About It Reread page 28. Talk with a partner about what Make Inferences
COLLABORATE Yoon really wants for her birthday. How do you know?
An inference is a
Cite Text Evidence What words and phrases show how Yoon guess you make based
feels? Write text evidence here. on evidence. What
inference can you
make about why Yoon
Text Evidence How Yoon Feels
smiles even though she
Jump ropes are not thin disappointed is disappointed?
and flat.

I tried not to show my

disappointment.

Write The author helps me understand how Yoon feels about the

present by showing how much Yoon wants a jump rope. Yoon describes the

shape of the box. When she sees it is not the shape of a jump rope, she's

disappointed.

50 Unit 1 • Realistic Fiction

 REALISTIC FICTION

How do you know jade is important in Yoon’s culture? Quick Tip

Talk About It Reread the last paragraph on page 31. Talk I can use these
COLLABORATE about what Yoon’s mother says about jade. sentence starters when
we talk about jade.
Cite Text Evidence What clues help you see that jade is Yoon’s mother uses
important in Yoon’s culture? Write text evidence in the chart. words like . . .
This helps me
understand that jade
Yoon's Mother Says This Tells Me
is . . .

It is called the gem of the heavens.

Evaluate Information
It is said that wearing jade will In Yoon's culture, jade is said to Think about the
bring good luck. have many positive qualities. different things Yoon's
mother says about
jade. What do these
It is the symbol of truth and
friendship. different things have in
common?

Write I know that jade is important to Yoon’s culture because

Yoon’s mother tells her about the many positive things people in her

culture say about jade.

Unit 1 • Realistic Fiction 51

 Reread ANCHOR TEXT
How does the author show that the children in Yoon's Make Inferences
class are her friends?
An inference is a
guess based on text
Talk About It Reread page 39. Talk with a partner about what evidence. Use what
COLLABORATE Yoon’s classmates do and say. you know to make an
Cite Text Evidence What do Yoon’s classmates do and say when inference about how
Yoon's classmates feel
their teacher asks about the bracelet? Write clues in the chart.
about her.

Clue Clue Clue

They gather around “Yoon was wearing "I saw it, too."
Yoon. it yesterday.”

This Helps Me See

They are defending her.

Write I know the children are Yoon’s friends because the author

describes how they gather around her and say things to defend her without being
______________________________________________________

asked. These are things that friends would do.

______________________________________________________

______________________________________________________

______________________________________________________
52 Unit 1 • Realistic Fiction
 REALISTIC FICTION

Respond to Reading Quick Tip

Use these sentence
Answer the prompt below. Think about how the author helps you
starters to talk about
COLLABORATE understand Yoon’s feelings, thoughts, and actions throughout the how Yoon changes.
story. Use your notes and graphic organizer.
At the beginning, Yoon
wants . . .
How does Yoon change from the beginning of the story to the The author helps me
see that . . .
end?
At the end, Yoon . . .
At the beginning, Yoon wants a jump rope and friends. The author shows

that Yoon is disappointed when her mother gives her a jade bracelet instead Self-Selected
Reading
of a jump rope. The author helps me see that the bracelet is important by Choose a text. In your
writer's notebook,
having Yoon’s mother use many positive words to describe it and by showing write the title, author,
and genre of the book.
how worried Yoon is that the older girl who took it won’t give it back. At the As you read, make a
connection to ideas in
other texts you have
end, Yoon learns that she does have friends and feels proud that she got the
read or to a personal
experience. Write your
bracelet back. ideas in your writer’s
notebook.

Unit 1 • Realistic Fiction 53

 Reread PAIRED SELECTION
Family Traditions
Literature Anthology:
pages 46–49
Celebrating a New Year
1 Chinese families celebrate Lunar New Year. Reread and use the prompts to take
Lunar New Year happens in January or February. notes in the text.
It lasts about two weeks.*The holiday means that Reread paragraph 1. Draw a star before
winter is ending. Spring is on the way! the sentence that explains what the
2 The traditions for Lunar New Year are very Lunar New Year means. Write it here.
old. Adults give children bright red envelopes.
Red stands for good luck and happiness. The The holiday means that winter is ending.
__________________________________
envelopes are full of good luck money.
3 This holiday is also a time for feasts. Chinese __________________________________
families share sweet, smooth rice cakes. Some
families eat a whole cooked fish. They give Now reread paragraphs 2–4. Underline
oranges as presents. They eat noodles, too. These Lunar New Year traditions.
foods are symbols for a happy year and long life.
4 In most big cities families watch the Lunar COLLABORATE

New Year parade. Dragon dancers glide down Talk with a partner about Chinese New
the street. Lion dancers wear costumes in red, Year traditions. Circle words the author
yellow, and green. Bands march by in rows. uses to help you picture things you might
Their drums beat out happy tunes. People in see at a Lunar New Year feast and parade.
traditional costumes go by on floats. They wave
to the crowd. BANG! Watch out for firecrackers!
They are part of the tradition, too. Loud sounds
are symbols of a joyful time of year.

54 Unit 1 • Realistic Fiction

 Reread paragraph 1. Circle two Native
American traditions. Which tradition
Storytelling and Dance does the paragraph describe?
1 Many Native American cultures have
storytelling
__________________________________
traditions of storytelling and dance. The stories
are from long ago. Older people tell the stories to
their children and grandchildren. They may use Underline two things the Native
the culture’s native language. The stories explain American stories are about.
things in nature. They tell about the courage of
early people. COLLABORATE

2 Some Native American groups get together With a partner, reread paragraph 2.
in the summer. They meet at big powwows. Talk about how the author describes
These festivals celebrate culture through dance powwows. Draw a box around the
and music. Storytellers bring the old tales to things you might hear at a powwow.
life. The soft notes of a flute may help tell a
story. The firm beat of a drum adds power.
People from other cultures can watch and listen.
Everyone enjoys the stories and learns about the
traditions.

Unit 1 • Realistic Fiction 55

 Reread PAIRED SELECTION
How does the author help you picture what different Quick Tip
traditions are like?
Look back at the
Talk About It Look back at your notes. Talk with a partner words you underlined
in "Celebrating a
COLLABORATE about what you've learned about different traditions.
New Year" and circled
Cite Text Evidence What words does the author use to help you in "Storytelling and
picture ways families share traditions? Write them in the web. Dance." Think about
which of these words
best describe each
tradition.
Clue Clue
feasts parades

Family Traditions

Clue Clue
dancing stories

Write The author helps me picture what traditions are like by

describing the traditions of Chinese and Native American families.

______________________________________________________

______________________________________________________
56 Unit 1 • Realistic Fiction
 Voice Readers to Writers
Choose your words and
A writer chooses words and phrases that express what he or she phrases carefully when
thinks and feels about a topic. This use of language gives each you write. Your words
writer his or her own voice. and how you arrange
them will let readers
FIND TEXT EVIDENCE know how you feel
On page 47 of the Literature Anthology, the author of “Family about a topic.
Traditions” uses words and phrases like “drums beat out happy
tunes” and “BANG!” This helps me see that the author finds the
celebration fun and exciting.

Bands march by in rows. Their drums beat out happy tunes.

People in traditional costumes go by on floats. They wave to
the crowd. BANG! Watch out for firecrackers!

Your Turn Reread the last paragraph on page 49.

COLLABORATE
• What phrases does the author use to describe traditions?

a kind of glue, hold families together, make a culture strong

• How do these phrases contribute to the author’s voice?

They help me see that the author thinks traditions are important.

Unit 1 • Realistic Fiction 57

 Integrate MAKE CONNECTIONS
Text Connections Quick Tip
Find clues that show
How is the family in the photograph like the families in how the people in the
Yoon and the Jade Bracelet and “Family Traditions”? photograph feel. This
will help you compare
Talk About It With a partner, talk about what the family in the how families celebrate
COLLABORATE photograph is doing. Choose one clue that shows a tradition and traditions.
talk about how you know it’s important.
Cite Text Evidence Look at the photograph. Think about what
is special to Yoon’s mother and how the families in “Family
Traditions” celebrate special days. Circle clues that show that the
dinner is special. Then read the caption. Draw a box around text
that helps you know this is a family tradition.

Write The families in the photograph and

selections are similar because they are celebrating

family traditions. Just as Yoon’s mother gives Yoon her bracelet

to honor her family’s culture, the family in the photograph is

having a special dinner to celebrate their culture. Many of the

traditions in “Family Traditions” have to do with food, and the

This family lives in Richmond, Virginia.
photograph shows a special turkey dinner. They celebrate every Thanksgiving at their
Digital Vision/Alamy

grandmother’s house.

58 Unit 1 • Realistic Fiction

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Present Your Work Quick Tip
Be sure to hold your
Decide how you will present your culture quilt square to the
drawing up so your
class. Find out if it can be projected onto a large screen. Use audience can see it.
the checklist to improve your presentation. As you talk about your
family’s tradition, point
to related details in
your illustration to help
the audience better
understand what your
family does and why.

Presenting Checklist
I will practice my
presentation.
The most interesting thing I learned about my family’s I will make eye
contact with the
tradition is audience.
I will speak
loudly enough for
everyone to hear
me.
I will hold up my
drawing and point
I would like to know more about
out key details in it.

Unit 1 • Realistic Fiction 59

 Talk About It
Essential Question
How do landmarks
help us understand our
country’s story?

60 Unit 1 • Argumentative Text

 TU
Martin Luther King Jr. played an important role in American L S DI

SOCIA

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COLLABORATE history. This monument in Washington, DC, honors his life.
People visit monuments like this one to learn about important
people and events in history. Landmarks and monuments help us
remember and understand history.
Look at the photograph. Ask your partner questions about how
monuments help people learn about history. Listen carefully, then
write your ideas in the word web.

help us remember help us remember

important people important events

Landmarks

help us understand help us learn about

history our country

Ronnie James/Alamy Stock Photo

BLAST
BACK!
Go online to my.mheducation.com and read the "Special
Places" Blast. Think about what makes a landmark stand out.
Then blast back your response.
Unit 1 • Argumentative Text 61
 SHARED READ
TAKE NOTES
Understanding why you are
reading helps you adjust how
you read. If you are reading for
information, you might reread
sections to make sure you
understand the text. Preview
the text and write your
purpose for reading.

As you read, make note of

Interesting Words:

Essential Question
How do landmarks
Key Details: help us understand our
country’s story?
Read about why national

Miami2you/Shutterstock
parks are important.

62 Unit 1 • Argumentative Text

 The largest living tree in the world lives in a forest in ARGUMENTATIVE TEXT
California. But not just any forest. This massive tree lives in
the Giant Forest. It is a landmark that has been growing there
for over 2,000 years. Many people work hard to protect this FIND TEXT EVIDENCE
national treasure. There are rules to make sure this happens. Read
Paragraph 1
But some people worry that there are too many rules.
Ask and Answer Questions
A GIANT FOREST What are some people worried
More than one million people hike the trails in the Giant about? Underline text evidence.
Forest to visit the General Sherman Tree each year. It’s no Now think of a question you
wonder. The grand sequoia tree stands 275 feet tall. It is might have. Write it here.
almost as wide as a school bus is long. But many other huge Sample answer: What are other
trees live there, too. The Giant Forest is where half of the
national parks near me?
Earth’s sequoia trees live.
In 1964, President Lyndon B. Johnson signed a law that Paragraph 2

protects trees like the General Sherman. It also protects all Main Idea and Key Details
Circle three key details that tell
plants and animals living in national parks. The law states that
about the Giant Forest.
animals and wildlife are safe there. No one can cut trees or
build homes on the land. The traces, or parts, of cultures that Map
lived there long Look at the map key. Draw
ago are protected. a box around the General
National parks Sherman tree. Write the name
of another place on the map.
protect thousands
and thousands of Sample answer: Moro Rock, Giant Forest
acres of wildlife. KEY
Reread
But some people
believe these lands Author's Craft
should be available The Sequoia National Park is located in California. Why is “A Giant Forest” a good
for other uses. title for this section?

Unit 1 • Argumentative Text 63

 SHARED READ Protect the Land!
Millions of people visit national
parks each year. Nature lovers hike the trails. They
FIND TEXT EVIDENCE explore caves carved out of mountains. They admire
Read hundreds of different plants and animals. These people
Paragraph 1
agree with President Johnson. They like the rules that
Main Idea and Key Details
protect the land. They believe the rules help keep our
Underline three details that
country’s forests and animals safe. They think all people
tell what the rules protect.
should visit and enjoy them. They think people can learn
Paragraph 2 from nature.
Multiple-Meaning Words
Draw a box around clues that Visiting a national monument is a way to learn about
help you figure out what past history. Monuments preserve traces of past cultures so
means. Write what it means. that they don’t get destroyed. Scientists rely on these
from long ago
clues to help them learn about how people lived long ago.

Paragraph 3 What About My Business?

Ask and Answer Questions Other people think there are
Ask a question about the too many rules that protect the
lumber business. Write it here. land. They believe those rules
Sample answer: What does the lumber
hurt business owners. People
business do? need lumber to build new
homes. Some businesses make Lumber businesses rely on trees
to make money.
Reread lumber, or wood, from trees. If
Author's Craft these companies can’t cut down trees, the price of
lumber goes up. That means things built with wood cost
How does the author help you

abadonian/iStock/Getty Images
more to buy. Some people think the rules also make it
understand how people who
want to protect the land feel? harder for people to find jobs. People who cut down trees
or build new houses have to find new jobs.

64 Unit 1 • Argumentative Text

 ARGUMENTATIVE TEXT

FIND TEXT EVIDENCE

Read

To Protect or Not to Protect? Paragraph 1

Today the United States has hundreds of national parks, Multiple-Meaning Words
monuments, and landmarks. Animals and plants live in Find the word parks. Circle
clues that help you figure out
them. Visitors enjoy them. Scientists learn from them. The
its meaning. Write what it
rules protect them. But are there too many rules? Not means.
everyone agrees. a place to visit where animals and

plants live
Is It a Park or a Monument?
National Monuments Sidebar
A United States national
monument is a protected • often focus on protecting Main Ideas and Key Details
area. It is like a national one specific natural Underline details that tell what
park, but easier to create. resource, landmark, or a national monument is.
Monuments and parks are structure that has historic
different in other important Sidebars
or scientific interest
ways. What information does the
• receive less money and
sidebar give you? Draw a box
less wildlife protection
National Parks than parks around text evidence.
• are large natural places Monuments and parks are different.
with many different
natural features Summarize Reread
• aim to protect many Use your notes and think
Juice Images/Cultura/Getty Images

Author's Craft
different aspects of about the facts in “Preserve
nature How does the sidebar help you
and Protect.” Summarize the
understand how monuments
main ideas of each claim.
and parks are different?

Unit 1 • Argumentative Text 65

 Reread SHARED READ
Vocabulary grand
The family sat and gazed at the grand view
Use the sentences to talk with a partner of the river.
about each word. Then answer the questions. What else would make a grand view?
Sample answer: I think snow-topped mountains would
carved
An artist carved the statue out of rock. make a grand view.
What other things can be carved?
Sample answer: Wood can be carved. landmark
The Statue of Liberty is an American
landmark.
What other landmarks can you name?
clues
Sample answer: Other landmarks are the Lincoln
Paw prints are clues that an animal walked
by recently. Memorial and the Washington Monument.
What clues tell you that it might rain?
Sample answer: Dark clouds are clues that it might rain. massive
The boaters looked up at the massive cliff.
What is another word for massive?
Sample answer: Another word for massive is huge.

Build Your Word List Pick one of the

interesting words you listed on page 62.
Use a print or online dictionary to find
the word’s meaning. Then use the word in a
sentence.

66 Unit 1 • Argumentative Text

 ARGUMENTATIVE TEXT

monument Multiple-Meaning Words

Mount Rushmore is a monument
that honors the leaders of our Multiple-meaning words have more than one
country. meaning. Find other words in the sentence, or
beyond the sentence, to help you figure out the
Describe a monument you have meaning of a multiple-meaning word.
seen.
Sample answer: The Alamo is a monument in FIND TEXT EVIDENCE
On page 63 I see the word feet. This word
San Antonio, Texas.
can mean "the things humans walk on" or "a
measure of length.” The context clues "stands”
national and “tall" help me figure out that feet refers to
The Fourth of July is a national the length of something.
holiday.
Name another national holiday.
Sample answer: Thanksgiving is a national The grand sequoia tree
stands 275 feet tall.
holiday.

traces
In the morning we found traces,
or small amounts, of snow on the Your Turn Use context clues to figure out the
plants. meanings of the following words.
What does traces mean?
plants, page 64 Plants are living things that grow.
Traces means small amounts.

P.Burghardt/Shutterstock
safe, page 64 Safe means protected.

Unit 1 • Argumentative Text 67

 Reread SHARED READ
Ask and Answer Questions Quick Tip
If you do not find
Stop and ask yourself questions as you read. Then look for details the answer to your
to support your answers. This will help you gain information. question when you
reread a section, read
FIND TEXT EVIDENCE on to find the answer.
Reread the section "Protect the Land!" on page 64. Think of
a question. Then reread to answer it.
Page 64
Protect the Land!
Millions of people visit national
parks each year. Nature lovers hike the trails. They I have a question. What do people do
explore caves carved out of mountains. They admire
hundreds of different plants and animals. These people when they visit national parks? I read
agree with President Johnson. They like the rules that
protect the land. They believe the rules help keep our
that people hike the trails. They explore
country’s forests and animals safe. They think all people caves. They admire the plants and
should visit and enjoy them. They think people can learn
from nature. animals. Now I can answer my question.
Visiting a national monument is a way to learn about People visit national parks for many
history. Monuments preserve traces of past cultures so
that they don’t get destroyed. Scientists rely on these reasons.
clues to help them learn about how people lived long ago.

What About My Business?

Other people think there are
l h h

Your Turn Reread the first paragraph on page 65. Think of one
COLLABORATE question. You might ask, How do the rules hurt business owners?
Write your question below. Read the section again to find the
answer and write it.
Sample answer: Where are caves found? They are found carved out of mountains.

68 Unit 1 • Argumentative Text

 ARGUMENTATIVE TEXT

Captions, Maps, and Sidebars Readers to Writers

When you write an
“Preserve and Protect” is an argumentative text. argumentative text, be
Argumentative text sure to include lots of
• is nonfiction stating the author’s opinion on a topic facts to support your
• gives facts and examples to persuade the reader to agree with opinion, or claim. Using
facts will help your
the author’s opinion, or claim
readers understand
• may include text features such as captions, maps, and sidebars
how you feel about
your topic. Remember
FIND TEXT EVIDENCE to include both sides of
I can tell that “Preserve and Protect” is an argumentative text. It an argument.
has points for and counterpoints against protecting wild land. It
includes facts about why the land should be protected and why it
should be used as a resource by businesses.

Page 65
Captions
Captions give extra information that is not in a text.
To Protect or Not to Protect? Sidebar
Today the United States has hundreds of national parks,
monuments, and landmarks. Animals and plants live in
them. Visitors enjoy them. Scientists learn from them. The
A sidebar gives more information about a topic.
rules protect them. But are there too many rules? Not
everyone agrees.

Is It a Park or a Monument?
Your Turn Find more text features in
A United States national
monument is a protected
National Monuments
• often focus on protecting
COLLABORATE "Preserve and Protect." What else did you
area. It is like a national one specific natural
park, but easier to create.
Monuments and parks are
resource, landmark, or
structure that has historic
learn? Write your answer below.
different in other important or scientific interest
ways. • receive less money and

National Parks
less wildlife protection
than parks
Sample answer: I learned from the map where the
• are large natural places
with many different
natural features Summarize
• aim to protect many Use your notes and think General Sherman Tree is.
Juice Images/Cultura/Getty Images

different aspects of about the facts in “Preserve

nature and Protect.” Summarize the
main ideas of each claim.

Unit 1 • Argumentative Text 69

 Reread SHARED READ
Main Idea and Key Details Quick Tip
The heading of the
The main, or central, idea is the most important point the author section often gives
makes about a topic. Key details tell about the main idea. a clue about what
the main idea is.
FIND TEXT EVIDENCE Think about what the
What details tell about why many people support protecting key details have in
the land? I can reread “Protect the Land!” on page 64 and find common and how they
important details. Then I can figure out what these details have in relate to the heading.
common to tell the main idea. Then use them to tell
the main idea of this
section of the text.
Main Idea
Millions of people agree that
rules protect the land.
Detail
They believe rules keep our
forests and animals safe.
Detail
They think all people should
visit and enjoy them.
Juice Images/Cultura/Getty Images.

Your Turn Reread “What About My Business”

COLLABORATE on page 65. Find details about why many
business owners think there are too many rules.
List these details in your graphic organizer.
70 Unit 1 • Argumentative Text
 ARGUMENTATIVE TEXT

Main Idea
Some people think there are too many rules that protect the land.

Detail
The lumber business needs to cut down trees to make wood.

Detail
If fewer trees are allowed to be cut down, things made of wood will be more expensive.

Detail
People who cut down the trees may lose their jobs if the trees can't be cut.

Unit 1 • Argumentative Text 71

 Reread SHARED READ
Respond to Reading Quick Tip
Use these sentence
Talk about the prompt below. Think about how the author starters to talk about
COLLABORATE helps you see both sides of the argument. Use your notes and protecting land.
graphic organizer. I read that some people
think . . .
How does the author help you understand both claims of the I read that business
argument about protecting land? owners think . . .
The author uses text
The author helps me understand the argument by presenting points and features to . . .

counterpoints. Some people want to protect the land and the plants and

animals that live there. Other people want to use the land as a natural Grammar Connections

resource to create jobs and for businesses. The author uses text features,
As you write your
response be sure
such as captions, a map, and a sidebar, to give information that helps me to use a variety of
sentences, including
understand both sides of the argument. simple and compound
sentences. Remember
to use the correct
punctuation and
conjunction in each
compound sentence.

72 Unit 1 • Argumentative Text

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Facts and Opinions Quick Tip
People send postcards
When you try to convince the reader to think a certain way or to their family and
do something, it is important to list reasons that support your friends. Include facts
opinion, or claim. The most effective reasons are usually facts. and opinions that
Facts are statements that can be proven true. Opinions are would make your
statements based on feelings. friends want to visit
this place.
1 Look at the postcard. Write two facts here:
The General Sherman tree is very old. It is 275 feet tall.

Greetings from
CALIFORNIA

2 How do you know they are facts? Write your ideas here:

I know they are facts because they can be proven true.

The General
Now reread the postcard. Write an opinion here: Sherman tree is
very old. It is 275
This tree is amazing and you should go see it!
feet tall. This tree
is amazing and you

(t)mhgstan/Shutterstock;(b)Filipe Frazao/Shutterstock.com
should go see it!

/Sh tt t k
Create a Postcard Research a Texas landmark or monument
COLLABORATE and create a postcard explaining why people should visit it.
1. On one side of the postcard, draw a picture of the landmark.
2. On the other side, write a paragraph telling why people
should visit it. Be sure to include two or three facts about the
landmark or monument and your opinion.
Unit 1 • Argumentative Text 73
 Reread ANCHOR TEXT
Protecting Our Parks
How does the author help you understand why the Literature Anthology:
National Park System is important? pages 50–53

Talk About It Reread Literature Anthology page 51. Talk with Combine Information
COLLABORATE a partner about what the National Park System does.
Use what you know
Cite Text Evidence What facts does the author use to show that about protecting
the National Park System is important? Write them here. wildlife and the facts
the author gives to
help you understand
why the National Park
System is important.
The National Park System
Is Important

The parks were More than 275

started to protect million people visit
beautiful land. each year.

The parks contain

endangered plants and
animals.

Write I understand why the National Park System is important

because the author gives facts about the land, plants, and animals they

contain and about how many people come to see them.

74 Unit 1 • Argumentative Text

 ARGUMENTATIVE TEXT

How does the author help you understand the different Quick Tip
opinions, or claims, people have about park visitors?
When you read an
Talk About It Reread pages 52–53. Talk with a partner about the argumentative text,
COLLABORATE opinions expressed in "Allow All Access" and "Protect Our Parks." think about who the
intended audience
Cite Text Evidence What facts support each opinion or claim? or reader might be.
Write them in the chart. Ask yourself, "Who is
the author trying to
Allow All Access Protect Our Parks convince or persuade?"

Everyone should be able to visit the Overcrowding leads to pollution, litter,

parks. and noise.
Make Inference
Parks can make changes to handle the National parks should be kept natural.
visitors. By using evidence from
Adding parking lots and bathrooms will the text and your own
Parks can fix damage visitors cause. harm plants and animals.
experience with other
argumentative texts,
make an inference
about who the
Write I understand the different claims people have about park intended audience,
or reader, is for
visitors because the author gives the facts that people use to support their "Protecting Our Parks."

opinions. For example, those who believe parks should be open to all state that

parks can make changes to handle extra visitors. Those who believe in limiting

visitors say that changes like adding parking lots would hurt wildlife and point to

the fact that overcrowding leads to pollution.

Unit 1 • Argumentative Text 75

 Reread ANCHOR TEXT
Quick Tip
Respond to Reading Use these sentence
Answer the prompt below. Think about how overcrowding affects starters to talk about
COLLABORATE national parks. Use your notes and graphic organizer. national parks.
I read that
overcrowding . . .
How does the author help you understand how national parks Some people think . . .
need to change to deal with overcrowding? Other people think . . .

The author explains how important the parks are and why overcrowding is a

problem. The author then presents two different opinions about how to deal Self-Selected
Reading
with the issue. Some people think that parks should make changes to handle
Choose a text. In your
more visitors. Other people think that parks should limit the number of visitors. writer's notebook,
write the title, author,
Both opinions suggest different changes. This helps me understand that some and genre of the book.
As you read, make a
kind of changes must be made to protect the parks. connection to ideas in
other texts you have
read or to a personal
experience. Write your
ideas in your notebook.

76 Unit 1 • Argumentative Text

Reread PAIRED SELECTION
5 Questions for George McDonald
Literature Anthology:
pages 54–55

Reread and use the prompts to take

The National Park Service will celebrate notes in the text.
its 100th anniversary on August 25.
George McDonald is the park service’s Reread the first two questions and
youth programs manager. He spoke with answers. Circle the names of national
TFK’s Elizabeth Winchester. park programs that are important to
George McDonald. Write them here.
The Find Your Park program encourages
Find Your Park, Every Kid in a Park
_____________________________________
families to visit parks and share their
experiences. Why? _____________________________________
It is important for young people and their
families to identify with these magnificent
places because they belong to everyone. COLLABORATE

Find Your Park encourages more people Reread the introduction with a partner.
to appreciate our country's valuable Underline details that tell you more
resources, and to also protect them. about George McDonald and his
connection to national parks. Talk about
The Every Kid in a Park program gives why the author chose him to answer
free admission to the families of fourth questions about national parks.
graders. Why?

Shutterstock/Michal Jastrzebski
Reaching kids at this age increases their
chances for academic success.

Unit 1 • Argumentative Text 77

 How do you know that George McDonald thinks it is Quick Tip
important for young people to visit national parks?
A claim is something
Talk About It Reread the excerpt on page 77. Talk with a partner a person says is true.
COLLABORATE about the Find Your Park and Every Kid in a Park programs. Authors use facts or
opinions to prove their
Cite Text Evidence What claims does George McDonald claims. Facts are true.
make with each program to convince young people to visit Opinions are what a
national parks? Write text evidence in the chart. person thinks about
something.
Find Your Park Every Kid in a Park
National parks belong to everyone. Visiting parks at an early age
Visiting parks helps people contributes to kids' academic
appreciate our resources and want success.
to protect them.

Write I know that George McDonald thinks it's important for

young people to visit national parks because he claims that it will help

them appreciate these places and want to protect them and he feels it will help

kids learn in school.

78 Unit 1 • Argumentative Text

 Author's Purpose Readers to Writers
Think about your
An author’s purpose is his or her reason for writing a text. It purpose for writing.
could be to inform by providing facts about a topic, entertain by If you are writing to
telling a story, or persuade the reader to agree with an opinion. inform your readers,
include facts that help
FIND TEXT EVIDENCE them learn more about
On page 77, the author begins “5 Questions with George your topic.
McDonald” by stating that George works for the National Park
Service. This fact helps me understand that the author’s purpose
is to inform readers about George and the work that he does.

George McDonald is the park service's youth programs manager.

Your Turn Reread page 55 in the Literature Anthology. How

COLLABORATE does the author help you know more about the landmarks?
The author states each landmark's location, when it was created, and a brief

explanation of why it is important.

What is the author's purpose for writing about the landmarks?

How do you know?
The purpose is to inform. I know because the author provides facts to help me learn

about each place.

Unit 1 • Argumentative Text 79

 Integrat
e MAKE CONNECTIONS
Text Connections Quick Tip
I see clues in the
How is the message of the illustration below like the painting that help tell
message of “Protecting Our Parks” and “5 Questions for America’s story. This
George McDonald”? will help me compare
text to art.
Talk About It With a partner, talk about what you see in the
COLLABORATE illustration. Choose some of the things you see and discuss why
people would want to visit this place.
Cite Text Evidence Circle two things in
the illustration you talked about with your
partner. Read the caption. Underline clues
in the caption that inform people about
America.
Write The messages of F. F. Palmer’s painting
and the texts I read this week are alike

because they all show that national parks and

landmarks help people understand America's beauty and

history. They also suggest that people should visit these F. F. Palmer is known for her illustrations of American life.
She created “The Mountain Pass” in 1867. It shows the
Sierra Nevada mountain range, one of America's most
important and valuable places.
beautiful landmarks and the center of the California gold
rush, which began in 1848.
Yale University Art Gallery

80 Unit 1 • Argumentative Text

FLUENCY ARGUMENTATIVE TEXT

Accuracy and Phrasing Quick Tip

Don't rush when you
When reading an argumentative text aloud, read facts, such as read facts aloud.
dates and numbers, with accuracy so the audience hears them Read at a rate that
correctly. Read as though you are speaking naturally. Pause at helps your listeners
commas and periods. Use expression when you see question understand the facts
marks and exclamation points. This kind of phrasing helps your and how they relate to
audience pay attention. the topic.

Page 51
Read numbers with
No one knew that millions of
people would want to visit. There
accuracy.
were no clues. Now more than 275 Use appropriate
million visitors come to the parks expression when you
and monuments each year! see an exclamation
point.

Your Turn Turn to page 51 in the Literature Anthology. Take turns

COLLABORATE reading the first and second paragraphs of "Too Many Visitors"
aloud with a partner. Pay attention to the facts, numbers, and
punctuation. Read accurately.
Afterward think about how you did. Complete these sentences.

I remembered to

Next time I will

Unit 1 • Argumentative Text 81

 WRITING
Expert Model
Features of Persuasive Essay Literature Anthology:
pages 50–53
A persuasive essay is a kind of argumentative text. A persuasive
essay Word Wise
• clearly states the writer's opinion, or claim, in the opening “Protecting Our Parks”
• supports the writer's claim with facts and examples gives points for, and
counterpoints against,
• tries to convince readers to agree with the writer's claim
the argument that
national parks should
Analyze an Expert Model Reread page 51 of "Protecting Our be open to all visitors.
A persuasive essay
Parks" in the Literature Anthology. Use text evidence to answer
usually picks one claim
these questions.
and gives facts and
opinions to support the
How do you know the author thinks it is important to protect national
argument.
parks? The author clearly states, "Protecting these lands is an important job."

How does the author try to convince readers that national parks

need more protection? The author states the fact that national parks "contain
the last traces of some plants and animals." Then, the author uses the number of

park visitors to convince readers the parks are threatened by overcrowding.

82 Unit 1 • Argumentative Text

 ARGUMENTATIVE TEXT

Plan: Choose Your Topic Quick Tip

When you write a
Brainstorm With a partner, think of some national parks or persuasive essay, you
COLLABORATE landmarks. Why might visiting these places help you learn about are trying to convince
our country? Use these sentence starters to talk about your ideas. your audience to agree
with your claim. As you
A U.S. park or landmark I know is . . .
plan your essay, ask
One reason to visit this place is . . . yourself: What facts
will persuade my
Writing Prompt Choose one of the parks or landmarks you readers to visit the
discussed as your topic for a persuasive essay. You will need to place that I am writing
convince your readers that this is an important place to visit to about? Where can I
learn about America. find these facts?

I will write about

Purpose and Audience An author’s purpose is the main reason

for writing. Your audience is who will be reading what you write.

The reason I am writing about this topic is

Plan Think about what you want your readers to learn about the
place you are writing about. Why should they visit? Ask yourself
questions and answer them in your writer’s notebook.

Unit 1 • Argumentative Text 83

 WRITING
Plan: Research Quick Tip
An adult can help you
Identify Relevant Information You will need to research your topic develop and follow a
before you begin to write. Use encyclopedias, Web sites, books, research plan. Some
and electronic sources to gather information about your park or steps to a research
landmark. Ask an adult to help you plan your research and figure plan might include
out which sources to use. Make sure you find facts and examples figuring out where to
that are relevant, or related to, your topic. get the information you
need, finding the best
sources, and taking
Work with an adult to write three steps in your research plan.
notes.

1. _______________________________________________________

2. _______________________________________________________

3. _______________________________________________________

List two sources you will use here.

_________________________________________________________

_________________________________________________________
Main Idea
Take Notes In your writer's notebook, draw a Main Idea and
Details chart. Take notes and write three details that support your Detail Detail Detail
claim in your chart.

84 Unit 1 • Argumentative Text

 ARGUMENTATIVE TEXT

Draft Quick Tip

When using facts to
Fact and Opinion Writers use facts to support their claims. Facts
support your claim, be
COLLABORATE are true and can be proved. Opinions are beliefs that might or
sure to paraphrase, or
might not be true. In the example below from "Protecting Our
put them into your own
Parks," the author uses facts to support a claim.
words. Read the fact a
few times to make sure
The National Park Service thinks that people should be able to you understand it. Then
visit America’s parks and landmarks. Their mission is to protect land so explain it using your
that it can be enjoyed by everyone. They want families to hike the trails, own words.
observe the animals, and learn about our country’s history. But visitors
need bathrooms, parking lots, and places to eat.

Now use the above paragraph as a model to write about the park
or landmark you chose for your topic. Remember to use facts.

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

Write a Draft Look over your Main Idea and Details chart. Use it
to write your draft in your writer's notebook. Remember to clearly
state your claim, then use facts to support it.
Unit 1 • Argumentative Text 85
 WRITING
Revise Quick Tip
Think about the facts
Strong Opening Persuasive essays that have a strong opening you learned while
begin by clearly stating the writer's opinion. They also grab the researching your topic.
reader’s attention so that he or she will want to keep reading. Which fact grabbed
your attention? Use
Reread the first two paragraphs of "Protecting Our Parks" on
it to write a strong
COLLABORATE page 51 of the Literature Anthology. Talk with a partner about opening that makes
how the author grabs your attention. Write about it here. your audience want to
The author says that in 1872 Yellowstone became our first national park because
learn more.
__________________________________________________________
explorers thought it was so beautiful that it should be protected.
__________________________________________________________

__________________________________________________________

Revise It's time to revise your writing. Read your draft and think
about ways you might

• state your opinion more clearly

early
• include facts that grab the
e reader's attention
Circle two sentences in your draft that you can change. Revise
and write them here.

1
©Image Source, all rights reserved.

86 Unit 1 • Argumentative Text

 ARGUMENTATIVE TEXT

Peer Conferences Revising Checklist

Is my claim stated
Review a Draft Listen carefully as a partner reads his or her clearly?
COLLABORATE draft aloud. Tell what you like about the draft. Use these sentence
Does my essay have
starters to help you discuss your partner's draft. a strong opening?
I like the way you started your essay because . . . Do I include enough
facts to support my
Add another fact here to . . . claim?

You did/did not convince me because . . . Is my essay

organized in a
I have a question about . . . way that's easy to
understand?
Partner Feedback After you take turns giving each other
feedback, write one of your partner's suggestions that you will
use in your revision. Tech Tip
The program you use
_________________________________________________________
to write your draft on
_________________________________________________________ a computer should
include a thesaurus.
_________________________________________________________ The thesaurus will help
you find synonyms
_________________________________________________________ for words you might
want to replace. Using
Revision After you finish your peer conference, use the Revising new words instead of
Checklist to figure out what you can change to make your repeating old ones can
make your essay more
persuasive essay better. Remember to use the rubric on page 89
interesting to read.
to help with your revision.

Unit 1 • Argumentative Text 87

WRITING
Edit and Proofread Grammar Connections
When you proofread
After you revise your persuasive essay, proofread it to find any your draft for mistakes,
mistakes in grammar, spelling, and punctuation. Read your draft remember that using
at least three times. This will help you catch any mistakes. Use the a combination of both
checklist below to edit your sentences. simple and compound
sentences will make
Editing Checklist your essay more
interesting. A simple
Do all sentences start with a capital letter and end with a sentence is a complete
punctuation mark? sentence made of a
subject and a verb. A
Are the names of specific parks or landmarks capitalized? compound sentence
Are both simple and compound sentences used? is made of two simple
Are all words spelled correctly? sentences joined by
words such as and,
but, or, and so.
List two mistakes that you found as you proofread your
persuasive essay.
1

88 Unit 1 • Argumentative Text

 ARGUMENTATIVE TEXT

Publish, Present, and Evaluate Presenting Checklist

Look at your
Publishing When you publish your writing, you create a neat
audience.
final copy that is free of mistakes. If you are not using a computer,
Speak slowly and
use your best handwriting. Write legibly in print or cursive.
clearly.
Presentation When you are ready to present, practice your Present your opinion
presentation. Use the Presenting Checklist. and supporting facts
with confidence.
Evaluate After you publish, use the rubric to evaluate
Answer questions
your writing.
thoughtfully.

What did you do well?

What could use some improvement?

4 3 2 1
• claim is clearly stated • claim is clearly stated • claim is somewhat • claim is not stated
in a strong opening • includes supporting unclear • includes only one
• includes several facts • includes few supporting fact
supporting facts • some spelling, supporting facts • many spelling,
• very few spelling, grammar, or • several spelling, grammar and
grammar, or punctuation errors grammar, and punctuation errors
punctuation errors punctuation errors

Unit 1 • Argumentative Text 89

 SHOW WHAT YOU LEARNED
Spiral Review Read the selection and choose the best answer to each question.

You have learned new skills

and strategies in Unit 1 that Remembering
will help you read more
critically. Now it is time to
practice what you have
learned.
1
San Jacinto
The world’s tallest column monument reaches high
• Headings in LaPorte, Texas. This landmark is over 565 feet tall. It
• Maps honors the victory that took place there in 1836. The win led
• Main Idea and Key to the independence of Texas from Mexico.
Details
The Battle of San Jacinto
• Compound Words
2 In the 1820s, Mexico gained its independence from Spain.
• Character, Setting, Soon, Mexicans welcomed Americans to settle in Texas.
Plot: Sequence
In time, however, Americans outnumbered Mexicans. The
• Dialogue Mexicans worried they might lose Texas. They decided to
• Visualize close Texas to new settlers.
• Context Clues 3 Over the next few years, Texans grew tired of the
Mexican government. They wanted to be free. In October
Connect to Content 1835, they started the Texas Revolution. It included battles
• Create a Venn Diagram at the Alamo and at Goliad. The Texans lost both.
• Write an Advertisement 4 The Texans decided to launch a surprise attack on
• Reading Digitally Mexican troops. The Mexicans had about 1,500 troops. The
Jorg Hackemann/Shutterstock

Texans had just 800. On April 21, 1836, the Texans sneaked
up on the Mexican troops. They hid behind trees and the
hilly landscape. Then they attacked.

90 Unit 1 • Show What You Learned

 TU
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EXPOSITORY TEXT

SOCIA

ES
5 After just 18 minutes, the Texans had victory in sight.
Within 24 hours, they had captured about 700 Mexicans,
including their general. He was set free after he agreed to
end the war. Only six Texans died.

Visiting the Monument

6 Construction of the monument began on the 100th
anniversary of the battle. It opened exactly three years
later. The landmark honors all who fought for the
independence of Texas.
7 Today you can visit the San Jacinto battlefield and the
monument that towers over it. The column has a large
star at the top and a museum at its base. You can ride
an elevator 489 feet up. Then you can look out over the
battlefield, Houston, and San Jacinto Bay.

© David R. Frazier Photolibrary, Inc. / Alamy

Unit 1 • Show What You Learned 91
 SHOW WHAT YOU LEARNED
1 What information would you expect to find under the
heading “The Battle of San Jacinto”?
A a description of the monument
B the date the battle took place
C things to do today at the site
D the height of the elevator to the top

2 Look at the map. Use the compass rose. Start at the San
Jacinto Monument. Which direction is the Battleship Texas?
F east
G west
H north
J south

3 What is the main idea of the passage?

A Mexico gained its independence from Spain in the 1820s. Quick Tip
B Texans grew tired of Mexico and wanted independence. The main idea of a
C The San Jacinto Monument honors those who fought for passage is what the
Texan independence. passage is mostly
about. Details support
D There are many things to do at San Jacinto Battlefield. the main idea.

4 Which of the following is a compound word in paragraph 7?

F battlefield
G monument
H column
J elevator

92 Unit 1 • Show What You Learned

 REALISTIC FICTION

Read the selection and choose the best answer to each question.

1 Mama cracked open Sofia’s bedroom door. “Guess who’s

here for your birthday.”
2 Sofia’s brown eyes grew wide. “Who?” she asked.
3 “Abuela!” Mama said as she pushed the door open wide.
4 Sofia bounced off her bed like a spring. It had been more
than a year since she’d seen her grandmother.
5 “Abuela, you came from Mexico to celebrate with me?”
6 “You bet!” Abuela said. “Now tell me about your party.”
7 “I’m not sure what to do,” Sofia said.
8 “In Mexico, birthdays are always a big celebration!”
Abuela said. “We invited everyone to your mama’s party.”
9 “I want to have a Mexican birthday party!” Sofia
squealed. “What else did Mama do for her birthday?”
10 “I made tortilla chips and salsa and taquitos to eat.”
11 “What are taquitos?” Sofia wanted to know.
12 “They’re rolled tortillas filled with meat,” said Abuela.
13 “Did Mama have a birthday cake?” Sofia asked.
14 “She wanted flan instead,” Abuela said.

Unit 1 • Show What You Learned 93

 SHOW WHAT YOU LEARNED
15 “What’s that?” Sofia asked.
16 “Flan is like custard with a sweet caramel
sauce on top,” explained Abuela. “It’s so creamy
and smooth on the tongue!”
17 “Can you make flan for my party?” asked
Sofia.
18 “Of course!” said Abuela.
19 “Did Mama play games?” Sofia asked.
20 “It’s not a birthday party in Mexico without
a piñata,” said Abuela. “We hung the candy-
filled container from a tree. Then we blindfolded
one guest at a time, and he or she swung at
the piñata with a stick until someone broke it
open—crack! Candy rained down, and everyone
dove to the ground to get some!”
21 “I want a piñata, too!” said Sofia.
22 Over the next week, Sofia and Abuela got
ready for the party. Abuela showed Sofia how to
make her own tortilla chips, salsa, and taquitos.
Sofia helped her make flan, too. They even
made their own piñata in the shape of a donkey.
23 “I’m so happy you came to America for my
party, Abuela,” Sofia said. “I want to have a
Mexican birthday party every year!”

94 Unit 1 • Show What You Learned

 REALISTIC FICTION

1 Who is speaking in paragraph 1?

A a narrator
B Abuela
C Sofia
D Mama

2 What does Abuela describe first about Mexican birthdays?

F guests
G flan
H taquitos
J piñatas

3 What context clue in paragraph 16 tells you what flan is?

A creamy
B custard Quick Tip
C delicious Context clues are
D caramel words and phrases that
help readers figure
4 Which word in paragraph 20 helps readers use their sense of out the meaning of
hearing to visualize what is happening? unfamiliar words. Look
for context clues in
F rained surrounding sentences.
G blindfolded
H crack
J piñata

Unit 1 • Show What You Learned 95

 EXTEND YOUR LEARNING
COMPARING GENRES
• In the Literature Anthology, reread the narrative nonfiction
COLLABORATE text Gary the Dreamer on pages 10–21, and the argumentative
text "Protecting Our Parks" on pages 50–53.
• Use the Venn diagram below to show how the two genres are
the same and different.

Different

Alike

Gary the Dreamer Protecting Our Parks

tells a true story from a is nonfiction; includes includes strong opinions;

narrator’s point of view facts; includes feelings author tries to sway
readers to agree with
him or her

96 Unit 1 • Extend Your Learning

 SPIRAL REVIEW

HOMOGRAPHS
Homographs are words that are spelled the same but have
COLLABORATE different meanings. They are sometimes pronounced differently.
You can use nearby words as clues to help you figure out the
meaning of a homograph in a sentence.
• Read the sentences below and find the homograph.
• Use nearby words as clues to help you figure out the meaning
of the homograph.
1 Last week I had a bad case of the flu and stayed home.

2 The museum kept the ancient coins in a glass case.

The homograph is case

Circle the homograph in each sentence.

I used the word flu to figure out the meaning of the

homograph in sentence 1. The homograph means instance or condition .

I used the words kept in, glass to figure out the meaning of the

homograph in sentence 2. The homograph means box .

Unit 1 • Extend Your Learning 97

 EXTEND YOUR LEARNING
TU
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WRITE AN ADVERTISEMENT

SOCIA

ES
The purpose of an advertisement is to persuade people to do
something or buy a product. Write an ad persuading people to
visit your favorite landmark. Tell your readers positive things about
the landmark you want them to visit.
• Choose your favorite landmark to write about.
• Research facts about the landmark and write the ad.
• Draw a map of the landmark.

The landmark I decided to create an ad for is

I chose this landmark because

TU
L S DI
WRITE DIRECTIONS

SOCIA

ES
When you write directions, you give step-by-step instructions for
doing or making something. Directions often include time-order
words like first, next, and last.
• Think of one thing you can share about a cultural celebration
your family has.
• Write step-by-step directions about how to celebrate it.
• Read your instructions to a partner. Have your partner restate
your directions. Then have your partner read his or her
instructions to you. Restate them. Write one thing you learned
about your partner's celebration.

98 Unit 1 • Extend Your Learning

 CONNECT TO CONTENT
TU
L S DI
READING DIGITALLY

SOCIA

ES
Log on to my.mheducation.com and read the Time for Kids online
COLLABORATE article "Soccer Is America's Game" including the information
found in the interactive elements. Answer the questions below.
• What is one claim, or opinion, in this text?
Sample answer: Soccer is a great way to have fun.

Time for Kids: "Soccer Is

America's Game"

• How does the author support this claim?

Sample answer: The author uses facts. The author states that people who play

soccer run and kick a lot.

• What readers do you think the author wrote this article for?
Use text evidence to explain why.
Sample answer: People who are starting to like soccer. The text says soccer may

not be America's favorite sport but more people are learning to love the game.

I think the author wants people who already like soccer to like it even more.

strickke/E+/Getty Images
Unit 1 • Connect to Content 99
 TRACK YOUR PROGRESS
WHAT DID YOU LEARN?
Use the rubric to evaluate yourself on the skills that you learned
in this unit. Write your scores in the boxes below.

4 3 2 1
I can successfully I can identify most I can identify a few I need to work on this
identify all examples of examples of this skill. examples of this skill. skill more.
this skill.

Text Structure Sequence Main Idea and Details

Compound Words Context Clues Multiple-Meaning Words

Something I need to work more on is because

Text-to-Self Think back over the texts that you have read in this
unit. Choose one text and write a short paragraph explaining a
personal connection that you have made to the text.

I made a personal connection to because

100 Unit 1 • Track Your Progress

 TU

Integrat
e RESEARCH AND INQUIRY L S DI

SOCIA

ES
Present Your Work Quick Tip
Find or draw a larger
Use the Presenting Checklist to practice your presentation. version of the picture
COLLABORATE Discuss the sentence starters below and write your answers. you put on your
postcard. Display the
larger version as you
present your postcard
so that your classmates
can see the picture
better.

Presenting Checklist
I will practice
presenting my
An interesting fact I learned about the landmark on my postcard is postcard.
I will clearly name
the landmark I am
describing.
I will explain the
facts about the
I would like to know more about landmark.
Then I will point out
where the landmark
is on a map.

Read your postcard to the class. After each of your classmates

presents, locate the landmark or monument on a map of Texas.
Highlight Austin, the state capital of Texas.

Unit 1 • Track Your Progress 101

 Talk About It
Essential Question
How do people make
government work?

102 Unit 2 • Expository Text

 TU
The students are voting for class president today. They vote for the L S DI

SOCIA

ES
COLLABORATE person they think will do the best job. Voting lets people know
what you think. It gives you the power to choose.
Look at the photograph. Talk about what the students are doing.
Write what you see in the word web.

thinking about whom to vote for making a decision

Vote

putting their ballots

filling out their ballots
into the ballot box

Richard Hutchings/Corbis Documentary/Getty Images

BLAST
BACK!
Go online to my.mheducation.com and read the "Let's Vote
on It" Blast. Think about how voting can solve a problem.
Then blast back your response.
Unit 2 • Expository Text 103
 SHARED READ
TAKE NOTES
When you understand why
you are reading, you can
adjust how you read. If you
are reading for information,
you might reread sections to
understand important facts.
Preview the text and write
your purpose for reading.

As you read, make note of:

Interesting Words:

Key Details:
Essential Question
How do people make
government work?
Read about a group that teaches
kids the power of voting.

104 Unit 2 • Expository Text

 EXPOSITORY TEXT

FIND TEXT EVIDENCE

Have you ever voted? Read
Maybe you voted to choose a Paragraph 1

class pet. Maybe your family Author's Point of View

voted on which movie to see. If What does the author think is
important about voting? Draw a
you have ever voted, then you
box around text evidence.
know how good it feels. Voting
is important. It tells people what Paragraphs 2–3

you think. Reread

What is the Constitution? Circle
Many years ago, the leaders text evidence that tells what it
of our country wanted to is. Underline text that tells what
know what people thought, it does. Write what it does here.
too. They wrote a plan for our It gives Americans the right to choose
government. It is called the
their leaders and laws by voting.
Constitution. It gives men and
women in the United States the
right to vote.
Each year, people who are
eighteen years and older pick
Reread
new leaders. They also vote
on new laws. Voting gives Author's Craft
Americans the power to choose. How does the author help you
TongRo Image Stock/Corbis

understand the role voting plays

in society?

Unit 2 • Expository Text 105

 SHARED READ
FIND TEXT EVIDENCE Teaching Kids to Vote
Read
Paragraph 1 Did you know that only about six out of every ten
Author's Point of View Americans vote? That’s sad. Some people think that voting
How does the author feel about is too hard. They are unsure where to go to vote. They
people not voting? think it takes too much time. Now, a group called Kids
It's sad. More people should vote. Voting USA is trying to convince everyone to vote.
Kids Voting USA teaches kids that voting is important.
The group gives teachers lessons to use in their classrooms.
Draw a box around text First, kids read stories and do fun activities about

rbi Documentary/Getty Images

evidence. government. They also learn how to choose and elect a
Paragraph 2 good leader.
Headings
What is the heading of this

s/Corbis
ard Hutchings/Corbis
section? Write it here.

hings/Co
Hutching
Hutc
"Teaching Kids to Vote"

Images;
ty Images;
Image Richard
(bl) Rich
s; (bl)
Underline text evidence that

/Getty
Documentary/Getty
tary/Get
tells what Kids Voting USA does

umentary
Documen
to teach kids to vote.

rbis Doc
(br)Richard Hutchings/Corbis
s/Corbis
hings/Co
ching
Election Day is here! First we sign in.

106 Unit 2 • Expository Text

 EXPOSITORY TEXT

Next, kids talk with their families. They reread stories about FIND TEXT EVIDENCE
candidates. These are the people who want to be chosen as Read

leaders. Families discuss their ideas and make decisions. That Paragraph 1

way, when it’s time to vote, kids know whom they want to Reread
vote for. Underline two things that help
kids make decisions about
On Election Day, kids get to vote just like adults. They use whom to vote for.
ballots like the ones in real elections. A ballot is a special form Paragraph 2
with the names of candidates on it. Kids mark their choices on Prefixes
the ballot. Then they put the ballot into a special box. Finally, Draw a box around recounted.
Images

all the votes are counted and recounted. The winners are Write the prefix here.
hings/Corbis Documentary/Getty Images; (br) Richard Hutchings/Corbis Documentary/Getty

announced, and everyone knows who won.

re

What does recounted mean?

D

counted again

Reread

Author's Craft
How does the author help you
understand what a ballot is?
(bl)Richard Hutchings/Corbis

Then we mark a ballot. Finally we vote!

Unit 2 • Expository Text 107

 SHARED READ
FIND TEXT EVIDENCE
Read Vote Now
Paragraph 1 Voting helps kids learn how
Reread to be independent and think for
Underline how voting helps kids. themselves. It also gives them the
Why does Kids Voting USA want
power to share how they feel. Kids
kids to vote now?
Voting USA wants kids to vote now.
When they grow up, more of them There’s a good reason. They estimate
will vote.
that when these kids grow up, more
of them will vote.
Paragraph 2 In about ten years, kids your age
Author's Point of View will be old enough to vote. You will
What does the author think have the power to help elect great
about voting? leaders and make new laws.
It's exciting! Isn’t that exciting?
Elections are held in many schools
Circle text evidence to support to teach kids how to vote.
your answer.

Reread

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

108 Unit 2 • Expository Text

 EXPOSITORY TEXT
This bar graph shows the results of a class
election. Which pet was the favorite? FIND TEXT EVIDENCE
Read
Paragraph 1
Reread
What does the bar graph show?
results of the class election

Hamster

Hermit Crab Underline text evidence.

Guinea Pig Bar Graph

Look at the bar graph. Circle
Mouse the pets in the class election.
4 5 6 7 8 Which pet got the most votes?
0 1 2 3
guinea pig

How many votes did it get?

seven
Summarize
Reread
Use your notes and think about
why voting is important. Author's Craft
Summarize your ideas. How does the bar graph help
you understand more about
Phil Coale/AP Images

voting?

Unit 2 • Expository Text 109

 Reread SHARED READ
Vocabulary convince
Amir tried to convince his friend to play
Use the sentences to talk with a partner baseball.
about each word. Then answer the questions. What is something someone tried to convince
you to do?
announced
The teacher announced the winner of the Sample answer: My friend tried to convince me to read her

election. favorite book.

What is something that your teacher has
announced? decisions
Sample answer: Our teacher announced that we were going Jasmine made two decisions about what to
eat for breakfast.
on a field trip.
Name two decisions you make every day.
candidates Sample answer: Should I ride my bike or walk to school?
Andrew was happy to be one of the
Should I do my homework before or after dinner?
candidates for class president.
What are some things candidates do before elect
an election? The players voted to elect a team captain.
Sample answer: Candidates give speeches and meet people. What is another word for elect?
choose

Build Your Word List Reread the second paragraph on page 105. Draw
a box around the word right. Look up the definitions of the word right
using a dictionary. Use context clues to figure out the meaning. Write a
sentence using right in your writer’s notebook.
110 Unit 2 • Expository Text
 EXPOSITORY TEXT

estimate Prefixes
Shauna tried to estimate, or guess,
the weight of her cat. A prefix is a word part added to the beginning
of a word. It changes the meaning of the word.
What does it mean to estimate The prefix un- means “not.” The prefix re-
something? means “again.”
To estimate means to guess.
FIND TEXT EVIDENCE
In the first paragraph on page 107, I see
the sentence “They reread stories about
government candidates.” The word reread has the prefix
Miguel went to city hall to learn re-. I know the prefix re- means “again.” The
about his local government. word reread must mean “read again.”
Write down one thing that your
local government does.
Sample answer: My local government takes
They reread stories about candidates.
care of our parks.

independent Your Turn Find the word unsure on page 106.

It's good to be independent and do Use the prefix to figure out the meaning of the
things on your own. word. Write it here.
How can you be more independent unsure not sure
at home?
Sample answer: I can learn to make and pack

my own lunch.

Unit 2 • Expository Text 111

 Reread SHARED READ
Reread Quick Tip
When you reread text,
Stop and think about the text as you read. Do you understand
you are monitoring
what you are reading? Does it make sense? Reread to make sure
your comprehension.
you understand. Ask yourself questions
to make adjustments
FIND TEXT EVIDENCE as you read.
Do you understand why the author thinks voting is important?
Reread the first part of page 105.

Page 105
I read that voting is a
Have you ever voted?
Maybe you voted to choose a way to tell people what
class pet. Maybe your family
voted on which movie to see. If you think. It is a way for
you have ever voted, then you
know how good it feels. Voting people to choose new
is important. It tells people what
you think. laws and leaders. Now
Many years ago, the leaders
of our country wanted to
I understand why the
know what people thought,
too. They wrote a plan for our
author thinks voting is
government. It is called the
Constitution. It gives men and
important.
women in the United States the
right to vote.
Each year, people who are
eighteen years and older pick

Your Turn How does Kids Voting USA teach kids to vote? Reread
COLLABORATE pages 106 and 107. Then write the answer here.
Kids get to vote like adults. They mark their votes on ballots and put the ballots into

a special box. Their votes are counted.

112 Unit 2 • Expository Text

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Headings and Bar Graphs Readers to Writers

Look at the headings
“Every Vote Counts!” is an expository text. An expository text
in “Every Vote Counts!”
• gives facts and information about a topic Headings tell what the
• has headings that tell what a section is about sections will be about.
• includes text features, such as headings and bar graphs Authors use headings
to organize text.
FIND TEXT EVIDENCE When you write, use
I can tell “Every Vote Counts!” is an expository text. It gives facts headings to organize
about voting. It also has headings and a bar graph. your topic.

Page 109
Headings
A heading tells what a section of text is mostly about.
This bar graph shows the results of a class
election. Which pet was the favorite?
Bar Graph
A bar graph is a special kind of picture. It helps you
understand and compare numbers and information
Hamster

Hermit Crab
in a quick and easy way.
Guinea Pig

Mouse
7 8
Your Turn Look at the bar graph on page
2 3 4 5 6
0 1
COLLABORATE 109. Talk with a partner about something
you learned. Write it here.
I learned the guinea pig is most popular. The mouse

and hamster are least popular.

Unit 2 • Expository Text 113

 Reread SHARED READ
Author’s Point of View Quick Tip
To decide whether you
An author's point of view is what the author thinks and feels agree with the author,
about a topic. Look for details that show the author's thoughts compare his or her
and feelings. Then decide if you agree with them. point of view to your
personal experience
FIND TEXT EVIDENCE and your ideas about
What does the author think about voting? I can reread and look society.
for details that tell me what the author thinks. This will help me
figure out the author’s point of view.

Details Details help you figure

out the author’s point
The title of the text is “Every Vote Counts!” of view.

The author thinks it’s sad

that only six out of every ten Americans vote.

Voting gives Americans the

right to choose.

Point of View

Voting is important.
Everyone should vote.

Your Turn Reread “Every Vote Counts!” Find details that show how the
COLLABORATE author feels about Kids Voting USA. Write the details in the graphic
organizer. What is the author’s point of view? Do you agree with it?
114 Unit 2 • Expository Text
 EXPOSITORY TEXT

Details

Kids Voting USA teaches kids that voting is important.

Voting helps kids be independent and think for themselves.

If kids vote now, they are more likely to vote as adults.

Author’s Point of View

The author supports Kids Voting USA because it helps kids learn about voting.

Unit 2 • Expository Text 115

 Reread SHARED READ
Respond to Reading Quick Tip
Use these sentence
Talk about the prompt below. Think about different ways the
starters to talk about
COLLABORATE author explains voting. Use your notes and graphic organizer. the prompt.
The author uses . . .
How does the author help you understand that every This helps me
vote counts? understand that . . .

The author uses a question at the beginning of the selection to get me

The bar graph helps
me see . . .
interested, then clearly states that voting is important. The author also explains

what voting does, how it works, and why everyone should vote. The author uses Grammar Connections
headings that make it easy to understand each section. The author also includes Be sure to use
complete sentences.
photographs and captions that give more information about voting. Finally, the A complete sentence
says who or what is
author includes a bar graph that shows how votes are counted and compared. doing something and
what they are doing.
This helps me see that my vote can make a difference!
Remember that a
statement tells you
something. It ends with
a period.
A question asks you
something. It ends with
a question mark.

116 Unit 2 • Expository Text

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Writing Correspondence Quick Tip
Think about where you
A thank-you note is a way to let people know that you are live. Use these sentence
thankful for something they did. A thank-you note starters to decide
• includes a greeting whom to thank.

• uses a friendly tone and shares reasons for thanking the The parks are…
person it's sent to I feel safe because…
• has a closing

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

Look at the thank-you note below. Why is Akilah sending

a note to Ms. James?
Dear Ms. James,
to thank her for taking care of the new baseball field
Thank you for taking
such good care of the
Write a Thank-You Note Choose a person who works new baseball field at
COLLABORATE in your town. Write a thank-you note. Remember to Turner Park. My friends
• write reasons why you are thankful
and I like playing ball
there.
• write in a friendly, informal tone using everyday
vocabulary Sincerely,
• include your name Akilah
Add an illustration to your note. Share your note with
a partner.

Unit 2 • Expository Text 117

 Reread ANCHOR TEXT
Vote!
How does the author help you understand that voting Literature Anthology:
is important? pages 100–119

Talk About It Reread page 104 and look at the illustrations. Talk Evaluate Information
COLLABORATE with a partner about how important each person’s vote is.
As you read, evaluate
Cite Text Evidence What clues in the text and illustrations help details to identify
you see that every vote counts? Write them in the chart. key ideas. Ask: What
details does the
Text Evidence Illustration Clues How It Helps author use to help me
understand how she
“sometimes the The illustration shows It tells me that feels about voting?
winner of an election two big groups that every vote is
Focus on clues that
is decided by just a are about the same important.
few votes” size with several help you see why
people between them voting is important.
trying to decide whom
to vote for.

Write The author helps me understand how voting is important by

writing that elections can be decided by just a few votes and using illustrations to

show that when there's an equal number of voters supporting each candidate, just

a few people could sway the vote one way or the other.

118 Unit 2 • Expository Text

 EXPOSITORY TEXT

How does the author use illustrations and speech bubbles Quick Tip
to help you understand how people vote?
I can use these
Talk About It Analyze the illustrations and speech bubbles on sentence starters when
we talk about how
COLLABORATE pages 112–113. Talk with a partner about what it is like to vote.
to vote.
Cite Text Evidence How do the pictures and words help you The illustrations
understand the voting process? Write evidence in the chart. show…
The speech bubbles
Illustrations Show Speech Bubbles Explain help me understand…
They show what the voting place They explain what happens at the
looks like. voting place.
Make Inferences
They show that people must check in They explain that voters check in to
before they vote. make sure they're registered to vote The illustrations show
and only vote once.
curtains surrounding
They show what one kind of ballot They explain what kinds of things are each voting booth.
looks like. on the ballot. Use text evidence and
make an inference, or
They show the different steps of the They answer questions about voting an educated guess, to
voting process. and explain what voters are thinking. answer the question:
Why do the voting
booths have curtains?
Write Illustrations and speech bubbles help me understand how

the voting process works. The pictures help me visualize what the voting place

and ballots look like and the steps of voting. The speech bubbles ask and answer

questions I might have and tell me what some voters think about as they cast

their votes.

Unit 2 • Expository Text 119

 Reread ANCHOR TEXT
How does the author help you understand what happens Quick Tip
at a swearing-in ceremony?
When I reread, I can
Talk About It Reread pages 118 and 119. Look at the illustrations. look for text evidence
COLLABORATE Talk about what happens during and after a swearing-in to answer questions.
ceremony.
Cite Text Evidence What clues show what happens during and
Make Inferences
after a swearing-in ceremony? Write them here.
An inference is a guess
The new mayor is saying, “I promise to do my best,” while a large based on evidence.
crowd looks on. The author says that
the new mayor won't
please all the people
all the time. Make an
“After she is sworn in, the new mayor will have a few years to do inference about which
her new job.”
group of voters is more
likely to be happy with
her and which is more
likely to be unhappy.
“She won’t please all the people all the time, but if she does a good job,
maybe the voters will elect her again!”

Write The author helps me understand what happens by

showing the new mayor swearing to do her best with her family beside her and her

supporters in the audience and by stating in the text that if she is a good mayor,

the people might elect her again.

120 Unit 2 • Expository Text

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Respond to Reading Quick Tip

Use these sentence
Answer the prompt below. Think about what you learned about
starters to talk about
COLLABORATE voting. Use your notes and graphic organizer. how American citizens
are responsible for the
How does the author help you understand how American way our government
works.
citizens are responsible for the way our government works?
The author organizes
The author organizes the text by describing an election from beginning to end. the text by…
She includes many
She talks about how voters are responsible for selecting government officials.
examples of…
She explains that voters need to learn about candidates by watching debates, That helps me
understand…
reading newspapers, watching TV news, listening to the radio, or searching the

Internet. She also describes how voters can help their candidate win the race
Self-Selected
Reading
by calling other voters, answering phones, addressing envelopes, or handing out
Choose a text. Read
flyers. She includes many examples of how citizens are involved at all times. the first two pages.
If five or more words
That helps me understand how citizens are responsible for the way our
are unfamiliar, pick
another text. Fill in
government works.
your writer’s notebook
with the title, author,
genre, and your
purpose for reading.

Unit 2 • Expository Text 121

 Reread PAIRED SELECTION
A Plan for the People
Literature Anthology:
pages 122–125
A Summer of Arguments
1 The meetings began on a hot day in May Reread and use the prompts to take
notes in the text.
1787. The delegates gathered together in the
Philadelphia State House. They closed the Reread paragraph 1. Underline words
windows because the meetings were secret. that help you visualize what the
It was hot in the State House. When they Philadelphia State House was like during
opened the windows to cool off, bugs flew the meetings.
in. The delegates argued all summer in the
hot, buggy rooms. Making a new plan for
COLLABORATE
government was not easy or fun.
Talk with a partner about what the
2 Some delegates wanted one person to delegates agreed and disagreed about
run the new government. Others thought a in paragraph 2. Circle the things they
group should be in charge. They all agreed disagreed about.
on one thing. A group should make laws Why is “A Summer of Arguments” a
for the country. But they disagreed on how good heading for this section? Use your
to pick these leaders. The famous inventor annotations to explain.
and statesman Benjamin Franklin attended
__________________________________
I learned from text evidence that the meetings
the meetings. He wondered how the groups
could ever make any decisions. __________________________________
took place during a hot summer. I also learned that

__________________________________
delegates argued over how many people should run

__________________________________
the government and how the leaders should be chosen.

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Underline the sentences in paragraph 3
that help you understand more about the
Making a Plan Constitution.
3 The delegates wrote their plan and
called it the United States Constitution. The
COLLABORATE
Constitution was only a few pages long, but Reread paragraph 4. Talk with a partner
it was full of big ideas. The Constitution about how the author uses cause and
shows how our government works. It says effect to explain how the Bill of Rights
that people are in charge of the government. was created. Remember to listen and
People vote to pick their leaders. These respond to the information presented by
leaders run the government for the people. your partner.
Circle why some delegates decided not
A Government That’s to sign the Constitution.
Fair to All What was the effect? Draw a box
around it and write it here.
4 The delegates planning the Constitution met
for four months. They thought the Constitution In 1791, Congress changed the Constitution to protect
__________________________________
was a good plan. But not all delegates signed it the rights of American citizens. These changes were
__________________________________
on September 15, 1787. Some of them wanted
to make sure the government protected called the Bill of Rights.
__________________________________
people’s rights, too. A right is something you
__________________________________
are allowed to have or do. In 1791, Congress
changed the Constitution to protect the rights __________________________________
of American citizens. One right allows people
__________________________________
to speak freely. These changes were called the
Bill of Rights. __________________________________

Unit 2 • Expository Text 123

 Reread PAIRED SELECTION
How does the author use headings to help you learn Quick Tip
how America’s leaders wrote the Constitution?
When I reread, I use
Talk About It Reread the headings on pages 123 and 124. Talk headings to help myself
COLLABORATE with a partner about why the author uses these headings to understand the main
ideas in each section.
organize the text.
Cite Text Evidence How does each heading help organize and
explain the topic? Write text evidence in the web.

"A New Government" "A Summer of

talks about a "new Arguments" talks
nation of thirteen about what the
states" trying to form a delegates debated all
new government. summer long.

How
Headings Help

"Making a Plan" "A Government

explains how the That’s Fair to All" talks
delegates' plan about how the Bill
became the United of Rights protects all
States Constitution. citizens.

Write The author uses headings to help me understand what each

section will be about. This helps me focus my thoughts on how the text connects to
______________________________________________________
the topic in the heading.
______________________________________________________
124 Unit 2 • Expository Text
 Author's Purpose Readers to Writers
When you write, use
Writers have a purpose, or reason, for writing. They can write to the text structure that
inform, entertain, or persuade. Choosing the right text structure, matches what you
or way to organize text, helps them achieve their purpose. want to say:
• description when
FIND TEXT EVIDENCE
you want to describe
In the last paragraph of page 122, the author uses a compare- something
and-contrast text structure to help readers understand the • cause and effect
different sides of an important debate about our government. when you want
to explain why
something happened
Some delegates wanted one person to run the new • compare and contrast
government. Others thought a group should be in charge. when you want to
compare two things
They all agreed on one thing. A group should make laws for
the country. But they disagreed on how to pick these leaders.

Your Turn Reread paragraph 4 on page 123.

COLLABORATE
• How does the author use text structure to help you understand

why we have a Bill of Rights?

Unit 2 • Expository Text 125

 Integrate MAKE CONNECTIONS
Text Connections Quick Tip
George Washington
How does the information you read in Vote! and is in the middle of
“A Plan for the People” help you understand what the engraving. Seeing
is happening in the engraving? him there helps me
compare text to art.
Talk About It With a partner, discuss what you see in the
COLLABORATE engraving. Read the caption and talk about what
happened to make the event shown in the engraving
possible.
Cite Text Evidence Reread the caption. Underline
evidence that explains how people make government
work. Circle one clue in the engraving that shows
George Washington is taking the oath of office.
Write The information in "Vote!" and “A Plan for the
People” helps me understand more about what is
happening in the engraving by telling me how our

government works and when certain events took place. Like the

caption and engraving, "Vote!" shows how our leaders are chosen
Time & Life Pictures/The LIFE Picture Collection/Getty Images

and sworn in. “A Plan for the People” says that the Constitution was

signed in 1787, and the Bill of Rights was added in 1791. The caption

says that George Washington took the oath as president in 1789, This engraving shows George Washington
taking the oath of office on April 30, 1789.
between those two events. Americans voted for Washington and on
this day, he was sworn in as their president.

126 Unit 2 • Expository Text

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Present Your Work Quick Tip
Think about reading
Decide how you will present your thank-you note to the class. your thank-you note as
COLLABORATE Use the presenting checklist as you practice your presentation. if the person it’s for is
Discuss the sentence starters below and write your answers. standing right in front
of you. Be prepared
to answer questions
about what you are
saying thank you for.

Presenting Checklist
I will practice
reading my note.
I will look at the
audience.
I will speak clearly
An interesting thing I learned about my town is and slowly.
I will listen carefully
to questions from
the audience.
I think my presentation was

I know because

Unit 2 • Expository Text 127

 WRITING
Expert Model
Features of Expository Essay Literature Anthology:
pages 100–101
An expository essay is a form of expository text. It presents
ideas and information about a topic. An expository essay Word Wise
• has an introduction that makes the reader want to Writers use different
keep reading kinds of nouns when
• presents facts, details, and information in a logical order they write. These words
include common nouns,
• provides a conclusion that relates to the topic such as election and
winner, and proper
nouns, such as Election
Analyze an Expert Model Reread pages 102 and 103 of Vote!
Day and Mayor Smith.
in the Literature Anthology. Use evidence from the bubbles and Proper nouns begin
illustrations to answer the questions. with capital letters.
How does the author introduce her topic in a way that makes you
want to keep reading? She asks me how I would choose a mayor for my
town. This helps me connect the topic to my personal experience.

How does the author help you understand how candidates

convince people to vote for them? She uses illustrations to show
a candidate meeting with voters and thought bubbles to show what everyone

is saying.

128 Unit 2 • Expository Text

 EXPOSITORY TEXT

Plan: Choose Your Topic Quick Tip

When a writer wants
Brainstorm With a partner, brainstorm a list of things you
to share information
COLLABORATE learned about voting and how people make government work. with readers, he or she
Use the sentence starters below to talk about your ideas. writes an essay. When
I read about . . . you are choosing your
topic, think about what
This is interesting to me because . . . is interesting to you.
That will make your
essay more fun to write
Writing Prompt Choose one of the ideas from your list. Write
and more fun for your
an essay explaining your topic. readers to read.
I will write about

Purpose and Audience An author’s purpose is the main reason

for writing. Your audience is who will be reading the work.

The reason I chose this topic is

I want my audience to

Plan In your writer's notebook, make a Word Web to plan your

writing. In the center write your topic.

Unit 2 • Expository Text 129

 WRITING
Plan: Research Quick Tip

When you paraphrase,

Paraphrase Research your topic using a variety of source
remember to avoid
materials. As you take notes, remember to paraphrase, or write copying from your
the meaning of the text in your own words. Record the author, source. Copying other
title, and publication information for each source for your works people's words is
cited page. Here's an example of how to list this information. called plagiarism. To
paraphrase, look away
from your source when
Smith, Jane. How Government Works. Houston. Checkers taking notes. Jot down
key details in your own
Press. 2017. Print
words. Then check
your notes against the
original source.
Notice how the author's name is written. Circle the author's
last name. The title is in italics. Underline the name of the article
or book.
Digital Tools
Now list one source you will use. Follow the model above.
For more
information on
______________________________________________________ how to cite
______________________________________________________ sources, watch
"Cite Your
Sources." Read the
Take Notes In your writer's notebook, take notes by adding
"Sample Works
related ideas and details to your Word Web. Create a works cited
Cited Page." Go to
page. Put your list of sources in alphabetical order.
my.mheducation.
com.

130 Unit 2 • Expository Text

 EXPOSITORY TEXT

Draft Grammar Connections

As you write your
Developing the Topic Authors use relevant details to develop
expository essay, be
their topic into an engaging essay. The author of "Every Vote sure to capitalize
Counts!" grabs your attention with a question, then gives details. proper nouns, such as
the names of people,
places, or groups.
Did you know that only about six out of every ten Americans vote?
That’s sad. Some people think that voting is too hard. They are unsure
of where to go to vote. They think it takes too much time. Now, a
group called Kids Voting USA is trying to convince everyone to vote.

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

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

______________________________________________________

______________________________________________________

______________________________________________________

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

Unit 2 • Expository Text 131

 WRITING
Revise Quick Tip
Remember to use facts,
Strong Conclusion An expository essay needs a strong details, and definitions
conclusion that stresses its most important points. The conclusion related to your topic
should repeat the main idea of the essay in a new way. to fully explain your
ideas. Present facts
Reread the last paragraph from "Every Vote Counts!" on page 108.
and details in a logical
COLLABORATE Talk with a partner about how the author ends the essay. Write order.
about it.
Sample answer: The author ends the essay with a question that shows how he or she
_______________________________________________________
feels about voting and gets me thinking about voting, too.
_______________________________________________________

_______________________________________________________

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

_______________________________________________________

_______________________________________________________
Steve Debenport/Getty Images

_______________________________________________________

132 Unit 2 • Expository Text

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Peer Conferences Revising Checklist

Does my introduction
Review a Draft Listen carefully as a partner reads his or her
make readers want
COLLABORATE draft aloud. Say what you like about the draft. Use these sentence to keep reading?
starters to help discuss your partner's draft.
Did I include facts
I like this part because it helped me understand . . . and details that
explain my topic?
This part is unclear to me. Can you explain why . . . Are my facts and
details in a logical
I have a question about . . . order?

Partner Feedback After you take turns giving each other Does my essay
end with a strong
feedback, write one suggestion from your partner that you will
conclusion?
use in your revision.

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

Revision Use the Revising Checklist to figure out what you can
change to make your expository essay better. Remember to use
the rubric on page 135 to help with your revision.

Unit 2 • Expository Text 133

 WRITING
Edit and Proofread Tech Tip
If you wrote your draft
After you revise your expository essay, proofread it to find any on a computer, use the
mistakes in grammar, spelling, and punctuation. Read your draft spell-check feature to
at least three times. This will help you catch any mistakes. Use the find spelling mistakes.
checklist below to edit your sentences. This feature will
also suggest correct
spellings. The spell-
Editing Checklist check might not find
every misspelled word
Do all sentences begin with a capital letter and end with a though, so proofread
punctuation mark? your draft as well.
Did you use past, present, and future verb tenses correctly?
Are there capital letters at the beginning of proper nouns?
Are all the words spelled correctly? Grammar Connections
When you proofread
your draft for
List two mistakes that you found as you proofread your essay. punctuation mistakes,
remember to use end
1 punctuation that fits
the kind of sentences
you wrote.

134 Unit 2 • Expository Text

 EXPOSITORY TEXT

Publish, Present, and Evaluate Presenting Checklist

Look at the audience.
Publishing When you publish your writing, you create a neat final
Speak slowly and
copy that is free of mistakes. If you are not using a computer,
clearly.
write neatly. Leave the space of a pencil point between letters
Communicate
and the space of a pencil eraser between words.
your main ideas
Presentation When you are ready to present, practice your effectively.
presentation. Use the presenting checklist. Hold any visual aids
so that everyone can
Evaluate After you publish, use the rubric to evaluate your essay. see them.

What did you do successfully?

What needs more work?

4 3 2 1
• includes a strong • includes an • introduction is • no introduction
introduction interesting unclear • does not focus on a
• includes many introduction • very few facts and particular topic
relevant details in a • includes some details details related to • no relevant facts or
logical order in a logical order the topic details
• includes a strong • includes a conclusion • conclusion does not
conclusion that sums with a detail related inform readers or
up the topic to the topic sum up topic

Unit 2 • Expository Text 135

 Talk About It
Essential Question
Why do people immigrate
to new places?

136 Unit 2 • Historical Fiction

 TU
This is Hester Street. Many immigrants moved here and worked L S DI

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COLLABORATE on this New York City street. They came for many reasons.
Immigrants dreamed about new jobs. They felt there were lots of
opportunities. They believed their lives would be better.
Look at the photograph. What is immigration? Write what you
have learned in the word web.

better life new jobs

Immigration

leaving home and moving

opportunities
to a new country

Alexander Alland, Jr./Photo Collection/Getty Images

BLAST
BACK!
Go online to my.mheducation.com and read the "Leaving
Home" Blast. Think about how geography can influence
immigration. Then blast back your response.
Unit 2 • Historical Fiction 137
 SHARED READ
TAKE NOTES
Asking questions before you
read helps you figure out what
you want to learn as you read.
Think of a question about why
people immigrate to America.
Write it here.

As you read, make note of:

Interesting Words:

Key Details:
Essential Question
Why do people immigrate to
new places?
Read about why one family
came to America.

138 Unit 2 • Historical Fiction

 Nora woke early. She hadn’t slept much. It was HISTORICAL FICTION
March, 1895. Da was leaving for America today.
Uncle Sean immigrated there last year and found FIND TEXT EVIDENCE
work right away. He asked Da to join him. It was Read
Mama and Da’s dream to one day live in America. Paragraph 1

Nora lit a lamp for light and sat down at the table. Theme
What happened to Uncle Sean
Her brother, Danny, joined her.
when he got to America?
“I feel like crying,” he whispered softly.
He found work right away.
“I know,” Nora answered. “So do I, but this is Da
and Mama’s dream. Da will find work and send for
us. Look at the photographs that Uncle Sean sent.
Doesn’t America look grand?” Circle text evidence.
Paragraphs 2–4
Make Predictions
Underline how Nora and Danny
feel about moving to America.
What will Nora do to make
Danny feel better?
Sample answer: I think she will tell

Danny about the good things.

Reread

Author's Craft
How does the author help you
understand that Nora and her
family lived a long time ago?
Tristan Elwell

Unit 2 • Historical Fiction 139

 SHARED READ
FIND TEXT EVIDENCE
Read
Paragraph 1
Theme
Circle two reasons Danny
doesn't want to go to America.

Paragraphs 2–3
Make Predictions
Review the prediction you made
on page 139. Underline clues
that confirm it. Correct your
prediction if it was wrong.

Paragraph 3
Events
What is Da going to do?
“I don’t want to ever leave Ireland,” Danny said.
He is leaving for America.
“We won’t have any friends in America. We’ll be far away
from Grandda, Paddy, and Colleen.”
Draw a box around text
evidence. “Maybe you’ll be glad it isn’t Ireland,” Nora said.
“There will be enough food to eat. Mama and Da can
Reread
relax and not worry so much. We’ll all have a better life.
Author's Craft America will be the land of our dreams.”
How does the author
Then Da carried a bag into the room. “Cheer up, my
use dialogue to help you
understand how Danny and little loves! Why, in no time at all, you’ll be joining me.”
Nora feel about moving?

140 Unit 2 • Historical Fiction

 A year later, Da had saved enough money to send
HISTORICAL FICTION
for his family. Mama, Danny, and Nora packed what
little they had. They got on a crowded steamship and
began their voyage. FIND TEXT EVIDENCE
Read
The trip across the Atlantic Ocean was rough. The
Paragraphs 1-2
air inside the steamship smelled like a dirty sock. The
Make Predictions
ship tossed up and down for days. The waves were as
Draw a box around one detail
big as mountains. Many passengers became seasick,
about the steamship. What will
but Nora and Danny felt fine. the trip be like?
Every day Nora daydreamed and reread Da’s
letters. She thought of the buildings and streetcars he
wrote about. In her dreams, she could picture Da on a
crowded street. He had a big smile on his face.

Read paragraph 2. Confirm or

revise your prediction.

Paragraph 3
Theme
What does Nora do every day?
Underline text evidence.

Reread

Author's Craft
How does the illustration help
you understand how Nora feels?
Tristan Elwell

Unit 2 • Historical Fiction 141

 SHARED READ One morning, Nora awoke. A moment
later, she realized something was different.
The ocean was as smooth as glass.
FIND TEXT EVIDENCE
Read
A few hours later, Nora, Danny, and
Paragraph 1
Mama shivered together on the ship’s deck.
Make Predictions Snowflakes drifted through the air. Another
What do you predict is traveler noticed and gave them a blanket. It
happening as Nora wakes up? was as thin as a rag, but nothing could have
been more valuable to them.
Sample answer: Their boat arrives in
Suddenly, someone shouted, “There’s
the harbor.
Lady Liberty!” As the ship passed the
Draw a box around clues. large statue, the crowd cheered. Someone
shouted, “At last, we’ve arrived! We are
Paragraph 2
Similes in America.” Soon, everyone was singing
Underline a sentence that and dancing.
compares two things. What
does it compare?
the blanket to a rag

Paragraph 3
Theme
Write how the people feel
when they arrive in America.
The people feel happy and excited.

Circle text evidence.

142 Unit 2 • Historical Fiction

 A ferry took the travelers to Ellis Island. In the main
HISTORICAL FICTION
hall, doctors inspected the family. They looked for signs of
illness. Mama had to answer many questions. Nora knew
that people didn’t get an opportunity, or chance, to take FIND TEXT EVIDENCE
Read
these tests twice. Nora looked at Danny, then at Mama.
Paragraph 1
They had to pass.
Events
After a few hours, the family learned they could How did Mama, Nora, and
stay in America. As they filed off the ferry, Nora saw Danny get to Ellis Island?
Uncle Sean’s dark hair. A ferry took them.
Then she saw Da.
His hands waved wildly. Underline details that tell what
He had a big smile on his happened there.
face. Dreams do come Paragraph 2
true, Nora thought as Theme
she waved back. Circle details that tell what Da
does when he sees Nora.

Reread

Author's Craft
How does the author help you
understand how Nora feels at
Summarize
Ellis Island?
Use your notes
and think about
what happens in
Fluency
"Sailing to America." Take turns reading the first
Summarize the paragraph. Talk about how
important events. the author helps you read with
Tristan Elwell

feeling.

Unit 2 • Historical Fiction 143

 Reread SHARED READ
Vocabulary inspected
Dad carefully inspected the tire to find out
Use the sentences to talk with a partner where the hole was.
about each word. Then answer the questions. What is something that you have inspected
carefully?
arrived
I rang the doorbell when I arrived at my Sample answer: I carefully inspected my bike after I

friend’s house. dropped it.

What do you do after you have arrived at
school? moment
Sample answer: After I have arrived at school, I hang up my The bee landed on the flower for a moment
and then flew away.
jacket and backpack.
What can you do that lasts only a moment?
immigrated Sample answer: I can throw a ball in a moment.

Many people immigrated to the United States

from other countries. opportunity
Why have some people immigrated to Our class had an opportunity, or chance, to
America? visit the science museum.

Sample answer: Some people immigrated to America for

What is another word for opportunity?
chance
new jobs.

Build Your Word List Pick one of the interesting words you listed on
page 138. Use a print or online dictionary to find the word’s meaning.
Then use the word in a sentence.

144 Unit 2 • Historical Fiction

 HISTORICAL FICTION

photographs Similes
Looking at old photographs
reminds me of things I've forgotten. A simile compares two very different things.
It uses the word like or as. One example is:
What can you learn from family Her cheeks were like red roses.
photographs?
Sample answer: I can learn what my relatives FIND TEXT EVIDENCE
In “Sailing to America,” I see the simile, "The
looked like when they were children. waves were as big as mountains." Comparing
waves to mountains makes the waves seem
valuable huge and tall.
The card I made is very valuable to
my grandmother.
Describe something that is valuable
to you.
Sample answer: My soccer trophy is valuable

to me.
The waves were as big as mountains.

whispered
Your Turn Explain the meaning of the simile
Kara whispered in Sofia’s ear so no
"The air inside the steamship smelled like a
one else would hear her secret. dirty sock" from page 141.
What is the opposite of whispered?
Comparing air inside the ship to a dirty sock makes the air
Sample answer: shouted
seem stinky.

Tristan Elwell
Unit 2 • Historical Fiction 145
 Reread SHARED READ
Make Predictions Quick Tip
A story's setting can
Use story clues to predict what happens next. Was your prediction
offer clues about what
right? Reread to confirm, or check, it. Change it if it isn't right. will happen next. For
example, you can
FIND TEXT EVIDENCE use the change of
What will Da do after he reaches America? You may have setting from Ireland
predicted that he would send for his family. Reread pages 140 to America to predict
what characters in
and 141 for clues to support your prediction.
"Sailing to America"
will do.
Page 140

“II don’t
don t want to ever leave Ireland,
Ireland
Ireland,”” Danny said.
said
“We won’t have any friends in America. We’ll be far away
I predicted that Da would bring his
from Grandda, Paddy, and Colleen.” family to America. Here is the clue.
“Maybe you’ll be glad it isn’t Ireland,” Nora said. Da says they will be joining him. I read
“There will be enough food to eat. Mama and Da can page 141 to check it. "A year later, Da
relax and not worry so much. We’ll all have a better life.
America will be the land of our dreams.” saved enough money to send for his
Then Da carried a bag into the room. “Cheer up, my family."
little loves! Why, in no time at all, you’ll be joining me.”

Your Turn Predict what will happen when the family arrives
COLLABORATE in America. Find clues to support your prediction. Write your
prediction here.
Da's letters are positive. I predict the family will be happy in America.

146 Unit 2 • Historical Fiction

 HISTORICAL FICTION

Events and Illustrations Readers to Writers

Notice the details the
“Sailing to America” is historical fiction. Historical fiction
author uses in “Sailing
• is a made-up story that takes place in the past to America” to help
• has illustrations that show historical details you know what the
characters feel and
FIND TEXT EVIDENCE think. When you write,
think about specific
I can tell that “Sailing to America” is historical fiction.
details you can use to
The characters and story are made up, but they are based
show your characters’
on real events that happened a long time ago. feelings and thoughts.

Page 139

Nora woke early. She hadn’t slept much. It was

March, 1895. Da was leaving for America today.
Uncle Sean immigrated there last year and found
work right away. He asked Da to join him. It was
Events
Mama and Da’s dream to one day live in America.
Nora lit a lamp for light and sat down at the table.
The story and characters are made-up, but the events
Her brother, Danny, joined her.
“I feel like crying,” he whispered softly. could have happened in real life. Events in historical fiction
“I know,” Nora answered. “So do I, but this is Da
and Mama’s dream. Da will find work and send for happened a long time ago.
us. Look at the photographs that Uncle Sean sent.
Doesn’t America look grand?”
Illustrations
Illustrations show details about how people lived.

Your Turn Find two things in “Sailing to

COLLABORATE America” that could happen in real life. Talk
about why the story is historical fiction. Write
your answer below.
Tristan Elwell

Families really immigrated to America. They came on ships

across the ocean because there were no airplanes then.

Tristan Elwell
Unit 2 • Historical Fiction 147
 Reread SHARED READ
Theme Quick Tip
A theme is different
The theme of a story is the author’s message. To figure out the
from a topic. A topic is
theme, notice what the characters do and say. Then, think about what the story is about.
what deeper ideas these key details suggest. For example, the topic
of "Sailing to America"
FIND TEXT EVIDENCE is immigration during
In “Sailing to America,” Mama and Da dream of living in the late 1800s.
America. I think this is an important detail. I will reread to find
more key details. Then I can figure out the story’s theme.

Detail

It's Mama and Da’s dream to

live in America.

Details tell what the characters

Detail
do and say. They help you figure
Danny is upset about leaving Ireland. out the theme.

Theme

Your Turn Reread “Sailing to America.” Find more important

COLLABORATE details and write them in your graphic organizer. Use the
details above and the ones you wrote to figure out the theme.
Tristan Elwell

148 Unit 2 • Historical Fiction

 HISTORICAL FICTION

Detail
Da goes to America first. He works hard to save enough money for his family to join him.

Detail
The trip across the Atlantic Ocean is rough and uncomfortable.

Detail
Nora sees that in America dreams come true.

Theme
Immigration is scary and takes hard work, but it can make your dreams come true.

Unit 2 • Historical Fiction 149

 Reread SHARED READ
Respond to Reading Quick Tip
Use these sentence
Talk about the prompt below. Think about the theme of the starters to talk about
COLLABORATE story. Use your notes and graphic organizer. immigration.
The author uses
How does the author help you understand what it was like to dialogue to …
immigrate to America? I read that Danny …

The author uses dialogue to help me understand how Nora and Danny feel
This helps me
understand that …
about immigrating. I read that Danny is upset, but Nora is more hopeful. The

author also uses colorful details to show what the journey was like and how it Grammar Connections
felt to finally arrive. These things helped me understand that immigrants felt As you write your
response, be sure to
worried about leaving home but happy and excited when they reached America. check that you have
capitalized the names
of people and places.
Remember to use a
punctuation mark
at the end of each
sentence.

150 Unit 2 • Historical Fiction

 RESEARCH AND INQUIRY
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Primary and Secondary Sources Quick Tip

Primary sources help us learn about the past. A primary source Relevant information
may be an original document or something written by someone includes facts and
details that are related
who took part in an event. Photographs from the past, letters,
to your topic. Use a
and diary entries are examples of primary sources. variety of sources,
such as encyclopedias,
Secondary sources are created by someone who was not at photographs, and
an event. Encyclopedias and textbooks are examples of websites as you identify
secondary sources. and gather relevant
information.
Look at the illustration below. Are the examples pictured
primary or secondary sources? Explain why.
They are primary sources because a journal and photos are documents created

by someone who took part in the event.

Write a Journal Entry Pretend you are an

COLLABORATE immigrant traveling with your family to America
in the 1800s. Write a journal entry about it.
1. Identify and gather relevant information. Use
at least one primary source.
2. Write your journal entry.
3. Share your entry with a partner.

Unit 2 • Historical Fiction 151

 Reread ANCHOR TEXT
The Castle on Hester Street
How does the author use dialogue to help you get to Literature Anthology:
know what Julie’s grandparents are like? pages 126–141

Talk About It Reread pages 130 and 131. Discuss with a partner Make Inferences
COLLABORATE how Julie’s grandmother reacts to Sol’s story.
An inference is a guess
Cite Text Evidence What clues in the dialogue help you get to based on evidence
know Julie’s grandparents? Write text evidence in the diagram. and what you already
know. What inference
What Do the Characters Say? What Does It Mean? can you make about
Grandfather based on
Grandfather tells Julie about Moishe, Grandfather is making up a fantasy
the goat who carried him across the about how he came to America. the story he tells Julie?
ocean in a golden wagon.

Grandmother says, "Sol, what are Grandmother is doubtful about the

you telling that child?" good of telling such stories.

Write The author uses dialogue to show that each of Julie’s grandparents

has a different way of looking at life. Her grandfather tells fantastic stories full of

wonder and magic. Her grandmother is more practical and straightforward.

152 Unit 2 • Historical Fiction

 HISTORICAL FICTION

How does the author show how Julie’s grandmother

Quick Tip
and grandfather are different?
I can use these
Talk About It Reread page 132. Talk with a partner about Julie’s sentence starters when
COLLABORATE grandmother’s version of their trip to America. we talk about Julie’s
grandparents.
Cite Text Evidence Now reread the last paragraph on page 133.
What clues help you see how different Julie’s grandparents are? The author uses Julie’s
grandparents’ stories
to …
How They
Julie’s Grandmother Julie’s Grandfather This helps me
Are Different
understand …
tells Julie how hard the admits that his wife is Grandmother is realistic
ocean journey to reach right about the journey, about hard times.
America was and how but says the president Grandfather likes to tell
difficult it was to start came to greet him with fantastic stories that Evaluate Information
a new life here. a ticker-tape parade. are very positive.
Think about the story
Julie's grandmother
tells and the effect
it has on both Julie
and her grandfather.
Talk about why Julie's
grandfather makes up
stories rather than tells
what really happened.

Write I know Julie’s grandparents are different because the author

has them describe the same event in very different ways. Their different

descriptions show their different ways of seeing the world.

Unit 2 • Historical Fiction 153

 Reread ANCHOR TEXT
How do the illustrations help you understand how Julie’s Quick Tip
grandparents felt about living in America?
I can use illustrations
Talk About It Look at the illustrations on pages 136 and 137. to look for more
COLLABORATE Turn to a partner and talk about what they show. clues about how the
characters feel.
Cite Text Evidence What clues in the illustrations show how
Julie’s grandparents feel about living in America? Write clues
in the chart.

How Do Julie’s Grandparents Feel?

Clues on page 136 Clues on page 137
There are three men in a tiny room and a crowded Julie's grandfather has a cart full of huge, colorful
street outside. The men are looking up, maybe buttons and wears a vendor’s apron. He holds a
dreaming of better things. They don't look sad or smiling fish with a button in its mouth on a button
upset, but thoughtful. platter. Kids are using big buttons to sled. Everyone is
smiling and happy.

What They Mean What They Mean

Life was cramped and limited for these men, but they This is how Julie's grandfather describes his button
have shelter and don’t seem to be angry or sad. cart. His description doesn't match reality, but to him,
even selling buttons was a great adventure, at least
in his memory.

Write The illustrations help me understand that even though times were

hard and not happy and magical as Julie’s grandfather recalls, even the toughest,

poorest experiences can be adventures depending on how you view them.

154 Unit 2 • Historical Fiction

 HISTORICAL FICTION

Respond to Reading Quick Tip

Use these sentence
Answer the prompt below. Think about how the author shows the starters to talk about
COLLABORATE differences between Julie’s grandmother and grandfather. Use Julie's grandparents.
your notes and graphic organizer. Julie’s grandfather’s
stories are …
How does Linda Heller use the stories Julie’s grandparents Linda Heller tells the
tell to help you compare how they felt about coming to grandmother’s point of
view to show …
America?
This helps me see that
Linda Heller has Julie's grandparent describe the same events in totally different they …

ways. Julie’s grandfather’s stories are imaginative and full of magic. He makes

everything sound like an exciting adventure. Julie's grandmother’s stories show Self-Selected
Reading
that life in America was actually hard and not very pleasant. This helps me see
Choose a text. In your
that Julie's grandparents have different ways of looking at life. Her grandfather
writer's notebook,
write the title, author,
remembers coming to America as wonderful and magical. Her grandmother is and genre of the book.
As you read, make a
more realistic and remembers the hard times. connection to ideas in
other texts you have
read or to a personal
experience. Write your
ideas in your notebook.

Unit 2 • Historical Fiction 155

 Reread PAIRED SELECTION
Next Stop, America!
Literature Anthology:
What Happened at Ellis Island pages 144–147

1 Immigrants crossed the ocean on crowded Reread and use the prompts to take
ships. When the ships arrived in New York notes in the text.
harbor, smaller boats took them to Ellis Island. In paragraph 1, circle how many people
There the travelers hoped to become American came to Ellis Island every day.
citizens. Thousands of people came every day.
1 Reread paragraphs 2–4. Write numbers
2 First, everyone had to have a check-up.
next to the sentences that describe what
The government didn’t want sick people immigrants had to do at Ellis Island.
coming into the country. As a result, some
sick people stayed in the Ellis Island hospital
until they were well. Someone with an eye COLLABORATE

infection was sent back across the ocean! Reread paragraph 4. Talk with a partner
2 People about how immigrants felt about being
3 also had to take a written test.
allowed to stay in America. How many
3 They had to answer questions, give their
got to stay? Underline text that answers
names, and tell what country they were from. the question. Write it here.
4 They had to tell where they planned to go.
5 They had to promise to obey the laws of the Most people got good news. The United States
__________________________________
United States. welcomed them to their new home.
__________________________________
4 After hours of waiting, most people got
__________________________________
good news. The United States welcomed
them to their new home.

156 Unit 2 • Historical Fiction

 TU
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Reread the excerpt. Underline the
sentence that helps you understand that
Where They Went most of the immigrants stayed in New
5 From Ellis Island, some immigrants got York. Write it here:
on ferries to New York City. Many people’s __________________________________
Many people’s journeys ended there.
journeys ended there. Thousands settled
near friends and family. They stayed in __________________________________
neighborhoods, such as Little Italy and the Circle the places where they settled.
Lower East Side. Others had more traveling
to do. They headed west or south, to other
cities and states. Some went to places where COLLABORATE

Talk with a partner about why Ellis Island

they could get a job in a factory or a mine. was a memorable place for immigrants.
Others found good farmland. No matter
where the immigrants settled, they never Draw a box around the text evidence
forgot Ellis Island. that supports your discussion.

Bettmann/Getty Images
Unit 2 • Historical Fiction 157
 Reread PAIRED SELECTION
How do the headings help you understand what it was Quick Tip
like to immigrate to America?
In an informational
Talk About It Reread the excerpts on pages 156 and 157. Talk text, or text meant to
COLLABORATE about why "What Happened at Ellis Island" is a good heading. inform readers, authors
often use headings
Cite Text Evidence What clues in the headings and photograph and photographs to
help you understand the text better? Write them in the chart. support understanding.
Headings help identify
the main topic of each
Clue Clue Clue
section. Photographs
The text in “What The text in “Where The photograph illustrate key details in
Happened at Ellis They Went” talks shows an immigrant
the text. Look at the
Island” explains that about neighborhoods family looking across
immigrants had to go in New York City and the harbor to New photograph on page
there first and what other places where York City and a new 157. Think about how it
happened to them immigrants made life. connects to the text.
while they were there. their homes.

How It Helps
The headings organize the text and let me know what I’m going to read about.
The photograph helps me picture what it was like for immigrants at Ellis Island.

Write The author uses headings to organize the information about Ellis

Island into easy-to-understand sections. Each section deals with a single idea, but

also connects with the other sections.

Bettmann/Getty Images

158 Unit 2 • Historical Fiction

 Cause and Effect Readers to Writers
Writers use
A cause is why something happens. An effect is what happens. organizational patterns
Cause and effect happen in time order. Words such as because such as cause and
and as a result signal cause and effect. effect when they write
informational text.
FIND TEXT EVIDENCE Signal words such
On page 145 of “Next Stop, America!” in the Literature as because and as a
Anthology I read that many immigrants came to America. result help readers
This is the effect. I can use the signal word because to find figure out why events
happen. When you
the cause. Immigrants wanted the right to live and speak as
write, use signal words
they wished. That’s why they came.
to help your readers
find causes and effects.
This helps them
They came to America because they wanted the right to live and
understand your topic
speak as they wished. better.

Your Turn Reread the second paragraph on page 156.

COLLABORATE
• How does the author help you figure out what the effect is?
The author uses the signal words to help me figure out what the effect is. Some

sick people stayed in the Ellis Island hospital until they were well.

• How do you know what the cause is? The author states the cause. The
government didn’t want sick people coming into the country.

Unit 2 • Historical Fiction 159

 Integrate MAKE CONNECTIONS
Text Connections Quick Tip
The photographer
How do the The Castle on Hester Street, “Next Stop,
helps me understand
America!,” and the photograph below help you how hard immigrants
understand why people came to America? had to work. This helps
me compare the texts
Talk About It Read the caption and look at the photograph. with the photograph.
COLLABORATE Talk with a partner about what you notice. Choose one person
in the photo and describe what he is doing.
Cite Text Evidence Circle three clues in the photograph
that help you understand what the boys are doing.
Underline words and phrases in the caption that give
more information about why immigrants
come to America.
Write The photograph, The Castle on Hester
Street, and “Next Stop, America!” help me
understand that people came to America to
go to school, work, and live. All three show that it takes
Library of Congress Prints and Photographs Division [LC-DIG-nclc-04549]

hard work to get to where you want to go. In the photo,

I see immigrants studying in a classroom at night. In the

selections, the characters and people who come to America

endure and overcome many hardships to have a better life.

This photograph was taken in 1909 by photographer Lewis
Wickes Hine. It is called “Immigrants in Night School” and
shows a classroom in Boston, Massachusetts.

160 Unit 2 • Historical Fiction

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Present Your Work Tech Tip
Record yourself reading
Decide how you will present your journal entry to the class. Make
your journal entry, then
COLLABORATE a clean copy of your work. Use the checklist to improve your listen to the recording.
presentation. Did you speak loudly
enough for your
audience to hear you?
Did you speak clearly
and at an appropriate
speed? Practice
reading your journal
entry out loud several
times.

Presenting Checklist

I will practice my
presentation.
Before I present, I will figure out how to express what it feels like
I will speak clearly
to immigrate to America by:
and slowly.
I will speak loudly
enough for all to
I think my presentation was hear.
I will use my voice to
I know because express how I would
feel if I immigrated
to America.

Unit 2 • Historical Fiction 161

 Talk About It
Essential Question
How do people figure things out?

162 Unit 2 • Poetry

 ENCE
When I go biking with my family, it's my job to figure out where to CI

S
COLLABORATE go. I use a map and ask questions to find the best places to ride.
Then my family and I discuss our choices and decide together.
Look at the photograph. Talk about how you decide what to do.
Write about how you figure things out in the graphic organizer.

Figure It Out

First, I think about what I need to do.

Next, I make a list of options. I can ask others what they think, too.

Last, I decide which option helps me do what I need to do the most.

Cultura RM Exclusive/Floresco Productions/Getty Images

BLAST
BACK!
Go online to my.mheducation.com and read the "I Spy with My
Little Eye" Blast. Think about why observation plays an
important role in science. Then blast back your response.

Unit 2 • Poetry 163

 SHARED READ
TAKE NOTES
Understanding why you are
reading helps you adjust how
you read. Preview the poems
and establish a purpose for
reading. Write it here.

As you read, make note of:

One bite of Abuelita’s empanadas
Interesting Words: And my mouth purrs like a cat.
“Teach me,” I beg and bounce on my feet,
“Teach me to make this magical treat.”
Abuelita smiles,
“Be an observer, watch and learn,
Then you too can take a turn.”
Key Details:
Essential Question
How do people figure things out?
Read poems about different ways

Dara Goldman
to figure things out.

164 Unit 2 • Poetry

 POETRY

FIND TEXT EVIDENCE

Read
Page 164
Alliteration
Put a box around words in
the last line that start with the
same sound.
Page 165
Simile
A simile uses the word like or as
to compare two different things.
Circle the similes. Pick one and
write what it compares.
She sets before me a ball of dough,
Sample answer: a ball of dough and
Round and golden as the sun.
My eyes wide as saucers, I watch and follow, the sun

Press circles flat as pancakes,

Spoon on apple slices and nose-tickling spices, Pages 164–165

Seal it all in, a half-moon envelope of bliss. Point of View

Together we write down every step Who is the narrator of this
As the empanadas bake and crisp in the oven, poem? the boy
My stomach rumbling like a hungry bear.
Reread
Ah, empanada day!
— George Santiago Author's Craft
How does the poet help you
understand how empanadas
are made?

Unit 2 • Poetry 165

 SHARED READ
FIND TEXT EVIDENCE An inventor with feet like ice,
Read
And toes like ten shivering mice,
Page 166
Rhyme Looked at clothes, studied feet.
Underline three words that Read about cold and heat,
rhyme in "Cold Feet."
And knit the first socks, warm and nice.
Page 166
Alliteration
Draw a box around two words
that start with the same sound
in "Our Washing Machine."

Page 166
Point of View
What does the narrator think
about the washing machine?
She thinks the washing machine is like

a bear.

Circle text evidence. Our wash

hing machine
washing machine iiss a bear
bear
That munches up socks by the pair.
Reread
He will suds them and grumble
Author's Craft
In "Cold Feet," how does the As they spin, turn, and tumble,

Dara Goldman
poet help you visualize the Then spit them out, ready to wear.
inventor's problem?

166 Unit 2 • Poetry

 POETRY

FIND TEXT EVIDENCE

Read
A creature has crawled on my knee, Stanza 1
Point of View
It’s a bug green and round as a pea.
How does the narrator feel
His five wings are fish fins, about the creature?
He’s got teeth sharp as pins.
She seems afraid that the creature will
Just imagine him chomping on me!
bite her.

I read every bug book I see, Underline text evidence.

To learn what this creature might be. Stanza 2

I ask scientists too, Rhyme

Circle three words that
But they don’t have a clue.
rhyme. Now find two more
So I’m bugged by this great mystery. words that rhyme. Write
them here.
too, clue

Make Connections Reread

What do all four poems Author's Craft

have in common? Use Why is "Bugged" a good title
your notes to talk about for this poem?
how they are alike.

Unit 2 • Poetry 167

 Reread SHARED READ

Vocabulary observer
Gina is a good observer and enjoys
Use the sentences to talk with a partner watching birds.
about each word. Then answer the questions. Write about a time when you were an
observer at an event.
bounce
Sample answer: I watched my sister’s basketball
Keith likes to bounce a soccer ball off his head.
How many times can you bounce a ball ? game. It went into overtime!

Sample answer: I can bounce a ball three times.

Poetry Words
alliteration
imagine “Poets paint precise pictures” is an example
Mandy likes to imagine what it was like to live of alliteration.
100 years ago.
Give another example of alliteration.
What do you like to imagine?
Sample answer: Little Leo laughs loudest.
Sample answer: I like to imagine what life will be like 100

years in the future.

free verse
inventor Jeremy likes to write free verse poems
Thomas Edison is the inventor of the first because they don’t need to rhyme.
light bulb.
What would you write a free verse poem
What does an inventor do? about?
An inventor makes something that no one has ever
Sample answer: I would write about growing up.

seen before.

168 Unit 2 • Poetry

 POETRY

limerick Simile
Hana’s limerick had five lines and
A simile uses the word like or as to compare
made the class laugh.
two things that are very different. An example
How is a limerick different from of a simile is, “The moon is like a giant pearl.”
other poems?
Sample answer: It is funny and has one stanza
FIND TEXT EVIDENCE
To find a simile, I need to look for two things
with five lines. that are being compared. In “Cold Feet,” I see
the line, “An inventor with feet like ice.” The
rhyme simile compares the inventor’s feet with ice.
The words cat and bat rhyme That means her feet were very cold.
because they end in the same sound.
Name two other words that rhyme.
Sample answer: snow and crow An inventor with
feet like ice,

Build Your Word List Reread

the last line of “Empanada Your Turn Reread “Cold Feet” on page 166. Find
Day” on page 165. Underline another simile and write it below. Then write
the word rumbling. Draw a Word what the simile compares and what it means.
Web in your writer’s notebook.
"Toes like ten shivering mice" compares the inventor's toes
Write the word rumbling in the
center. Then, use a dictionary to to mice. This means her toes are cold and shivering.
fill in other forms of the word.

Dara Goldman
Unit 2 • Poetry 169
 LITERARY ELEMENTS
Alliteration and Rhyme Quick Tip
Words that rhyme
Poets use alliteration and rhyme to draw attention to certain might not look alike.
words and to make poems sound musical. Pea and knee end in
the same sound, but
Alliteration is the use of words that start with the same sound.
the sound is spelled
Rhyme is when words end in the same sound.
differently. It is helpful
to read the poem
FIND TEXT EVIDENCE aloud to find all the
Read aloud the poem “Bugged” on page 167. Listen for beginning rhymes.
sounds that repeat. Listen for words that rhyme.

Page 167

In the first line, the words crawled and

creature start with the same sound.
A creature has crawled on my knee,
It’s a bug green and round as a pea. The words knee and pea rhyme. I like
His five wings are fish fins, the way these words sound.
He’s got teeth sharp as pins.
Just imagine him chomping on me!

I read every bug book I see, Your Turn Reread “Bugged.”

To learn what this creature might be.
COLLABORATE Write two more examples of
I ask scientists too,
But they don’t have a clue.
alliteration here.
So I’m bugged by this great mystery.
fish fins

bug book

170 Unit 2 • Poetry

 POETRY

Limerick and Free Verse Readers to Writers

A limerick has a rhyme
A limerick is a short funny poem that rhymes. Each stanza has scheme, or pattern of
five lines. The first, second, and fifth lines rhyme. The third and rhyme, that makes it
fourth lines rhyme. This is called the poem’s rhyme scheme. sound funny. A free
verse poem can be
Free Verse does not always rhyme. It can have any number
funny or serious.
of lines and stanzas.
When writing a poem,
try starting with a
FIND TEXT EVIDENCE
freewrite to find what
I can tell that “Cold Feet” is a limerick. It is funny. The stanza
you want to say. Then,
has five lines. Some of the lines rhyme. pick the genre that
best fits your purpose.

Page 166

In this funny limerick, the first, second, and

An inventor with feet like ice,
fifth lines rhyme. This limerick has one stanza.
And toes like ten shivering mice, A stanza is a group of lines in a poem.
Looked at clothes, studied feet.
Read about cold and heat,
And knit the first socks, warm and nice.
Your Turn Reread the poems “Our Washing
COLLABORATE Machine” and “Empanada Day.” Explain
whether each poem is free verse or a
limerick. Write your answer below.
“Our Washing Machine” is a limerick. It has 5 lines, is
Our washing
ng mach
machine
hine
ine is a bear
bea
be
That munches up socks by the pair. funny, and lines 1, 2, and 5 rhyme. “Empanada Day” is
He will suds them and grumble
As they spin, turn, and tumble,
Dara Goldman

Then spit them out, ready to wear. free verse. It has longer stanzas and does not always

rhyme.

Unit 2 • Poetry 171

 Reread SHARED READ
Point of View Quick Tip
The narrator of
A poem often shows a narrator’s thoughts about events or
"Empanada Day" uses
characters. This is the point of view. Look for details that the pronouns I, me, or
show point of view. my. That means the
poem is told by a first-
FIND TEXT EVIDENCE person narrator. Who
I’ll read “Empanada Day” and look for details that show what is narrating "Bugged"?
the narrator thinks about making empanadas with Abuelita,
his grandmother. This is his point of view.

Details

One bite of Abuelita’s empanadas and my

mouth purrs.

Teach me to make this

magical treat.

My eyes wide as saucers, I watch and follow.

Point of View

Your Turn Reread "Empanada Day.” Write more details and the
COLLABORATE narrator's point of view in the graphic organizer. Use what you
learned to discuss point of view in another poem.

172 Unit 2 • Poetry

 POETRY

Details

I beg and bounce on my feet.

round and golden as the sun

a half-moon envelope of bliss

Point of View
The narrator thinks his Abuelita’s empanadas are special and delicious.
He is happy and excited to learn how to make them.

Unit 2 • Poetry 173

 Reread SHARED READ
Respond to Reading Quick Tip
Use these sentence
Talk about the prompt below. Think about point of view in the
starters to talk about
COLLABORATE poems you read. Use your notes and graphic organizer. the prompt.
The poem describes ...
How do the poets of "Empanada Day," "Cold Feet," and "Bugged"
The narrator wants ...
help you understand how people figure things out?
The poets help me
In "Empanada Day," the narrator wants to learn how to make empanadas. The
visualize events by ...
poet shows him figuring it out by watching Abuelita make them and helps me

visualize this process by using similes. The poet of "Cold Feet" also uses similes Grammar Connections
to help me visualize the inventor's problem. The inventor in "Cold Feet" and the As you write your
response, make sure
narrator in "Bugged" both try to solve their problems by reading books. The to place quotation
marks around the title
inventor figures out how to solve her problem, but the narrator of "Bugged" of each poem and any
words you copy directly
can't. That's why "Bugged," which also means upset or annoyed, is a good title from each poem.

for the poem!

174 Unit 2 • Poetry

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Gathering Information Quick Tip
When writing down
An interview is a great way to gather information about a
an interview, first write
person or topic. It is a formal meeting where the interviewer the name of the person
asks a series of questions and writes down the responses. speaking followed by
a colon. Then write
Jayden: I read that you what the person says.
invented the windshield Use the text in the
wipers. How did you get
the idea? illustration as a model.

Mary Anderson:
I was in a streetcar,
and the driver kept
jumping out to
wipe snow off the
windshield. I wanted
a better way to solve
this problem!

What is another question you could ask Mary Anderson?

Interview an Inventor Think of an inventor you would like to

COLLABORATE know more about. Take these steps to write an interview.
1. Research what the person invented and why.
2. Generate a list of three questions.
3. Use your research to write the answers to the questions.
4. Practice reading the interview with your partner. Then,
present it to the class.
Unit 2 • Poetry 175
 Reread ANCHOR TEXT “Why not
a
vertical
whirling
winding
bug,
that hops like a cricket
crossing a rug,
that swerves like a dragonfly
testing his steering,
twisting and veering?
Fleet as a beetle.
Up

The Inventor Thinks Up Helicopters

down
left
right,
jounce, bounce, day and night.
It could land in a pasture the size of a dot…
Why not?”

Essential Question —Patricia Hubbell

How do people figure things out?
Read about different ways of flying.

Go Digital!

148 149

How does the poet’s use of alliteration help you visualize Literature Anthology:
a helicopter? pages 148–149

Talk About It Reread page 149. Talk with a partner about how Combine Information
COLLABORATE the poet’s word choice affects the feel of the poem.
Reread "The Inventor
Cite Text Evidence How does alliteration help you picture a
Thinks Up Helicopters."
helicopter? Write text evidence in the chart. Think about the
questions the poet
Alliteration I Visualize asks. How do they help
you understand her
whirling, winding bug an insect buzzing and spinning point of view?
through the air

crickets crossing the quick way crickets hop around

Write The poet’s use of alliteration helps me picture the movement

and even the sound of the flying machine.

176 Unit 2 • Poetry

 POETRY

Ornithopter Quick Tip

Onomatopoeia is
How does the poet use word choice, like onomatopoeia, the use of a word
to help you understand what the flight was like? whose sound suggests
its meaning. The
Talk About It Reread page 150. Talk with a partner about how word purr is an
COLLABORATE the poet describes the sounds heard during the flight. onomatopoeia.
Cite Text Evidence What words and phrases describe sounds? It means "a soft,
murmuring sound."
Write text evidence in the word web.
When you say the
word purr, it sounds
like what it means.

whooping snapping

Ornithopter

clapping flapping

Write I understand what it was like to be at the flight because

the poet uses words that sound like what they describe. When I read the poem

aloud, this word choice helps me know what the flight sounded like.

Unit 2 • Poetry 177

 Reread ANCHOR TEXT
Respond to Reading Quick Tip
Use these sentence
Answer the prompt below. Think about how the two poems you starters to talk about
COLLABORATE read describe inventors. Use your notes and graphic organizer. the poems.
The poet of “The
Inventor Thinks Up
How do the poets help you understand how people
Helicopters” uses …
invent things?
The poet of
The poet of “The Inventor Thinks Up Helicopters” uses alliteration to make the “Ornithopter” uses …
Both poets chose
helicopter seem like a bug. The poet of “Ornithopter” uses words that could
words that …
also describe a bird. Both poets chose words that suggest the inventors tried

to imitate nature. This helps me understand that comparisons help inventors Self-Selected
Reading
connect ideas to create something new and useful.
Connecting what you
are reading to things
you have seen and felt
helps you understand
poetry. Choose a poem.
Write its title and
author in your writer’s
notebook. As you read,
make connections to
personal experiences.
Write your ideas in
your notebook.

178 Unit 2 • Poetry

Reread PAIRED SELECTION
Montgolfier Brothers’
Hot Air Balloon Literature Anthology:
pages 152–153

How does the poet use the illustration to set the mood Make Inferences
for the poem?
Look at colors, details,
Talk About It Look at the illustration on page 152. Talk with a and facial expressions
COLLABORATE partner about what mood the illustration sets for the poem. in illustrations to make
an inference about the
Cite Text Evidence What clues in the illustration help you get a poem's mood.
feel for the poem? Write them in the chart.

Clues Mood

the silly moustache, the colorful way festive and silly

the balloon is decorated, how the
brothers are dressed

Write The author uses the illustration to set the mood by using

colors and matching how the characters look with the text in the poem to help

me see that this poem is fun.

Unit 2 • Poetry 179

 Reread PAIRED SELECTION
How does the author’s use of rhyme help you visualize Quick Tip
the details of the hot air balloon’s flight?
I can use these
Talk About It Reread the poem on page 153. Talk with a partner sentence starters when
COLLABORATE about the words that rhyme and how they help you picture the we talk about rhymes:
flight. The rhymes in the
poem are . . .
Cite Text Evidence What rhyming words help you visualize the
They help me
hot air balloon’s flight? Find text evidence and write what you
visualize . . .
picture.

Montgolfier Brothers’ Hot Air Balloon

Words I Visualize
furiously, aerially moves quickly through the air

superhumanly, diagonally a great flight until the cart

started tipping

they flew and even Ben Franklin

flight, kite
was there

Write The author uses rhyme to help me visualize how the hot air
balloon moves and what the flight was like.

180 Unit 2 • Poetry

 POETRY

Voice Readers to Writers

If you want your
Poets use language to give their poems a mood or personality.
writing to be funny,
This is called voice. Alliteration and rhyme can make the voice of pay attention to the
a poem funny, especially when used in unexpected ways. Poets way words sound
choose words that help readers picture funny actions or events. together. Alliteration
and rhyme can add
FIND TEXT EVIDENCE humor to your writing.
Reread the second stanza of “Montgolfier Brothers’ Hot Air
Balloon” on page 153 of the Literature Anthology. The poet
uses the rhyming words smart, cart, and apart in the same line.
This use of rhyme helps create a humorous tone.

Till our smart little cart started falling apart,

Your Turn Reread “Montgolfier Brothers’ Hot Air Balloon” on

COLLABORATE page 153.

• What unexpected rhyme makes the first stanza feel humorous?

merrily, aerially

• What are some other ways the author uses language to create

a humorous voice? Sample answer: The poet uses alliteration. He also

describes funny events. One moment the balloon is flying “superhumanly.” The

next moment it’s “sagging diagonally.”

Unit 2 • Poetry 181

 Integrate MAKE CONNECTIONS
Text Connections Quick Tip
The boy's words help
How do Helen Leah Reed and the poets who wrote you understand him
the poems you read this week help you understand and compare him to
how people figure things out? characters in the other
poems you read.
Talk About It Read “A Curiosity.” Talk with a partner
about how the boy figures things out.
Cite Text Evidence Circle words and
COLLABORATE phrases in the poem that show the boy
“A Curiosity”
is curious. Review the poems you read I knew a little boy, not very long ago,
this week and discuss ways the poets Who was as bright and happy
helps you understand how people invent as any boy you know.
things. He had an only fault,
and you will all agreee
Write Helen Leah Reed and the poets
his a boy
That from a fault like this
help me understand that people figure
himself might free.
things out by being curious. One inventor asks “I wonder who is there, oh, see!
now, why is this?”
“why not?” and imagines a helicopter. The others
And “Oh, where are theyy going?”
test their inventions by flying them. The boy asks and “Tell me what it is?”
Ah! “which” and “why”
lots of questions. They are all looking for answers. and “who,” and “what”at”
Wavebreak Media ltd/Alamy Stock Photo

hen,”
and “where” and “when,”
We often wished that
never need we
ain.
hear those words again.
eah Reed
— Helen Leah
182 Unit 2 • Poetry
FLUENCY POETRY

Expression and Phrasing Quick Tip

Poems are often
Think about the funny parts of the poems you read. Reading written to be read
them with expression can make poems funnier and more aloud. Limericks,
interesting. Knowing when to pause and when to keep reading especially, are meant
is called phrasing, and it can make poems easier to understand. to be shared aloud. Try
Punctuation gives clues to a poem’s phrasing. to match your tone to
the funny tone of the
poem as you read.
Page 166
When a line doesn’t end in
Our washing machine is a bear
That munches up socks by the pair.
punctuation, you can read on to
He will suds them and grumble
the next line more quickly.
As they spin, turn, and tumble, A comma in the middle of a line
Then spit them out, ready to wear. shows that you should make a
slight pause as you read.

Your Turn Look at page 167. Take turns reading “Bugged” aloud
COLLABORATE with a partner. Pay attention to punctuation. Listen to how the
alliteration and rhyme build a rhythm. Try to express the poet's
feelings as you read the poem.
Think about how you did. Complete these sentences.

I remembered to

Next time I will

Unit 2 • Poetry 183

 Genre •Poetry
Genre
Genre TK
T

WRITING “Why not

a
vertical
whirling
winding
bug,

From THE TIGERS BROUGHT PINK LEMONADE by Patricia Hubbell. Copyright © 1988 by Patricia Hubbell. Used by permission of Marian Reiner for the author.
that hops like a cricket
crossing a rug,
that swerves like a dragonfly
testing his steering,
twisting and veering?
Fleet as a beetle.

Expert Model
Up
down
left
right,
jounce, bounce, day and night.
It could land in a pasture the size of a dot…
Why not?”

Essential Question —Patricia Hubbell

How do people figure things out?
Read about different ways of flying.

Go Digital!

148 149

Features of Poetry Literature Anthology:

pages 148-149
Poetry is different from other forms of writing. It's a form that
focuses on experiences, feelings, and ideas. A free verse poem Word Wise
• can have any number of lines and stanzas, which are grouped On page 149, poet
sets of lines Patricia Hubbell uses
• does not always rhyme onomatopoeia to make
her poem appeal to
• uses alliteration, onomatopoeia, and other types of figurative your senses. The word
language that appeals to the readers' senses whirling means quickly
turning. When you say
whirling, it sounds like
Analyze an Expert Model Reread “The Inventor Thinks Up what it means.
Helicopters” on page 149 in the Literature Anthology. Use text
evidence to answer the questions below.

How does the poet use figurative language?

The poet creates alliteration with words like "whirling" and

"Winding." "Whirling" is also an example of onomatopoeia.

How does the poet's use of both long and short lines help to
describe the movement of a helicopter?
The different lengths of lines tell me that a helicopter's movement is choppy and

changes direction a lot.

184 Unit 2 • Poetry

 POETRY

Plan: Choose Your Topic Quick Tip

When you write a
Brainstorm With a partner, think about a time that you had to poem, you are sharing
COLLABORATE figure something out. Talk about a plan or invention and how it your ideas. As you plan
could solve a problem. Use these sentence starters: your poem, ask: What
do I want people to
The problem is . . . learn about my
A fun invention that would solve the problem is . . . invention? What words,
phrases, or rhythm
This invention would . . . patterns would best
help me share my
Writing Prompt Choose one of the plans or inventions to write a
ideas?
free verse poem about.

I will write about

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

The reason I chose this topic is

I want my audience to feel

Freewrite In your writer’s notebook, write as many ideas as you

can think of about your invention. What problem does it solve?
How did you think of it? What is most important about it? Write
as many words as you can that will help you describe it.

Unit 2 • Poetry 185

 WRITING
Plan: Ideas Quick Tip
Poets use details
Ideas Poets use interesting words and details to bring their ideas
that describe how
to life and help readers paint a mental picture of what is being something looks, feels,
described in the poem. tastes, smells, or makes
Let's look at another expert model. Reread these lines from someone feel. They
use onomatopoeia
"Empanada Day."
and alliteration to help
readers pay attention
to details.
One bite of Abuelita’s empanadas
And my mouth purrs like a cat.

The word purrs is an onomatopoeia, or a word that sounds like

what it means. How does it help you understand how the narrator
feels about empanadas? Idea Idea

The word purrs helps me picture a happy cat. This helps me picture how happy the
_______________________________________________________
narrator feels when eating empanadas.
_______________________________________________________ Topic

_______________________________________________________
Idea Idea
Plan In your writer's notebook, draw a Word Web. Write the
topic of your free verse poem in the middle oval. Then write words
that describe your ideas.

.
186 Unit 2 • Poetry
 POETRY

Draft Quick Tip

Rhythm and Rhyme Poets use rhyme schemes, or patterns, to Remember that a
COLLABORATE make poems sound musical. A free verse poem might not rhyme, draft is just your first
time writing. Don’t
but it has a rhythm, or pattern formed by stressed syllables.
worry about making
These two lines from "Empanada Day" rhyme. They also have the everything perfect. You
same rhythm. You can hear it by reading the lines aloud. will have time to fix
any mistakes later. Just
try to get all your ideas
written down.
"Teach me," I beg and bounce on my feet,
"Teach me to make this magical treat."

Now use these first two lines as a model to write about how you
figured something out. Use rhyming words and rhythm.

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

Write a Draft Use your Word Web to write your draft in your
writer’s notebook. Choose words that make your poem musical
and your ideas come to life.

Unit 2 • Poetry 187

 WRITING
Revise Quick Tip
When you revise your
Figurative Language Poets use figurative language, such as
poem, you are making
similes and onomatopoeia. A simile compares two different things. your ideas more
Onomatopoeia describes words that sound like what they mean. interesting to read by
Both help readers form pictures in their minds. using rhyming words,
rhythm, and figurative
Read the poem below. Think about words and phrases you can
language.
add to make it more interesting to read. Then revise the poem by
adding figurative language.

My sneakers take me all over town,

We go up and down hills, jump across puddles.
I've had these sneakers a very long time.

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

Revise Revise your draft. Make sure you choose words that
help readers picture your ideas.

188 Unit 2 • Poetry

 POETRY

Revising Checklist
Peer Conferences
Are my ideas clearly
Review a Draft Listen carefully as your partner reads his or her described?
COLLABORATE draft aloud. Say what you like about the draft. Use these sentence Did I use figurative
starters to discuss your partner's draft. language?
I like this part of the poem because I could see . . . Is there rhyme and/
or rhythm in my
Can you use rhyme or rhythm here to . . . poem?
Did I choose words
Use more figurative language to help me picture . . . that are funny and
memorable?
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. Tech Tip
______________________________________________________ Word processing
programs will give you
______________________________________________________ the choice of using
different fonts, or letter
______________________________________________________ styles. This useful tool
can make your writing
______________________________________________________
more descriptive and
interesting to read.
______________________________________________________

______________________________________________________

Revision After you finish your peer conference, use the Revising
Checklist to figure out what you can change to make your poem
better. Remember to use the rubric on page 191.

Unit 2 • Poetry 189

 WRITING
Edit and Proofread Grammar Connections
When you proofread
When you edit and proofread your writing, you look for and your draft for
correct mistakes in grammar, spelling, and punctuation. Read your punctuation mistakes,
draft at least three times. This will help you catch any mistakes. remember to use
Use the checklist below to edit your poem. an apostrophe to
show possession. For
example, "My sister's
Editing Checklist
sneakers are bright
Do all lines begin with a capital letter? blue."

Is there punctuation at the end of every sentence?

Are there apostrophes in possessive nouns?
Are all words spelled correctly?

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

2
Hayati Kayhan/Shutterstock.com

190 Unit 2 • Poetry

 POETRY

Presenting Checklist
Publish, Present, and Evaluate
Look at your
Publishing When you publish your writing, you create a neat final audience.
copy that is free of mistakes. If you are not using a computer, use Speak loudly and
your best handwriting. Write legibly in print or cursive. clearly.
Presentation When you are ready to present, practice your Use expression to
presentation. Use the presenting checklist. convey the mood of
your poem.
Evaluate After you publish, use the rubric to evaluate your poem. Pause at the end of
lines or phrases.
What did you do successfully?

What needs more work?

4 3 2 1
• excellent use of • good use of • some use of • no use of figurative
figurative language; figurative language; figurative language; language;
descriptions are vivid descriptions are clear descriptions are descriptions are
• excellent use of • good use of rhyme somewhat unclear unclear
rhyme and rhythm; and rhythm; writing • some use of rhyme • no use of rhyme
writing is smooth and sounds like poetry and rhythm; writing and rhythm; writing
fun to read • has a spelling or is choppy in places is difficult to
• includes correct grammar error • has several spelling understand
spelling and or grammar errors • has frequent spelling
grammar or grammar errors

Unit 2 • Poetry 191

 SHOW WHAT YOU LEARNED
Spiral Review Read the selection and choose the best answer to each question.

You have learned new skills

and strategies in Unit 2 that
will help you read more
critically. Now it is time to
practice what you have
learned.

• Prefixes 1 If you have a problem at home, you ask an adult for help.
• Headings
If you have a problem at school, you ask your teacher for
• Reread
help. But what if you have a problem in your community?
• Author's Point of
Whom would you turn to for help?
View
• Make Predictions
• Theme 2 Local governments take care of issues in cities or
• Point of View towns. A state’s constitution often determines how local
• Similes governments are set up.
3 In many cities and towns, a mayor is the leader of the
Connect to Content local government. The people elect their mayor by voting.
• Create a Venn Diagram Other cities and towns might have a city manager. A city
• Write a Public Service manager is not elected, but instead is appointed by the state
Announcement
government.
• Reading Digitally
4 Mayors do not work alone. There is usually a group of
people, called a city council, who work with the mayor.
Together they make important decisions and solve problems.
The members of the city council are elected by people.
192 Unit 2 • Show What You Learned
 TU
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EXPOSITORY TEXT

SOCIA

ES
The mayor and city council members work together with
police officers, firefighters, and park managers.

5 Local governments deal with many kinds of public

issues. They deal with anything from street signs and
roads, to parks and schools, to trash and sewers.
6 When citizens have a concern in their community, they
can go to their local government. For example, someone
might want a stop sign put on a corner near her home.
She might think that people drive too fast. Or a person
might want his street repaved, because it has big holes.
7 There are many ways to tell your local
government about a problem. City councils hold
meetings that are open to citizens. They can
attend to listen and voice concerns. The mayor
and city council then look into problems and
reach a solution. Citizens can also write letters to
their government. And many local governments
have websites where citizens can get information
and contact the mayor or city council.
8 Local governments are a great resource for

©Hill Street Studios/Blend Images LLC

citizens. Find out who is part of your local
government. That way, if you have a problem,
you’ll know whom to contact.

Unit 2 • Show What You Learned 193

 SHOW WHAT YOU LEARNED
1 What information can you find under the section heading Quick Tip
“Solving Problems”?
Rereading can help
A how a mayor of a city or town is elected you with words and
B ways to contact your local government sentences you might
not understand the
C the definition of a city council
first time you read a
D who determines the functions of a local government passage. This helps you
understand the topic
2 What is the author's point of view about local governments? better.
F They are made up of a mayor and city council.
G They are a great resource for citizens.
H They solve citizens' problems.
J They deal with many kinds of issues.

3 In paragraph 6, what does the word repaved mean?

A paved again
B not paved
C paved before
D paved after

4 Reread paragraph 7. Which is NOT a way the author includes

to contact a local government?
F visiting the website
G writing a letter
H calling by phone
J attending a meeting

194 Unit 2 • Show What You Learned

 HISTORICAL FICTION

Read the selection and choose the 1 Shannon tried to keep up with her older
best answer to each question. brother, but he always walked too fast. Ma had
told them to walk together, because she didn’t
WELCOME TO trust the streets of New York.
2 When Shannon finally caught up to him, he
was talking to a girl she had never seen before.
She was sitting on the stoop of their apartment
building, her hair as red as the bricks behind her.
3 “What’s your name?” Patrick was practically
shouting at the girl, who looked confused and
scared.
4 “Why are you yelling?” Shannon asked.
5 “I’m not yelling,” Patrick replied. “I don’t think
she understands English.”
6 “Shouting isn’t going to help her understand,”
Shannon said. Then she turned to the girl and
said, “Hi, my name is Shannon.”
7 The girl stared at Shannon, and then ran
as quickly as a mouse inside the building.
Patrick and Shannon followed after her, but she
disappeared behind a first-floor door.
8 Just then, Ma was coming down the stairs.
“Her family just arrived here from Ireland,” Ma
explained. “She doesn’t speak English, just Irish.”

Unit 2 • Show What You Learned 195

 SHOW WHAT YOU LEARNED
9 Shannon and Patrick wanted to help the
girl feel at home in America. Their father had
told them stories about when he had moved
from Ireland to America. He didn’t know
English, and he had to learn it by himself.
Shannon and Patrick decided they would help
the new girl learn English so she wouldn’t be
so scared.
10 After supper, Patrick showed Shannon
a book he’d found on the bookcase. It was
a dictionary that listed words in Irish and
English. “Let’s learn Irish words so we can
talk to the new girl,” he said.
11 With the dictionary and Ma’s and Da’s
help, the two learned simple Irish words and
phrases.
12 The next morning, Shannon and Patrick
started walking to school. Just ahead of them
was the red-haired girl. Shannon and Patrick
walked faster to catch up to her.
13 She looked scared again until Shannon said hello in
Irish. Then Patrick asked, in Irish, “What is your name?”
14 The red-haired girl stopped, smiled, and said, “Orla.”
15 Shannon and Patrick smiled too and said, “Welcome to
America, Orla!”
196 Unit 2 • Show What You Learned
 HISTORICAL FICTION

1 Why did Orla run away from Patrick and Shannon?

A She was scared and confused.
B She wanted them to chase her.
C She thought Patrick was being a bully.
D She needed to get home for supper.

2 In paragraph 2, the author uses a simile to describe —

F Shannon’s feelings
G Patrick’s voice
H The apartment building
J Orla’s hair

3 Which statement describes a main theme of the story?

A It is not wise to talk to strangers.
B It is important to overcome your fears. Quick Tip
C It is good to help new people feel welcome. When you make
D It is smart to turn to books when you do not know predictions, use what
you know about the
something.
characters and your
4 Based on information in the story, what will most likely own experiences to
decide what might
happen next?
happen next.
F Orla will make a lot of new friends.
G Orla will learn to speak English.
H Orla’s family will move back to Ireland.
J Orla will not be happy in America.

Unit 2 • Show What You Learned 197

 EXTEND YOUR LEARNING
COMPARING GENRES
• In the Literature Anthology, reread the historical fiction
COLLABORATE passage The Castle on Hester Street on pages 126–141 and
the free verse poem "The Inventor Thinks Up Helicopters"
on page 149.
• Use the Venn Diagram below to show how the two genres are
the alike and different.
Different
Alike

The Castle on The Inventor Thinks

Hester Street Up Helicopters

tells a story with a beginning, imaginative ideas; about a real is broken into short lines; has
middle, and end; no rhyming event that occurred in the past rhyming words; has one character
words; has several characters with but with made-up elements and (the inventor) and his thoughts
dialogue characters

198 Unit 2 • Extend Your Learning

 SPIRAL REVIEW

HOMOGRAPHS
Homographs are words that are spelled the same but have
COLLABORATE different meanings. They are sometimes pronounced differently.
Use nearby words as clues to help you figure out the meaning of a
homograph. You can also check the meanings of homographs in a
classroom or online dictionary.
Read these sentences. The word post is a homograph. Talk with
a partner about its different meanings.
I took a photograph of the bird's nest on the fence post in front of
my house. Now I plan to post it on my blog about birds.

Write what the word post means in each sentence:

Definition 1: an upright pole that supports fence boards

Definition 2: publish online

Blend Images/Image Source

Unit 2 • Extend Your Learning 199
 EXTEND YOUR LEARNING
TU
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CREATE A VENN DIAGRAM

SOCIA

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A Venn diagram shows how two things are alike and different.
• Research two services your local government provides.
• Think about how the two services are alike and different.
• Create a Venn diagram like the one on page 198 to show how
the services are alike and different.

I chose these two services because

The biggest difference between the two services is

TU
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WRITE A PUBLIC SERVICE ANNOUNCEMENT

SOCIA

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A public service announcement informs people about an issue.
Write a public service announcement to convince others to help
new students at your school.
• Grab your audience’s attention.
• Use words to persuade your audience to act.
• Make your announcement short and to the point.

Something I learned while writing my public service

announcement is

200 Unit 2 • Extend Your Learning

 CONNECT TO CONTENT
ENCE
CI
A HUNT TO HELP FROGS

S
Online articles have text features, like print articles. They also
COLLABORATE have interactive features. Read the online article "A Hunt to Help
Frogs." Find two interactive features within the text. Write what
they are below. Log on to my.mheducation.com

1 a link to a page that gives information about the American bullfrog

2 a link to an article on new frogs that have been discovered

Read the article all the way through. Then reread it and click on Time for Kids: "A Hunt to Help
Frogs"
the interactive features in the right column. Write your answers to
the questions below.
• Look at the interactive map, “Lost and Found Frogs and
Toads.” Name three frogs that have been found.
Sharp-nosed Reed frog, LaHotte Glanded frog, Macaya Breast-spot frog

• According to the author, why are frogs important?

They help scientists understand the health of forests and the environment.

They also eat mosquitoes and other pests.

• Reread the section “Frogs in Danger.” Name four reasons that

frog populations are shrinking.

Bruce MacQueen/Shutterstock.com
changes in the weather, pollution, disease, and loss of habitat to humans

Unit 2 • Connect to Content 201

 TRACK YOUR PROGRESS
WHAT DID YOU LEARN?
Use the rubric to evaluate yourself on the skills that you learned
in this unit. Write your scores in the boxes below.

4 3 2 1
I can successfully I can identify most I can identify a few I need to work on this
identify all examples examples of this skill. examples of this skill. skill more.
of this skill.

Author's Point of View Theme Point of View

Prefixes Similes Homographs

Something I need to work more on is because

Text-to-Self Think back over the texts that you have read in this
unit. Choose one text and write a short paragraph explaining a
personal connection that you have made to the text.

I made a personal connection to

because

202 Unit 2 • Track Your Progress

 TU

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e RESEARCH AND INQUIRY L S DI

SOCIA

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Present Your Work Quick Tip
Use a mirror to
Decide how you will present your interview with an inventor. practice looking up at
COLLABORATE Use the presenting checklist as you practice your presentation. your audience. Also
Discuss the sentence starters below and write your answers. practice using two
voices, one for the
interviewer asking the
questions and one for
the person answering.

Presenting Checklist

I will practice
reading my
interview out loud.
An interesting fact I learned about my inventor is
I will read facts
clearly.
I will speak loudly
enough for all to
hear.
I would like to know more about I will use my voice
to express the
two people in the
interview.
One more question I would ask is

I think my presentation was

Unit 2 • Track Your Progress 203