READING/WRITING
COMPANION
READING/WRITING
COMPANION
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CO L L AB ORAT E in discussion and inquiry!
Essential Question
SHARED READ
......................................................
TU
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1
GENRE STUDY 1 REALISTIC FICTION
SOCIA
UNIT
NIT
1
"Maria Celebrates Brazil" . . . . . . . . . . . . . . . . . . . . . . . . . 2
Vocabulary/Inflectional Endings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Visualize . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Beginning, Middle, End
..............................................
11
Character, Setting, Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
WRITING
Respond to Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Research and Inquiry
ANCHOR TEXT
WRITING
................................................
15
Analyze Big Red Lollipop . . . . . . . . . . . . . . . . . . . . . . . . 16
Respond to Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
PAIRED SELECTION
Analyze ”A Look at Families” . . . . . . . . . . . . . 20
Author's Craft: Captions
..........................................
23
Make Connections/Research and Inquiry . . . . . . . . . . . . . . . . . . . . 24
WRITING
Realistic Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Digital Tools
iv
Find this eBook and other resources at my.mheducation.com
GENRE STUDY 2 FANTASY
Essential Question
SHARED READ
...................................................
36
"Little Flap Learns to Fly" . . . . . . . . . . . . . . . . . . . . . . 38
Vocabulary/Root Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Visualize . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Use Illustrations
......................................................
47
Key Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
WRITING
Respond to Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Research and Inquiry
ANCHOR TEXT
WRITING
...............................................
51
Analyze Help! A Story of Friendship . . . . . . 52
Respond to Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
PAIRED SELECTION
Analyze "The Enormous Turnip". . . . . . . . . . 56
Author's Craft: Theme
.............................................
...................
60
Tim Beaumont
Make Connections/Research and Inquiry
59
v
Essential Question
...................................................
SOCIA
1
GENRE STUDY 3 EXPOSITORY TEXT
TU
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ES
UNIT
NIT
62
"Families Work!" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
SHARED READ
Vocabulary/Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Ask and Answer Questions
.......................................
70
Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Key Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
WRITING
Respond to Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Research and Inquiry
ANCHOR TEXT
WRITING
...............................................
75
Analyze Families Working Together . . . . . . . 76
Respond to Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
PAIRED SELECTION
Analyze “Why We Work” . . . . . . . . . . . . . . . . . . . 79
Author's Craft: Photographs and Captions . . . . . . . . . . . . . . . . . . . 81
Make Connections/Phrasing and Accuracy . . . . . . . . . . . . . . . . . 82
Expository Essay
.........................................
84
PBNJ Productions/Blend Images
WRITING
vi
SOCIA
TU
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WRAP UP THE UNIT
SHOW WHAT YOU LEARNED
• Expository Text: "Community Heroes" . . . . . . . . . . . . . . . . . 94
• Fantasy: "If Squirrels were Rabbits"
...................
97
EXTEND YOUR LEARNING
• Focus on Genre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100
• Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
• Write a Book Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
• Respond to the Read Aloud
..............................
104
• Connect to Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
TRACK YOUR PROGRESS
• What Did You Learn? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
..............................................
107
LAMB/Alamy Stock Photo
Research and Inquiry
vii
Talk About It
Essential Question
How are families around the world
the same and different?
Unit 1 • Realistic Fiction
SOCIA
TU
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ES
COLLABORATE
In some places, families celebrate a spring holiday called
Holi. They use powder to show the colors of blooming
flowers.
Talk with a partner about what is happening in the
picture. How are your family celebrations the same? How
are they different? Write your ideas on the chart. Sample
answers shown.
We visit friends and family.
We play together outside.
We have family celebrations in the spring.
Different
We don't color our faces.
We have family celebrations in different seasons,
such as Thanksgiving in the fall.
Exotica.im 2/Alamy
Same
Unit 1 • Realistic Fiction
1
SHARED READ
TAKE NOTES
Asking questions helps you
figure out what you want
to learn, or your purpose
for reading. Write your
questions here.
As you read, make note of:
Interesting Words
Key Details
Essential Question
How are families around the
world the same and different?
Read about a family from Brazil.
2
Unit 1 • Realistic Fiction
REALISTIC FICTION
FIND TEXT EVIDENCE
Read
Paragraph 1
Character, Setting, Events
Draw a box around
the characters. Where
are they?
They are in their bright, hot kitchen.
Paragraph 2
Maria and her family are in their bright,
hot kitchen. “Please, Mãe, por favor!”
Maria begs.
Mãe speaks Portuguese. This is the
language of Brazil. “No matter how much
you beg or plead, you must go to practice.
The parade is next week.”
Beginning, Middle, End
Circle what Maria's
parents want her to do in
the beginning of the story.
Reread
Author's Craft
Why does the author
use Portuguese words in
the story?
Unit 1 • Realistic Fiction
3
SHARED READ
FIND TEXT EVIDENCE
Read
Paragraphs 1-3
Beginning, Middle, End
Circle what Maria says
about going to practice.
Draw a box around the
reason she feels this way.
Paragraph 4
Visualize
Underline details that
help you picture the
parade. What can the
family share there?
They can share their culture.
Reread
Author's Craft
How does the author use
dialogue to show the way
each character feels?
4
Unit 1 • Realistic Fiction
“It’s not fair,” says Maria in English.
Mãe does not know a lot of English.
Maria is surprised when she asks, “What is
not fair about going to practice? You must
do the right thing.”
“Ana invited me to her house,” Maria
answers. “I want to go!”
Pai says, “Maria, the parade is
important. People from around the world
come to see it. They try our food,
see how we dress, and how
we live. It is a chance for us
to share our culture.”
“I know but I really want to see Ana,”
says Maria.
Pai says, “Maria, you can see Ana
another time. They are giving out costumes
at practice today.”
Maria thinks about her father’s words.
Pai is right. She and the other children have
worked hard for a year. They practiced their
dance steps over and over. They even made
their own bright colorful costumes.
REALISTIC FICTION
FIND TEXT EVIDENCE
Read
Paragraphs 1-2
Character, Setting, Events
Draw a box around what
Maria can do another time.
What important event is
happening today?
They are giving out costumes
at practice.
Janet Broxon
Paragraph 3
Inflectional Endings
Circle the ending added to
practice. Underline what
the children did over and
over to do it better.
Reread
Author's Craft
Why does the author
describe Maria's thoughts?
Unit 1 • Realistic Fiction
5
SHARED READ
FIND TEXT EVIDENCE
Read
Paragraph 1
Beginning, Middle, End
How does Maria feel
about going to
practice now?
She thinks Pai is right and wants to go
to practice now.
Paragraph 2
Character, Setting, Events
Underline the two
sentences that tell when
and where the parade
takes place.
Reread
Author's Craft
Why does the author use
an illustration to support
details about the setting?
6
Unit 1 • Realistic Fiction
“You’re right,” Maria says to her father.
“I’ll go to practice. I’ll tell Ana I cannot
visit her.”
One week passes. Lots of people line the
streets. The children in Maria’s group are
wearing their sparkling costumes. They
know each dance step.
They dance to
the beat.
The crowd moves aside as they make
their way down the street.
When the crowd moves away, Maria
sees a woman with a camera. She is hurrying.
The woman scurries by Maria. She puts her
camera to her eye. Maria smiles from ear to
ear. She is excited to be in the parade. Click!
The woman takes a picture of Maria.
Maria is proud of her hard work!
REALISTIC FICTION
FIND TEXT EVIDENCE
Read
Paragraph 2
Visualize
Circle the person Maria
sees when the crowd moves
away. Underline details
that help you picture what
the character is doing.
Beginning, Middle, End
How does Maria feel about
going to practice at the
end of the story?
She is proud of going to practice and
Janet Broxon
Summarize
of her hard work.
Use your notes and
think about the events
in the beginning,
middle, and end of
"Maria Celebrates
Brazil." Summarize the
important events.
Unit 1 • Realistic Fiction
7
Reread
SHARED READ
Vocabulary
fair
Talk with a partner about each word.
Then answer the questions.
aside
Sample answers shown.
Mia moved aside to let her brother pass.
Why do you move aside on a sidewalk?
I move aside to let a person with a baby go by.
culture
A parade in February is part of the
culture of Brazil.
What is an important event in your culture?
Independence Day is an important event in my culture.
We are fair and treat everyone the
same.
What is one way to be fair at school?
One way to be fair is to let each person have a turn being
first in line.
invited
We invited the school to watch our
play.
Tell about an event you were invited to.
I was invited to my friend's birthday party.
language
My friend speaks more than one
language.
What language do you want to learn?
Build Your Word List In your
writer’s notebook, write a definition
for an interesting word you picked on
page 2. Use a dictionary to help you.
8
Unit 1 • Realistic Fiction
I want to learn Spanish or German someday.
REALISTIC FICTION
plead
My little brother will plead
with me to play with him.
What is something you might plead for?
in
d
n
E
l
a
n
io
t
c
le
Inf
gs
To understand the meaning of a word,
you can separate the root word from the
ending, such as -ed or -ing.
I might plead with my mom to go to the
playground on Sunday.
scurries
The squirrel scurries up the tree.
What other animal scurries in nature?
FIND TEXT EVIDENCE
I'm not sure what hurrying means. To
hurry means to "move quickly." The
ending -ing can mean “something
happening right now.” I think hurrying
means “moving quickly right now.”
ow.”
A mouse is a small animal that scurries in
nature.
share
I will share my orange with
my friend.
What is something you can share with
a friend?
I can share something to eat, a book, or even
Maria sees a woman with
a camera. She is hurrying.
Your Turn Use the endings to figure out
the meaning of the word below in “Maria
Celebrates Brazil.”
wearing, page 6
wearing means having something on
your body now.
Janet Broxon
a good story.
Unit 1 • Realistic Fiction
9
Reread
SHARED READ
Visualize
Quick Tip
When you visualize, you use the author’s words to form
pictures in your mind about a story.
FIND TEXT EVIDENCE
When you read the last sentence on page 5, use the
author’s words to help you visualize the costumes.
Page 5
Maria thinks about her father’s words.
Pai is right. She and the other
children have worked hard for
a year. They practiced their
dance steps over and over.
They even made their own
bright colorful costumes.
COLLABORATE
I reread, “They even made
their own bright colorful
costumes.” I can picture in
my mind the bright colors of
the costumes. This helps me
visualize what their costumes
are like.
Your Turn Reread the second paragraph on page 6.
What details help you picture the parade and Maria’s
group of dancers?
Lots of people line the streets. Maria’s group wears sparkling costumes as they
dance to the beat.
10
Unit 1 • Realistic Fiction
To help you visualize,
pay attention to
words that tell about
actions, or what
people do. Words
that describe the
way something looks
or sounds will also
help you.
REALISTIC FICTION
Beginning, Middle, End
Readers to Writers
“Maria Celebrates Brazil” is a realistic fiction story.
The characters, settings, and events are made up, but
they could really happen. A realistic fiction story has a
beginning, a middle, and an end.
FIND TEXT EVIDENCE
I can tell that “Maria Celebrates Brazil” is realistic fiction
because the characters, settings, and events could be
real. The story has a beginning, middle, and end.
“It’s not fair,” says Maria in English.
Mãe does not know a lot of English.
Maria is surprised when she asks, “What is
not fair about going to practice? You must
do the right thing.”
Beginning, Middle, End
In the beginning of the story, Maria wants to
skip practice and go to a friend’s house. Her
parents remind her why practice is important.
“Ana invited me to her house,” Maria
answers. “I want to go!”
Pai says, “Maria, the parade is
important. People from around the world
come to see it. They try our food,
see how we dress, and how
we live. It is a chance for us
to share our culture.”
COLLABORATE
Your Turn How does the author show
Maria’s feelings about going to practice
change in different parts of the story?
Maria agrees with her father in the middle of the story and
is proud of her hard work by the end.
Janet Broxon
Page 4
Writers organize
stories with a
beginning, middle,
and end. A story
with three clear parts
helps readers follow
the main events
and understand the
characters. You can
plan a story you
write in this way.
Unit 1 • Realistic Fiction
11
Reread
SHARED READ
Character, Setting, Events
Quick Tip
A character is a person or an animal in a story. The
setting of a story tells when and where a story takes
place. The events are what happens.
FIND TEXT EVIDENCE
As I read pages 2 and 3 of “Maria Celebrates Brazil,” I
learn who the characters are, where the story begins,
and what the characters are doing.
COLLABORATE
12
Character
Setting
Events
Maria
Mãe
Pai
The family’s kitchen one
week before the parade
Maria tells her parents she
wants to miss dance
practice. Her parents want
her to go to practice.
Your Turn Continue rereading the story. Fill in the
information in the graphic organizer about the
characters, settings, and events. Then talk with
your partner about an example of why the setting
is important.
Unit 1 • Realistic Fiction
The setting is
important because
it helps you to
understand the
characters and events.
Look at the chart.
Dance practice takes
place one week
before the parade.
This explains why
Maria's parents want
her to go.
REALISTIC FICTION
Character
Setting
Events
Maria
Mãe
Pai
The family’s kitchen one
week before the parade
Maria tells her parents she
wants to miss dance
practice. Her parents want
her to go to practice.
Maria, Pai
Maria’s family’s bright kitchen
Maria listens to her dad and
changes her mind.
Maria and the group of dancers
the streets of the parade with
many people watching one
week later
Maria’s group wears sparkling
costumes and dances to the beat.
Maria, the woman with a camera
a street where the parade is
passing
The woman takes a picture of
proud Maria and the parade.
Unit 1 • Realistic Fiction
13
Reread
SHARED READ
Respond to Reading
COLLABORATE
Talk about the prompt below. Think about how the
author shows what is important to Maria and to her
parents. Use your notes and graphic organizer. Try to
include new vocabulary in your response.
How does the author show that family members work
together to make good decisions?
At the beginning of the story, Maria wants to visit her friend. Her parents tell
Use these sentence
starters to help you
organize your text
evidence.
At the beginning of
the story, Maria…
In the middle of
the story, Maria’s
father…
At the end of the
story, Maria…
her she needs to go to dance practice because of the parade. Her father says
Grammar Connections
the parade is important because it helps others learn about their culture.
Remember to begin
the first word of
each sentence with
a capital letter. Use
a period at the end
of each sentence to
show the end of a
statement.
The author uses dialogue to show the characters' thoughts and feelings. By
talking together, Maria's family helps her make the right decision.
14
Quick Tip
Unit 1 • Realistic Fiction
Internet Search Using Keywords
Keywords will help you find facts quickly. Keywords are
important words you use when talking or writing about
a topic. When you do an Internet search, keywords tell
the search engine what to look for.
Imagine you want to find information about family
celebrations in Brazil. What keywords could you use?
SOCIA
RESEARCH AND INQUIRY
TU
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ES
e
Integrat
Quick Tip
Think about research
questions for your
poster. Ask what
you want to learn.
These questions will
help you figure out
the keywords to
use in your Internet
searches.
family, celebrations, Brazil
SEARCH
COLLABORATE
Make a Poster With a partner, make a poster that
shows how foods are the same and different around the
world. You could focus on:
1. one kind of meal, such as breakfast.
2. one kind of food, such as bread.
3. the most popular foods from different countries.
What is your topic?
What do people eat for
breakfast in France?
What keywords can the
author type into a search
engine to find the answer?
France, breakfast, foods
Discuss the keywords you can use for your Internet search.
Unit 1 • Realistic Fiction
15
Reread
ANCHOR TEXT
Big Red Lollipop
How does the author show the way Rubina
feels when Sana and Ami do not understand
her problem?
COLLABORATE
Talk About It Look at the illustration on page 12. Talk
with a partner about how you think Rubina feels.
Cite Text Evidence Write clues from the text and the
illustration where the author shows Rubina's feelings.
Clues from the Text
Clues from the Illustration
"They'll laugh at me!
They'll never invite me
to another party again!"
Rubina imagines her
friends laughing at her.
She looks unhappy.
Rubina’s Feelings
Rubina is worried and upset.
Write The author shows Rubina is feeling
worried when
she says her friends will laugh at her and never invite her to another party. The
_______________________________________________
illustration shows her looking worried and picturing her friends laughing at her.
_______________________________________________
16
Unit 1 • Realistic Fiction
Literature Anthology:
pages 10–31
Combine Information
Look back at page
11. Why is going to
a birthday party
important to Rubina?
Use text evidence
to support your
response.
REALISTIC FICTION
How does the author use an illustration to help
you understand the way Rubina feels toward
Sana in the middle of the story?
COLLABORATE
Talk About It Look at the illustration on pages 20–21 of
the Literature Anthology. Talk about what it shows.
Cite Text Evidence What clues from the text and the
illustration help you understand how Rubina feels?
Clues from the Text
Clues from the Illustration
“I shove aside the coats and boots.”
“I’m going to get you!”
“Quick as a rat. . .”
I see Rubina chases Sana all over, from
the living room to the dining room to the
kitchen. Rubina's face looks angry.
Quick Tip
As you read, use
these sentence
starters to talk about
how Rubina feels.
Rubina compares her
sister to…
Rubina’s face looks…
Make Inferences
Why does Rubina
use the word "rat" to
describe how quickly
Sana moves?
Write The text and illustration help me understand that
Rubina
is very angry with Sana. She compares Sana to a rat and chases her all
_______________________________________________
over
with an angry face.
_______________________________________________
_______________________________________________
Unit 1 • Realistic Fiction
17
Reread
ANCHOR TEXT
How does the author help you understand
Rubina's traits?
COLLABORATE
Talk About It Reread page 28. Talk with a partner
about what Rubina thinks and does.
Cite Text Evidence Complete the chart with what
Rubina thinks and what she does when her sister is
invited to a party.
What Rubina Thinks
Rubina could watch Sana be
embarrassed and not get invited to
other parties as Rubina was.
What Rubina Does
Quick Tip
Authors use words
and illustrations to
describe the traits
of characters. Some
traits describe how
a character looks,
such as tall. Other
traits describe things
about a character
that you cannot see,
such as brave.
She taps Ami on the shoulder. She
tells Ami not to make Sana take
Maryam to the party.
Make Inferences
Why do you think it
is difficult for Rubina
to do the right thing?
Write The author helps me understand that Rubina is
kind and caring with details that show her help Sana when she does not have to.
_______________________________________________
_______________________________________________
18
Unit 1 • Realistic Fiction
REALISTIC FICTION
Respond to Reading
COLLABORATE
Discuss the prompt below. Think about how the author
shows Rubina's thoughts and feelings in different parts
of the story. Use your notes to respond to the prompt.
How does Rubina’s relationship with her sister Sana
change from the beginning of the story to the end?
In the beginning of the story, Rubina becomes upset because her mother makes
Quick Tip
Use these sentence
frames to organize
your text evidence.
At the beginning
of the story, Rubina
feels…
At the end of the
story, Rubina feels…
Self-Selected
Reading
her take Sana to a party. At the end, the author describes how Rubina helps
Sana so she does not have to take Maryam to a party. The author shows how
Rubina and Sana become friends because they understand each other better.
Choose a text. Read
the first two pages. If
you don't understand
five or more words,
choose another text
that will let you read
for a longer amount
of time. Fill in your
writer's notebook
with the title, author,
genre, and your
purpose for reading.
Unit 1 • Realistic Fiction
19
Reread
PAIRED SELECTION
A Look at Families
Families around the world do
some things the same. They have
differences, too. Let's take a look
at how families in different
cultures live.
©Kentaroo Tryman/Johner Images RF/age fotostock
All families need homes. Some
families live in large cities. They
might live in tall apartment
buildings. Many families live in the
same building.
20
Literature Anthology:
pages 32–35
Reread the first paragraph.
Underline two sentences about
families around the world. What
will you look at as the text
continues?
I______________________________
will look at how families in different
cultures
live.
______________________________
Reread paragraph 2. Draw a box
around what all families need.
Circle details that tell about where
some families live.
COLLABORATE
Talk with a partner about how
people in large cities may live.
Use the details in the text and the
photograph to support your ideas.
Unit 1 • Realistic Fiction
SOCIA
ES
Reread the paragraph. Draw a
box around the author's definition
of stilts. Look for the stilts in the
photograph.
Why do some families live in
houses on stilts? Underline the text
evidence. Write your answer here.
Some
families live near water, and stilts keep their
_____________________________
homes
safely above the water.
_____________________________
_____________________________
COLLABORATE
Ask and answer questions about the
different kinds of homes people live
in around the world. Support your
ideas with details from pages 20–21.
You may also make connections to
your own experience or to other
texts you have read.
Unit 1 • Realistic Fiction
Paul Taylor/The Image Bank/Getty Images
Some families live near water.
Some families live in houses on stilts.
Stilts are tall poles. They keep the
homes safe from water.
TU
L S DI
21
Reread
PAIRED SELECTION
Why does the author tell about families from
many parts of the world?
COLLABORATE
Talk About It Reread pages 32–35 in the Literature
Anthology. What does the author tell us about families?
Cite Text Evidence Write details from the text that
show how all families are the same.
need homes
share food
All families…
blue jean images/Getty Images
celebrate
together
22
Write The author wants to explain that
talk to
each other
families everywhere
are the same, even though we live in different cultures.
______________________________________________
_________________________________________________
Unit 1 • Realistic Fiction
Quick Tip
The author shows
that families have
the same needs and
activities around
the world. Make
connections between
the families you read
about and your own
family.
Captions
Captions are words that tell about a photo, map,
or other text feature. Authors use captions to give
information about what appears in the text feature.
FIND TEXT EVIDENCE
Look back at the photographs and captions on page 32
in the Literature Anthology. What did you learn from
the captions?
Quick Tip
Authors use
photographs
and captions in
expository text
to help you to
understand the topic.
Authors often use
captions to point
out an important
detail shown in a
photograph.
I learned that the photos show apartment buildings in the United States and
Denmark, as well as family homes in Chile.
_______________________________________________
COLLABORATE
Your Turn Look back at the photos and captions on
page 33. How do the captions help you to understand
the purpose of these photographs?
The captions helped me understand that these photographs show important
details I read about in the text.
Unit 1 • Realistic Fiction
23
e
Integrat
MAKE CONNECTIONS
What have you learned from the selections and song
about friends and families doing things together?
COLLABORATE
Talk About It Read the song. Talk about what the song
says about being with friends. How is this like being
with family?
Cite Text Evidence Circle a clue from the song that
tells you how friends are like family.
Quick Tip
Use these sentence
starters to talk about
friends and families:
Friends are like
family because…
My family spends
time together…
Write This song and the selections I read help me
understand that
family and friends
become closer and work out their problems
_________________________
when they spend time together.
_________________________
_________________________
_________________________
Shutterstock/Monkey Business Images
_________________________
24
_________________________
______________________
______________________
Unit 1 • Realistic Fiction
The More We Get Together
The
h more we get together,
h together,
h together
h
The more we get together, the happier we’ll be.
For your friends are my friends, and my friends
are your friends,
The more we get together, the happier we’ll be.
— German Folk Song
Present Your Work
COLLABORATE
With your partner, plan how you will present your poster
to the class. Use the Presenting Checklist to help you
improve your presentation. Discuss the sentence starters
below and write your answers.
SOCIA
RESEARCH AND INQUIRY
TU
L S DI
ES
e
Integrat
Quick Tip
Pause after each
point so that your
audience can follow
important ideas.
Remember, it’s
okay if you make
a mistake! Take a
breath and keep
going.
Presenting Checklist
An interesting fact I learned about foods around the
world is
______________________________________________
I will practice my
presentation.
I will look at my
audience.
I will speak clearly
and slowly.
I will make sure
everyone can see
our poster.
I will listen
carefully to
questions from the
audience.
I would like to know more about
______________________________________________
Unit 1 • Realistic Fiction
25
WRITING
Expert Model
Features of Realistic Fiction
Realistic fiction is a story that could happen in real life.
• The characters act and speak like real people.
• The narrator uses words that tell sequence, or the
order of events.
• The story has a beginning, middle, and end.
Analyze an Expert Model Studying Big Red Lollipop
will help you learn how to write realistic fiction. Reread
page 25. Answer the questions below.
How do you know that time has gone by in the story?
COLLABORATE
The narrator uses the words "Then one day" to show time has gone by.
______________________________________________
______________________________________________
How does the author show that Sana has a problem?
ImageDJ/Alamy
The author uses dialogue to show Sana has a problem. She says, "No! I can't take
______________________________________________
26
her! She's not invited!" Exclamation marks help show how strongly Sana feels.
______________________________________________
______________________________________________
Unit 1 • Realistic Fiction
Literature Anthology
pages 10-31
REALISTIC FICTION
Generate Ideas You will write realistic fiction about
a family. Use this space for your ideas. Draw and
brainstorm words that describe the characters, setting,
and events you might write about.
Quick Tip
As you brainstorm,
think about a
problem a family
member might have
or an event that
can make family
members feel closer.
Shutterstock/bogdan ionescu
Plan: Brainstorm
Unit 1 • Realistic Fiction
27
WRITING
Plan: Choose Your Topic
Writing Prompt Write realistic fiction about a
character in a family. Show how the character's feelings
change. Complete these sentences to get started.
My characters are ______________________________
At the beginning of the story, ____________________
______________________________________________
In the middle, _________________________________
______________________________________________
At the end, ____________________________________
______________
andresr/E+/Getty Images
______________________________________________
______________
28
Purpose and Audience Some authors write realistic
fiction to entertain their audience. Theyy may also want
hink about why
to show how people learn and grow. Think
you chose your characters. Then explain
n the purpose
otebook.
for writing your story in your writer’s notebook.
Unit 1 • Realistic Fiction
Quick Tip
Your audience, or
readers, may include
your classmates or
family. Think about
how to make your
ideas interesting and
fun for them to read.
REALISTIC FICTION
Plan: Organization
COLLABORATE
Develop Sequence Authors think about the order,
or sequence, of events in a story. Read the chart below.
Write first, next, and last to show the sequence of
events.
, the backyard gate is open.
Annie’s puppy is gone!
First
Quick Tip
Some words and
phrases help show
that the story is
moving from one
part to the next. You
can use words like
first, later, then, after
that, when, finally,
and in the end.
, Mom and Dad help look for Daisy.
They hear a bark.
Next
, they see Annie’s friend Gina. She is holding
the puppy! “Daisy wanted to visit my yard,” Gina laughs.
Last
Plan In your writer’s notebook, make a chart like the
one above. Fill it in with details about what happens at
the beginning, middle, and end of your story.
Unit 1 • Realistic Fiction
29
WRITING
Draft
COLLABORATE
Descriptive Details The author of “Maria Celebrates
Brazil” uses details to describe the characters and setting
in the beginning of the story.
Maria and her family are in their bright, hot
kitchen. “Please, Mãe, por favor!” Maria begs.
Mãe speaks Portuguese. This is the language of
Brazil. “No matter how much you beg or plead, you
must go to practice. The parade is next week.”
Use the paragraphs as a model to start writing. Think
about details that describe your setting. Include
descriptive details in the words your characters speak.
______________________________________________
______________________________________________
______________________________________________
Write a Draft Look over the chart you made. Use it to
help you write your draft in your notebook. Remember
to use details that describe, or tell about, your
characters, settings, and events.
30
Unit 1 • Realistic Fiction
REALISTIC FICTION
Revise
Strong Openings A strong opening grabs your attention
and makes you want to find out what happens next.
Read the story opening below. Then revise it. Add details
about the character and his problem to make readers
interested in the story.
Tim had slept late. He needed to make a picnic for Father's Day.
Quick Tip
Strong openings can
describe a problem
a character faces,
or has, in the story.
Think about details
that show what
the character feels
about the problem.
Dialogue, or what a
character says, can
show strong feelings.
Outside his bedroom window, there were clouds.
Grammar Connections
“Tim,
wake up!” his mom yelled. Tim had slept late. There was no time to get ready
_______________________________________________
for
Father’s Day. He and his mom had made Dad's favorite pasta salad for a picnic.
_______________________________________________
He
rushed out of bed. Outside his window, he saw dark clouds. “Oh, no,” he said to
_______________________________________________
himself.
“Rain is going to spoil everything.”
_______________________________________________
_______________________________________________
Pay attention to your
end punctuation
marks. Use question
marks at the end
of questions. Use
exclamation marks
when you write
sentences that show
a strong feeling.
Revise It’s time to revise your draft. Include a strong
opening that makes your reader want to find out what
happens next.
Unit 1 • Realistic Fiction
31
WRITING
Revise: Peer Conferences
COLLABORATE
Review a Draft Listen carefully as a partner reads his
or her work aloud. Begin by telling what you liked about
the draft. Ask questions and make suggestions to give
the writer ideas for making the writing stronger.
Partner Feedback Write one suggestion that you will
use in the revision of your story.
Quick Tip
Use these sentence
starters to discuss
your partner’s work.
I enjoyed your story
opening because…
How about adding
details about…
I have a question
about…
Based on my partner’s feedback, I will _____________
______________________________________________
Revising Checklist
______________________________________________
Does my story fit
my purpose and
audience?
Does it include
descriptive
details?
Does it have a
strong opening?
Does the story
have a beginning,
middle, and end?
After you finish giving each other feedback, reflect on
the peer conference. What was helpful? What might
you do differently next time?
______________________________________________
______________________________________________
Revision Use the Revising Checklist to help you figure
out what text you may need to move, add to, or delete.
Remember to use the rubric on page 35 to help you
with your revision.
32
Unit 1 • Realistic Fiction
REALISTIC FICTION
Edit and Proofread
When you edit and proofread, you look for and correct
mistakes in your writing. Rereading a revised draft
several times will help you catch any errors. Use the
checklist below to edit your sentences.
Editing Checklist
Are all sentences complete sentences?
Do all questions end with question marks?
Do sentences that show strong feelings, such as excitement,
end with exclamation marks?
Do statements end with periods?
Are all the words spelled correctly?
Grammar Connections
When you revise
your writing,
make sure that
you capitalize the
first word in every
sentence. Be sure to
use the correct end
punctuation for all of
your sentences.
List two mistakes you found as you proofread your story.
1
2
Unit 1 • Realistic Fiction
33
WRITING
Publish, Present, and Evaluate
Publishing Create a clean, neat final copy of your story.
You may add illustrations or other visuals to make your
published work more interesting.
Presentation Practice your presentation when you are
ready to present your work. Use the Presenting Checklist
to help you.
Evaluate After you publish and present your story, use
the rubric on the next page to evaluate your writing.
1
What did you do successfully? _________________
____________________________________________
____________________________________________
2
What needs more work? _____________________
____________________________________________
____________________________________________
34
Unit 1 • Realistic Fiction
Presenting Checklist
Sit up or stand
up straight.
Look at the
audience.
Speak slowly and
clearly.
Speak loud
enough so that
everyone can hear
you.
Answer questions
using details from
your story.
REALISTIC FICTION
Listening When you listen actively, you pay close
attention to what you hear. When you listen to other
children's presentations, take notes to help you better
understand their ideas.
What I learned from .........................................................'s
presentation:
______________________________________________
Questions I have about .........................................................’s
presentation:
______________________________________________
4
• tells a lively, realistic
fiction story about a
character in a family
• begins with a strong,
detailed opening
• has a clear beginning,
middle, and end
• is free or almost free
of errors
3
• tells a story about a
character in a family
• begins with a strong
opening
• has a beginning,
middle, and end
• has few errors
Listening Checklist
Make eye contact
with the speaker.
Listen for details
about characters.
Listen for
details about a
beginning, middle,
and end.
Identify what the
speaker does well.
Think of questions
you can ask.
2
1
• tries to write realistic
fiction but details are
unclear
• does not focus writing
on the genre or topic
• lacks a strong opening
• does not sequence
events into a
beginning, middle,
and end
• makes an effort to
sequence events and
create a beginning,
middle, and end
• has many errors that
distract from the
meaning of the story
• lacks an opening
• has many errors that
make the story hard
to understand
Unit 1 • Realistic Fiction
35
Talk About It
Essential Question
How do friends depend on
each other?
36
Unit 1 • Fantasy
Talk with a partner about how friends depend on
each other, or help each other. Then write your ideas
on the web. Sample answers shown.
to clean up
when you are hurt or sad
Friends Depend on
Each Other
to try new things
Lisa Sciascia/fStop Images/Getty Images
COLLABORATE
These friends are using a map. They are helping each
other find out where they are on the map. There are
many ways we depend on our friends.
to understand
something difficult
Unit 1 • Fantasy
37
SHARED READ
TAKE NOTES
A prediction is a guess
about what will happen
in a story. Use the title
and illustrations to make
a prediction.
Little Flap
Learns
to Fly
As you read, make note of:
Interesting Words
Essential Question
Key Details
How do friends depend on
each other?
Read how Little Flap depends
on his friends.
38
Unit 1 • Fantasy
FANTASY
Little Flap was happy living in his nest. His
friends, Fluff and Tuff, lived in the nest next to
him. Every morning they sang songs together.
Their parents brought them worms to eat.
One day Fluff asked, “Can we get our
own worms?”
Tuff said, “We can if we learn to fly.”
Fluff said, “Yes! Let’s learn to fly.”
FIND TEXT EVIDENCE
Read
Paragraph 1
Visualize
Draw a box around details
that help you visualize why
Little Flap is happy living
in his nest.
Paragraphs 2-4
Key Details
Underline what Fluff wants
to get. What must the
little birds do first?
They must learn to fly.
Reread
Tim Beaumont
Author's Craft
How does the author use
dialogue to show what the
little birds want to do?
Unit 1 • Fantasy
39
SHARED READ
FIND TEXT EVIDENCE
Read
Use Illustrations
What does Little Flap look
like? Use the illustration to
describe his traits.
Little Flap's eyes and expression make
him look nervous.
Paragraphs 2-3
Key Details
Circle why Fluff wants the
birds to practice flapping
their wings. What do Tuff
and Little Flap do?
They watch Fluff and copy her actions
by flapping their wings.
Reread
Little Flap peered over the edge of his nest.
It was very high up. When he looked down,
the ground seemed very far away. He felt
scared! He was too afraid to tell his friends
about his fear so he kept his feelings a secret.
Fluff said, “Let’s practice flapping our
wings. It will make them strong. Watch.”
Author's Craft
What details help you
understand the way Little
Flap feels?
40
Unit 1 • Fantasy
Tuff and Little Flap watched Fluff.
Then they copied her actions.
FANTASY
FIND TEXT EVIDENCE
Paragraph 1
Root Words
Find the word asked.
Circle the word without
the ending -ed. Circle the
question Little Flap asks.
Soon it was time to fly. Little Flap could no
longer keep his feelings a secret. He asked,
“Will I fall? I don’t want to get hurt.”
Tuff said, “You can depend on Fluff and me.
We’re your friends.”
Fluff said, “I have an idea. We will go first and
show you how. Then you can try. If you fall, Tuff
and I will rescue you.”
Tim Beaumont
Tuff said, “Yes, we can save you!” Tuff and
Fluff jumped out of the nest. They flew!
Little Flap looked down nervously. He still
felt uneasy, but he felt braver with his friends.
“Okay,” he said. “Let’s try!”
Paragraphs 2-4
Key Details
Underline Fluff's idea. How
can Little Flap depend on
his friends?
They show him how to fly and will
rescue him if he falls.
Reread
Author's Craft
How does the author use
dialogue to show the birds
are good friends?
Unit 1 • Fantasy
41
SHARED READ
FIND TEXT EVIDENCE
Read
Paragraph 1
Visualize
Underline words that help
you visualize the actions
the birds do together.
Paragraphs 3-4
Key Details
Circle what Fluff and
Tuff tell Little Flap. Why
do they say these things?
They want to help Little Flap feel
less scared.
Reread
The three birds stood together on the
branch. They counted, “One! Two! Three!”
Then they flapped their wings fast and
jumped. Little Flap lifted into the air.
Author's Craft
How does the author show
Fluff and Tuff's excitement?
42
Unit 1 • Fantasy
“You’re flying just right!” said Fluff.
“You’re flying perfectly!” said Tuff.
FANTASY
All three little birds landed in a patch
of soft, green grass.
FIND TEXT EVIDENCE
Little Flap said, “Now I know I can
always depend on you, Fluff and Tuff!
You are my friends.”
Then he found a big, juicy worm
and shared it with his friends.
Now Little Flap likes flying!
Read
Paragraphs 1-2
Key Details
Underline the sentence
that describes the birds'
safe landing. Circle what
Little Flap then says.
Paragraph 3
Make Inferences
How does the author show
that Little Flap is a good
friend to Fluff and Tuff?
Little Flap shares the big, juicy worm
Tim Beaumont
Summarize
Summarize "Little Flap
Learns to Fly." Then talk
about your prediction
on page 38. Use the
illustrations and title to
help you explain why your
prediction was correct or
needed to be changed.
with his friends.
Fluency
Take turns reading the
page aloud. How does the
author help you express
Little Flap's feelings?
Unit 1 • Fantasy
43
Reread
SHARED READ
Vocabulary
Talk with a partner about each word.
Then answer the questions.
depend
Nick and Maria depend on Dad to help
them learn to ride a bike.
How do you depend on family members?
Sample answers shown.
actions
I depend on my sister to help me clean my room.
The girl’s actions helped her team win.
What actions help you do well in school?
Actions like rereading and asking questions help me do well.
afraid
Our dog is afraid of thunder.
What is something you are afraid of?
nervously
Maya waited nervously for her running
race to begin.
What did you wait nervously for?
I waited nervously to present our project.
I am afraid of lightning.
peered
Build Your Word List Choose an
interesting word that you noted.
Look up the word's meaning and
pronunciation using a dictionary online.
44
Unit 1 • Fantasy
The dog peered through the hole in
the fence.
What did you see when you peered out of the
classroom window?
I saw traffic on a sunny day when I peered out the window.
FANTASY
perfectly
The ball is perfectly round.
What is something that is perfectly
flat?
The top of my desk is perfectly flat.
rescue
We saw the boy rescue the
cat from the tree.
What is another word for rescue?
Root Words
To understand the meaning of a word
you do not know, try to separate the root
word from an ending, such as -ed or –ing.
FIND TEXT EVIDENCE
I'm not sure what landed means. I'll split
the root word land from the ending –ed.
Land can mean “to move down onto
the ground.” The ending –ed means this
action happened in the past. So, landed
means "moved down onto the ground."
The word save can be another word for rescue.
All three little birds landed in a
patch of soft, green grass.
secret
Mandy whispered a secret to
me.
What is special about a secret?
Your Turn Use the root word to figure out
the meaning of another word in the story.
Secrets are special because they are shared
jumped, page 41
pushed into the air with your feet
by friends.
Unit 1 • Fantasy
45
SHARED READ
Reread
Visualize
Quick Tip
When you visualize, you form pictures in your mind
about the characters, setting, and events in the story.
FIND TEXT EVIDENCE
After reading page 40 of "Little Flap Learns to Fly," I
know Little Flap is thinking about flying. What words
does the author use to help readers visualize the nest?
Page 40
Little Flap peered over the edge of his
nest. It was very high up. When he looked
down, the ground seemed very far away.
COLLABORATE
I read that the nest
"was very high up" and
the ground "seemed very
far away." From these
details, I can visualize
the nest.
Your Turn Reread page 43. What words help you
visualize where the birds land?
The words "patch of soft, green grass" help me visualize where the birds land.
46
Unit 1 • Fantasy
Pay attention to
words that tell how
something looks,
feels, or sounds. This
will help you visualize
the story.
FANTASY
Use Illustrations
Quick Tip
“Little Flap Learns to Fly” is a fantasy story. It is a
made-up story with characters who could not be real.
Often fantasy stories have illustrations that show the
characters, setting, and events.
FIND TEXT EVIDENCE
I can use what I read to know that the story has made-up
characters that could not be real. This story is a fantasy.
When reading a
fantasy story, ask
questions such
as: How are the
characters like
real people or real
animals? How are
they not? What
illustrations show
things that could not
happen in real life?
Page 38
Little Flap
Learns
to Fly
Illustrations
In this illustration, I see Little Flap wearing
clothes. I know birds in real life do not wear
clothes. This must be a fantasy story.
COLLABORATE
Essential Question
How do friends depend on
each other?
Your Turn Use illustrations to help you
find an event that could not happen in
real life. Tell why this story is a fantasy.
Little Flap talks with his friends, two other little birds.
Read how Little Flap depends
on his friends.
This story is a fantasy because real birds don’t talk or
have friends.
Unit 1 • Fantasy
47
Reread
SHARED READ
Key Details
You can find important information in a story by looking
for key details in the illustrations and the text.
FIND TEXT EVIDENCE
As I read page 40 of “Little Flap Learns to Fly,” I can
look at the illustration and read the text to find a key
detail about the characters and events.
Detail
Little Flap is
afraid to fly.
Tim Beaumont
COLLABORATE
Your Turn Continue reading the story.
Does Little Flap learn to fly? Use your
notes to help you list the key details
in your graphic organizer.
48
Unit 1 • Fantasy
Quick Tip
Illustrations can help
you understand key
details in the text.
They can also show
details that are not
in the text.
FANTASY
Detail
Detail
Little Flap is
afraid to fly.
Little Flap’s friends help him to fly.
Little Flap flies with his friends and
finds a worm to share.
Tim Beaumont
Detail
Unit 1 • Fantasy
49
Reread
SHARED READ
Respond to Reading
COLLABORATE
Talk about the prompt below. Think about important
details the author shows in the text and illustrations. Use
your notes and graphic organizer.
How does the author show that Little Flap can depend
on his friends?
Little Flap feels scared about flying. An illustration shows him looking scared.
Quick Tip
Use these sentence
starters to help you
organize your text
evidence.
Little Flap feels…
An illustration
shows…
Tuff and Fluff say…
Another illustration
shows…
In dialogue, Tuff and Fluff tell him that he can depend on them because they
Grammar Connections
are friends. The friends say they will show Little Flap how to fly and rescue him
if he falls. Another illustration shows all three birds flying together. Fluff and
Tuff are looking at Little Flap, which shows they are looking out for their friend.
The author writes at the end, "Now Little Flap likes flying!"
50
Unit 1 • Fantasy
Use a before nouns
that start with a
consonant. Use an
before nouns that
start with a vowel.
a bird
an eagle
Ask Questions
To learn about a topic, ask questions about what you
want to know. Sometimes you can talk to people to find
answers to your questions. This is called informal inquiry.
You are going to research the topic of how friends
depend on each other. What questions can you ask
classmates about a time they depended on a friend?
SOCIA
RESEARCH AND INQUIRY
TU
L S DI
ES
e
Integrat
Quick Tip
You can tell
information about
a time a friend
helped you to solve
a problem, learn
something new, or
just feel better about
something.
What is the name of your friend? When did you need a friend? How did your
friend help you? Why is your friendship important?
You will answer questions and tell information. Write
ideas about an event that you will tell the group.
Image Source/Punchstock
COLLABORATE
"We Depend on Friends" List In a small group, ask
and answer questions about how we depend on friends.
Take notes on the answers. Together, create a list of
each group member's response. Illustrate the list with a
picture.
Unit 1 • Fantasy
51
ANCHOR TEXT
Reread
Help! A Story of Friendship
What does the dialogue at the beginning of the
story tell you about Mouse and Hedgehog?
COLLABORATE
Talk About It Reread pages 37–38. Discuss the dialogue,
or what Mouse and Hedgehog talk about.
Cite Text Evidence Write about what the two
characters say about Snake.
Mouse Says
"I'm hiding from Snake."
"Fox told Skunk and Skunk told me
that snakes are very dangerous to
mice."
Hedgehog Says
"That's silly gossip."
"You know Snake would never hurt
you."
Literature Anthology:
pages 36–57
Quick Tip
Text evidence is an
example from a
text. It can be words
or phrases used to
answer questions
about the text. Use
text evidence to
support your ideas.
Make Inferences
Write The dialogue helps me understand
Mouse is afraid of
Snake because of what Skunk told him. Hedgehog believes their friend Snake would
never hurt Mouse.
52
Unit 1 • Fantasy
An inference is a
best guess based
on text evidence, or
details. Do you think
Hedgehog and Snake
are good friends?
Use text evidence to
explain your answer.
FANTASY
How does the author show Mouse's feelings after
he is rescued?
COLLABORATE
Talk About It Reread page 51. Talk about what Mouse
says and does.
Cite Text Evidence What details on page 51 tell you
the way Mouse feels? Write the text evidence.
Detail 1
Mouse turns a deep shade of pink.
Detail 2
"I am very sorry," he said.
Quick Tip
As you read, use
these sentence
frames to talk about
how Mouse feels.
Mouse looks…
Mouse says…
Combine Information
Details you already
read will help you
understand events
in the story. Why
is Mouse surprised
that Snake has saved
him? Use details
from pages 48–50 to
explain your answer.
Write I know the way Mouse feels because the author uses
details to show that he is sorry and embarrassed to learn Snake rescued him.
Unit 1 • Fantasy
53
ANCHOR TEXT
Reread
How does dialogue and an illustration show that
Mouse is thankful and no longer afraid?
COLLABORATE
Talk About It Reread pages 54 and 55. Talk about what
Mouse says on page 54. Discuss what the illustration
shows on page 55.
Cite Text Evidence Fill in the chart with details that
help you understand how Mouse feels.
Detail
Mouse tells Hedgehog
he is going to thank
Snake and give him
flowers.
Detail
Mouse is hugging
Snake.
Detail
Mouse has a happy
look on his face.
Write I know Mouse is thankful and no longer afraid
because he
thanks Snake and gives him flowers. Mouse looks happy and not
afraid when he hugs Snake.
54
Unit 1 • Fantasy
Quick Tip
Details that tell what
Mouse does or show
how he looks can
help you understand
his feelings.
FANTASY
COLLABORATE
Respond to Reading
Quick Tip
Discuss the prompt below. Think about how illustrations
help show what the characters do and how they feel.
Use these sentence
frames to organize
your text evidence.
How does the author use illustrations to show how
talking about others can affect a friendship?
In the beginning, an illustration shows Mouse and Hedgehog. Mouse looks
afraid. Mouse heard that his friend Snake is dangerous to mice. Then the
author shows the way Mouse feels after Snake rescues him. Mouse's face is pink
because he is sorry he believed gossip about a friend. In the end, an illustration
shows Mouse and Snake hugging because Mouse is not afraid anymore.
An illustration shows…
Mouse looks…
Mouse feels…
Self-Selected
Reading
Choose a text.
In your writer’s
notebook, write the
title, author, and
genre of the book.
Set a purpose for
reading. As you read,
make a connection
to ideas in other
texts you read, or a
personal experience.
Write your ideas
in your writer’s
notebook.
Unit 1 • Fantasy
55
Reread
PAIRED SELECTION
The Enormous Turnip
Other people in their village saw the
family tugging at the turnip. “Let us
help you!” they cried. “Many hands
make light work.”
Literature Anthology:
pages 58-59
The villagers had an idea. They held
onto each other’s waists to make
a chain. Together, they all pulled
at the turnip in the ground. Finally,
the ground rumbled, and the turnip
popped out!
They offer to help the family pull out the
______________________________
Reread paragraph 1. Circle what the
villagers see. What do they do next?
enormous turnip.
______________________________
Reread paragraph 2. How do the
neighbors pull out the turnip?
Underline text evidence to answer.
COLLABORATE
Alison Jay
Talk with a partner about how the
last sentence helps show the turnip
is enormous.
56
Unit 1 • Fantasy
All the neighbors took a serving.
“We all worked together to find a
solution to the problem,”
said the farmer.
“So now we all
get a tasty meal
as a reward.”
They
are making turnip soup for everyone who
_____________________________
helped
them pull out the enormous turnip.
_____________________________
_____________________________
_____________________________
Reread Paragraph 2. Circle what
the farmer says about working
together.
COLLABORATE
Discuss how the author uses
dialogue to explain why the farmer
and his wife share the soup.
Alison Jay
The farmer chopped up the turnip.
His wife got a big pot. “Turnip soup
for all who helped!” he announced.
Reread paragraph 1. Underline
what the farmer and his wife do
with the turnip. Who are they
making turnip soup for?
Unit 1 • Fantasy
57
Reread
PAIRED SELECTION
What do the villagers mean when they say,
“Many hands make light work”?
COLLABORATE
Talk About It Reread pages 58 and 59 in the Literature
Anthology. Discuss how the family depends on neighbors
to help solve the problem in the folktale.
Cite Text Evidence Fill in the chart with text evidence
that shows how "many hands make light work."
Page
Text Evidence
58
The farmer plants a huge turnip that the family
cannot harvest.
59
People see the family. The villagers say,
“Let us help you!”
59
The villagers pull out the turnip together.
Alison Jay
Write “Many hands make light work” means a lot of people
58
working together makes solving a problem easier.
Unit 1 • Fantasy
Evaluate Information
Do you agree that
"many hands make
light work"? Think
about your own
experiences. Can you
think of a time this
saying was true? Can
you think of a time it
was not true?
Theme
A folktale's theme is the main message the author
wants to tell readers. An author often uses what the
characters do and say, or dialogue, to show a theme.
FIND TEXT EVIDENCE
The author uses what the villagers say on page 56 to
show why they want to help. The dialogue shows the
theme about why people should work together.
Quick Tip
The narrator of "The
Enormous Turnip"
does not tell the
theme. But the
author shows that
working together is
important from what
the characters do
and say.
“Let us help you!” they cried. “Many hands make
light work.”
COLLABORATE
Your Turn Talk about what the farmer says in the
last paragraph on page 57. How does the author use
the farmer's words to show why people should work
together?
The author uses the farmer's words to show that people find solutions and are
rewarded when they work together.
Unit 1 • Fantasy
59
e
Integrat
MAKE CONNECTIONS
What have you learned from the selections and the
painting about the different ways friends depend on
each other?
COLLABORATE
Talk About It Look at the painting. Talk about what
the girls are doing. Discuss different ways they may
depend on each other.
Cite Text Evidence Circle the clues from the painting
and caption that show what the girls are doing together.
Quick Tip
Describe what the
girls are doing and
how they feel using
these sentence
starters:
The girls are…
The girls look…
They help each
other…
Write The selections I read and the painting all show
how people help each other when they are in
trouble or have problems to solve. Friends also
depend on each other to have fun, like the girls in
Courtesy National Gallery of Art, Washington
the painting who dance together.
60
This painting is called Breton Girls Dancing, Pont-Aven,
by Paul Gauguin.
Unit 1 • Fantasy
Present Your Work
COLLABORATE
With your partner, plan
how you will present your
"We Depend on Friends"
list to the class. After all the
presentations are finished,
discuss the sentence
starters below and write
your answers.
I enjoyed learning about
SOCIA
RESEARCH AND INQUIRY
TU
L S DI
ES
e
Integrat
Quick Tip
Practice your
presentation. Then
give each other
feedback about what
works and what
needs improvement.
Practice will also help
you build confidence.
Presenting Checklist
Hold up your work
so that everyone
can see it.
Speak clearly.
Point to the part
of the list you are
talking about.
I think a good friend is a person who
Unit 1 • Fantasy
61
Talk About It
Essential Question
What happens when families work
together?
62
Unit 1 • Expository Text
COLLABORATE
This family is working together to make a dessert.
Working together gets chores done and can be fun!
There are many ways families work together.
Talk about what is happening in the picture. Discuss how
your family works together. Write your ideas in the web.
Sample answers shown.
My brother and I
put away our toys.
Dad cooks, and we set the table.
Families Work
Together
We shop for food and put away
the groceries together.
Eva-Katalin/iStock/Getty Images Plus
My brother and I help mom
take care of the yard.
Unit 1 • Expository Text
63
SHARED READ
TAKE NOTES
Knowing why you are
reading a text can help
you focus on important
details. Write a purpose
for reading here.
As you read, make note of:
Interesting Words
Essential Question
What happens when
families work together?
Read about how one family
works to meet their needs.
64
Unit 1 • Expository Text
Comstock/Stockbyte/Getty Images
Key Details
EXPOSITORY TEXT
FIND TEXT EVIDENCE
Read
Paragraph 1
PBNJ Productions/Blend Images
Ellen Yung had a busy day at work! She put a cast
on a broken arm, used a bandage to cover a deep
cut, and helped twenty patients. Ellen is a doctor
for children. Customers can get sick at any time, so
pediatricians work long hours. They have hard jobs.
Ellen’s husband works long hours, too. Steve is a
firefighter. At the firehouse, he
makes sure the tools work
properly. He checks the
hoses and fire trucks. At
the fire, Steve rescues
people from hot
flames and smoke.
The firefighters all
work together to
put out the fire.
Key Details
Underline details that tell
why Ellen had a busy day.
Why do doctors like Ellen
work long hours?
Children can get sick at any time.
Paragraph 2
Synonyms
Circle flames in the text.
Then circle a word with
almost the same meaning.
Reread
Author's Craft
How does the author
compare the jobs that Ellen
and Steve have?
When a fire alarm sounds,
Steve suits up quickly.
Unit 1 • Expository Text
65
SHARED READ
Read
Paragraph 1
Ask and Answer Questions
Ask a question about a
way two family members
work together.
Sample answer: How do Dad and Zac
work together?
Underline text evidence
that helps you answer it.
Paragraph 2
Key Details
Circle details that tell why
the family decides to buy a
washing machine.
Reread
Author's Craft
How does the author help
you understand the way
a family decides to spend
their money?
66
Unit 1 • Expository Text
At home, the Yung family works
together too. Hanna sets the table
for dinner. She also helps wash
the dishes. Everyone has weekly
chores. Mom and Hanna do the
dusting and mopping. Dad and her
brother, Zac, do the laundry. They wash,
dry, and fold the clothes. Mom makes a shopping
list each week. She lists items they need and things
they want.
A short time ago, Zac wanted a new laptop.
The family needed a new washing machine. They
could only spend money on one item. Both cost
the same. They had to choose. Clean
clothes are needed for school and work.
A new laptop is nice, but did Zac need
it? Ellen and Steve thought
about their family’s needs.
They decided to buy the
washing machine.
Hanna’s brother, Zac, helps with the meals.
(b) MIXA next/Getty Images;(t)hana/Datacraft/Getty Images
FIND TEXT EVIDENCE
EXPOSITORY TEXT
What Are Some Needs and Wants?
Needs
Wants
Water
Skateboard
Food
Video game
Shelter
Basketball
Clothing
FIND TEXT EVIDENCE
Read
Chart
Draw a box around the
title of the chart. Circle the
heading of each column.
Paragraph 1
Key Details
(l)McGraw-Hill Education/Ken Karp;(r)C Squared Studios/Photodisc/Getty Images
What will the family buy in
the future?
Zac knows that his parents have busy
jobs. They bring home money to pay
for their needs and wants. They needed that
washing machine. Zac still wants a laptop.
The family has decided to save some money
each week so they can buy it in the future.
The Yung family will buy the laptop
that Zac still wants.
Underline text evidence
that explains how they will
be able to buy it.
Reread
Summarize
Author's Craft
Use your notes to help you
orally summarize the key
details in "Families Work!"
Why does the author show
the two photographs with
the chart?
Unit 1 • Expository Text
67
Reread
SHARED READ
Vocabulary
Talk with a partner about each word.
Then answer the questions.
Sample answers shown.
chores
One of my chores is to feed our dog.
What is one of your chores?
One of my chores is taking out the garbage.
checks
Mom checks the car tires before a trip.
Who checks the mailbox in your family?
Dad checks the mailbox.
choose
Raul will choose a book to read to
the class.
What will you choose to read today?
I will choose to read a book about cats.
cost
We bought a book that did not cost
a lot of money.
What is a gift that doesn't cost a lot of money?
A homemade card does not cost a lot of money.
customers
Many customers visited the new store.
What can customers buy at a supermarket?
Customers can buy food, or groceries, and things for
Build Your Word List Draw a box
around the word save on page 67.
Use a word web to write more forms
of the word in your writer's notebook.
You may use a dictionary to help you.
68
Unit 1 • Expository Text
their homes.
EXPOSITORY TEXT
Nurse and doctor are two jobs
at a hospital.
What are two jobs at a school?
Teacher and principal are two jobs at a school.
spend
Greg decided to spend his
money on a game.
What are two things families spend
their money on?
My family spends money on food and clothes.
tools
My mother used tools to fix my
brother's bicycle.
What is a tool you saw an adult use?
Synonyms
Synonyms are words that have almost
the same meaning. Big and large are
synonyms.
FIND TEXT EVIDENCE
On page 66, I read that Mom “lists
items they need and things they want.”
In this sentence, items and things are
synonyms. I see that items are things on
a list.
She lists items they need and
things they want.
Your Turn Use a print or digital
thesaurus to write a synonym for the
word below.
jobs, page 67 occupations; work
hana/Datacraft/Getty Images
jobs
My dad uses a hammer to hang pictures in
our home.
Unit 1 • Expository Text
69
Reread
SHARED READ
Ask and Answer Questions
When you read, asking questions helps you think
about parts of the text you may have missed or do not
understand well.
FIND TEXT EVIDENCE
As I read the last paragraph on page 66, I ask myself,
“Why did the family decide to buy a washing machine
instead of a laptop?”
Page 66
A short time ago, Zac wanted a new
laptop. The family needed a new washing
machine. They could only spend money on
one item. Both cost the same. They had to
choose.
COLLABORATE
70
When I reread to answer my
question, I understand the
family could only buy one of
the things. The family had to
make a choice.
Your Turn Think of a question you have about the
selection. Reread the parts of the text that will help you
answer your question.
Unit 1 • Expository Text
EXPOSITORY TEXT
Charts
Readers to Writers
“Families Work!” is an expository text. It gives facts and
information about a topic. It can have text features, such
as photographs with captions and charts.
FIND TEXT EVIDENCE
I can tell that “Families Work!” is expository text
because it gives facts about how family members work
to meet their needs. It also has text features.
When you write
expository text,
think about how to
show information in
a chart. Give your
chart a title. Add
headings that tell
how the information
is organized.
Page 67
Needs
Wants
Water
Skateboard
Food
Video game
Shelter
Basketball
(l)McGraw-Hill Education/Ken Karp;(r)C Squared Studios/Photodisc/Getty Images
Clothing
Zac knows that his parents have busy
jobs. They bring home money to pay
for their needs and wants. They needed that
washing machine. Zac still wants a laptop.
The family has decided to save some money
each week so they can buy it in the future.
Summarize
Chart
A chart shows information in an organized
way that is easy to see. Facts may be in
rows and columns.
COLLABORATE
Your Turn How does the author show
information in the chart?
The author shows examples of things people need to buy
in one column and things people might want to buy in the
Use your notes to help you
orally summarize the key
details in "Families Work!"
other column.
Unit 1 • Expository Text
(l) McGraw-Hill Companies, Inc. Ken Karp, Photographer; (r) C Squared Studios/Getty Images
What
Wha
at Are Some
ome
me Needs
m
e
and
an Wants?
71
Reread
SHARED READ
Key Details
Key details are important pieces of information in a text.
Key details can be found in the text and photographs of
a selection.
FIND TEXT EVIDENCE
As I read and look at the photos on pages 64 and 65 of
“Families Work!” I understand that Ellen Yung works as
a pediatrician, or a doctor for kids. Her husband, Steve,
works as a firefighter. They both work away from home.
Detail
(Page 65)
matin/Shutterstock.com
Ellen is a pediatrician,
and Steve is a firefighter.
72
COLLABORATE
Your Turn Continue reading "Families Work!"
Then fill in the graphic organizer with key details.
Unit 1 • Expository Text
Quick Tip
Reread information
to decide what is
most important
about the topic.
This is how you
can determine, or
decide, a key detail
in the text.
EXPOSITORY TEXT
Detail
Detail
Detail
(Page 65)
(Page 66)
(Pages 66 and 67)
The Yung family does chores
together at home.
They decide to buy the washing
machine they need and to save
money for the laptop Zac wants.
PBNJ Productions/Blend Images
Ellen is a pediatrician,
and Steve is a firefighter.
Unit 1 • Expository Text
73
Reread
SHARED READ
Respond to Reading
COLLABORATE
Talk about the prompt below. Think about how the
author presents details and important information.
Use your notes and graphic organizer.
How does the author show how families work and
make choices about spending the money they earn?
The author explains the work Ellen and Steve do to earn money. The author also
Quick Tip
Use these sentence
starters to help you
organize your text
evidence.
The author explains
that Ellen and Steve…
The family works
together…
The family decides to
buy something…
The author shows…
explains how the family dusts, mops, and does the laundry together. Then the
author describes when the family made a decision about spending their money.
They decided to buy a washing machine because they needed it. This example
shows how families spend their money on their needs before things they want.
74
Unit 1 • Expository Text
Grammar Connections
When three or more
items are listed, put
a comma after each
item.
For example:
They need water,
food, shelter, and
clothing.
Interview
You can find out information by asking a person
questions in an interview. Suppose you want to learn
how someone spends money. You could ask: What is
your favorite thing to buy?
SOCIA
RESEARCH AND INQUIRY
TU
L S DI
ES
e
Integrat
Quick Tip
Describe what the
person does at the
job. Explain what you
find interesting about
the work.
What other interview questions could you ask?
Where is your favorite place to shop? What do you need to buy each week?
What types of things do you buy that you don't need?
When you conduct an interview, take careful notes on
the responses to your questions.
Yunus Arakon/Getty Images
COLLABORATE
Job Description Sheet With a partner, interview
someone who has a job that interests you. Then
create a job description sheet with drawings or
photos. Write captions or sentences describing
the pictures you show.
Choose the person you will interview:
Discuss questions you may ask about
his or her job.
Unit 1 • Expository Text
75
Reread
ANCHOR TEXT
Families Working Together
How does the author help you understand what
Mary and her mom do on Tuesdays in the summer?
COLLABORATE
Literature Anthology:
pages 60–63
Talk About It Reread page 61. Why do you think the
author begins the selection with the time?
Cite Text Evidence Answer the questions about the trip
Mary and her mom make with details from the text.
Where do they go?
They drive many miles from their
farm in Michigan to a farmers
market in Chicago.
What do they do?
They sell fruits and vegetables at
their farm stand.
What does Mary say?
She loves seeing who will eat
the food her family grows.
Write The author helps me understand what Mary and
her mom do on Tuesdays
with details about how they travel many
miles to sell fruits and vegetables to customers at a farmers market.
76
Unit 1 • Expository Text
How does the author use text features to help
you understand who consumers are?
COLLABORATE
Talk About It Look at the text features on pages 62
and 63. Talk about what the sidebar and photographs
tell about consumers.
Cite Text Evidence Write three ways that text features
help you understand what consumers are.
Sidebar Text
The text in the sidebar
explains that consumers are
people who buy items.
Chart
A chart in the sidebar lists
things produced and the
consumers who buy these
things.
SOCIA
TU
L S DI
ES
EXPOSITORY TEXT
Quick Tip
Use the sentence
starters to talk about
the text.
The text in the
sidebar explains…
The chart shows…
The photos and
captions…
Photographs
Photos show what people
buy at the Gelder family's
farm stand.
CombineInformation
Information
Evaluate
How do the Gelders
earn money with the
fresh fruit they do
not sell?
Write The text features help me understand what
consumers are by
explaining the word in the sidebar. The author also
gives examples in a chart and shows what consumers buy at the farm stand in
a photograph.
Unit 1 • Expository Text
77
Respond to Reading
COLLABORATE
Discuss the prompt below. Be sure to use evidence from
the text and the text features to answer the question.
How does the author organize information to show
how a family farm produces food for consumers?
The author explains how a family works hard together to plant, water, and
pick fruits and vegetables. Each person has chores. The author also describes
how they bring their food to a farmers market in a city to sell. The author uses
text features to give information about consumers, people who buy their food.
A sidebar explains what consumers are, and photographs show the food the
family sells.
78
Unit 1 • Expository Text
SOCIA
EXPOSITORY TEXT
TU
L S DI
ES
Reread
Quick Tip
Use these sentence
starters to organize
your text evidence.
The author explains…
The author uses…
Text features show…
Self-Selected
Reading
Choose a text.
In your writer's
notebook, write the
title, author, and
genre of the book.
As you read, make a
connection to ideas
in other texts you
read, or a personal
experience. Write
your ideas in your
writer’s notebook.
SOCIA
PAIRED SELECTION
TU
L S DI
ES
Reread
Why We Work
Some people have jobs that provide
or offer services. Services are actions
that people do.
Reread the page. In paragraph 1,
underline a sentence that helps you
understand the meaning of goods in
the text. In paragraph 2, circle the
sentence that tells the meaning of
services.
Does the photograph show people
producing goods or providing a
service? Explain your answer.
The people are making food, so they are producing
goods.
COLLABORATE
Discuss how the author compares
the work people do. Use vocabulary
from the selection.
Unit 1 • Expository Text
Maskot/Getty Images
Look around you. The things you see
have been produced, or made by a
person at work. These things are called
goods.
Literature Anthology:
pages 64-65
79
SOCIA
include a teacher or a
food server. A teacher
Reread paragraph 2. Underline
details that tell what workers can
do with the money they earn. How
are workers also consumers?
provides the service of
helping students learn.
food to your table at a
restaurant.
There are jobs that
provide services
that keep people
healthy and safe.
Workers can spend the money they earn on goods
and services, so they are also consumers.
When people make goods or provide
services, they earn money. They can
use the money to buy more goods and
services that cost money. People who
(t)Corbis/PunchStock; (b)Monty Rakusen/Cultura/Getty Images
buy things are consumers.
80
COLLABORATE
Workers in factories produce goods like cars that people buy.
Unit 1 • Expository Text
ES
Reread paragraph 1. Circle the
examples the author uses to describe
service jobs. Draw a box around
details that describe the services.
Some service jobs
A food server brings
TU
L S DI
Discuss why the author describes
jobs people do before explaining
that these people are also
consumers.
Photographs and Captions
Authors can use photos to help you understand the text.
Captions are the words that tell about the photos. Not
all photographs in an expository text have captions.
FIND TEXT EVIDENCE
Reread the text on page 79. Then look at the
photograph. Think about what the author wants to show
in the photograph. What goods are the people making
in the photograph?
Quick Tip
When you look at
photographs and
read captions, think
about details in
the text the author
wants to show.
The people are making food that people will buy.
COLLABORATE
Your Turn Look at the photographs and reread the
captions on page 80. How does the author use the
photographs to help you understand the text?
The author shows people producing goods at their jobs and shows people with jobs
that provide services. This helps me understand the two types of jobs.
Unit 1 • Expository Text
81
e
Integrat
MAKE CONNECTIONS
What have you learned from the selections and the
photograph about families working together?
COLLABORATE
Talk About It Look at the photograph and read the
caption. Talk with a partner about what the family
members are doing.
Cite Text Evidence Circle details in the photo and
caption that show how the family feels when they do
work together.
Write The selections I read and this photograph
help me understand how families
Quick Tip
Describe what
you see in the
photograph. Use
these sentence
starters.
The family is…
Each family
member is…
The family looks…
feel closer when they help each other and work
together. They can feel proud of the work they
Andersen Ross/Blend Images LLC
do together.
82
This family enjoys washing the car on a sunny day.
Unit 1 • Expository Text
FLUENCY
EXPOSITORY TEXT
Phrasing and Accuracy
Quick Tip
Phrasing is reading groups of words together to sound
like talking. Reading with accuracy is reading without
making mistakes. Some texts with difficult words and
ideas may take reading several times before you can
read them with accuracy and phrasing.
As you read, circle
words that you
do not know or
understand. Look for
clues in the text and
illustrations about
their meaning.
Page 66
A short time ago, Zac wanted a
new laptop. The family needed a
new washing machine. They
could only spend money on one
item. Both cost the same. They
had to choose.
COLLABORATE
Tech Tip
As you read, ask
yourself: Does that
sound right? Does
that make sense?
Use an online
dictionary to listen
to unfamiliar words
and learn how to
pronounce them.
Your Turn Go back to page 65. Take turns reading the
page with a partner. If a word is unfamiliar, try to figure
it out. Ask whether the word sounds right and makes
sense. Then reread the page to your partner focusing on
phrasing and accuracy. Complete these sentences.
I was able to
Next time I will
Unit 1 • Expository Text
83
WRITING
Expert Model
Features of an Expository Essay
Literature Anthology:
pages 60-63
An expository essay is a kind of expository text.
• It gives facts about the topic.
• It has a concluding statement or section.
Analyze an Expert Model Studying "Families Working
Together" will help you learn to write an expository
essay. Reread page 61. Answer the questions below.
Why does the author begin the text with a question?
The question is about the topic. Then the author answers the question with details
in the text.
How does the author show the way Mary feels about
selling the food her family grows?
The author uses Mary's exact words to show that she loves seeing who will eat the
food they grow.
84
Unit 1 • Expository Text
Word Wise
The author uses
the names of
family members.
The names help
readers understand
what each person
does and how the
members of the
family work together.
EXPOSITORY TEXT
Quick Tip
Generate Ideas You will write an expository essay
about a person who works for the community. Use this
space for your ideas. Brainstorm ideas about community
workers that interest you. Write or draw your ideas.
Think about the
people that you
see working in your
community. Choose
people with jobs that
are helpful to others.
Kali Nine LLC/iStockphoto/Getty Images
Plan: Brainstorm
Unit 1 • Expository Text
85
WRITING
Plan: Choose Your Topic
COLLABORATE
Writing Prompt Write an expository essay that
explains what a community worker does. Complete these
sentences to help you get started.
My community worker is
I think this job is important because
I will get information about this worker by
Purpose and Audience Authors may write to teach
others about their communities. Think about why you
chose your topic. Then explain your purpose for writing
in your writer’s notebook.
George Doyle/age fotostock
Digital Tools
86
To learn about how to identify your purpose and
audience, watch "Purpose of Informative Writing."
Go to my.mheducation.com.
Unit 1 • Expository Text
Quick Tip
Your audience may
include readers who
don’t know very
much about your
topic. Think about
how to share
information in a
clear and interesting
way.
EXPOSITORY TEXT
Plan: Research
Quick Tip
Develop Questions Authors may write questions they
want to answer in an expository essay. Read an author's
questions in the web below. Write two more questions
about being a firefighter.
Use words such as
who, what, where,
when, why, and
how as you write
questions about a
community worker.
What equipment
do you need at work?
What tasks
do you do every day?
Firefighter
Why is being a firefighter
important to the community?
How do you
become a firefighter?
Plan In your writer’s notebook, make a web like the
one above for your topic. Write questions that you will
answer in your essay.
Unit 1 • Expository Text
87
WRITING
Draft
COLLABORATE
Sentence Types and Lengths
Writers use long and short sentences to make their
writing interesting and easy to read. They also use
different types of sentences to add interest.
• A statement gives information.
• A question asks something.
• An exclamation shows strong feelings.
Read the paragraph below. Circle the question and
draw a box around the exclamation. Underline the
longer sentences.
Thomas Barwick/Digital Vision/Getty Images
The family gets up early, and they work for many
hours. What foods do they sell? They sell fruits and
vegetables. They are so delicious! One popular food is
strawberries, so they plant a lot of them.
88
Write a Draft Use information you gathered to write
a draft. Include different types of sentences. Try to use
both short and longer sentences in your draft.
Unit 1 • Expository Text
Grammar Connections
You can combine
two sentences by
joining two nouns
in the subject or
predicate with the
conjunction and.
Mr. Ryan is a
librarian. Mrs. Garcia
is a librarian.
Mr. Ryan and Mrs.
Garcia are librarians.
EXPOSITORY TEXT
Revise
Details Authors add details, such as facts, to help
readers understand ideas. Read the text below about
Steve Yung's work as a firefighter. Revise the text with
details from page 65 that tell more about his work.
Steve is a firefighter. He works at the firehouse. His job is to
rescue people and put out fires.
Quick Tip
The author of
“Families Work!”
tells us, “Ellen Yung
had a busy day at
work!” Then the
author adds specific
details that tell more
about her busy day:
“She put a cast
on a broken arm…
and helped twenty
patients.”
Sample answer: Steve works long hours at the firehouse. He makes sure the tools
Grammar Connections
and fire trucks work properly. At a fire, he rescues people from smoke and flames.
Firefighters work together to put out the fire.
Revise It’s time to revise your draft. Make sure to include
details that help readers understand what the person
does and why this work is important to the community.
When two
sentences have
the same subject,
you can use and to
join the predicates
and combine the
sentences.
Ellen worked today.
She helped twenty
patients.
Ellen worked today
and helped twenty
patients.
Unit 1 • Expository Text
89
WRITING
Revise: Peer Conferences
COLLABORATE
Review a Draft Listen carefully as a partner reads his
or her work aloud. Begin by telling what you like about
the draft. Make suggestions that you think will make the
writing stronger.
Partner Feedback Write one of your partner’s
suggestions that you will use in the revision of your text.
Based on my partner’s feedback, I will
Quick Tip
Use these sentence
starters to discuss
your partner’s work.
The details in your
draft helped me
understand…
How about adding
more information
about…
Can you tell me
how…
Revising Checklist
After you finish giving each other feedback, reflect on
the peer conference. What was helpful? What might
you do differently next time?
Revision Use the Revising Checklist to help you figure
out what text you may need to move, add to, or delete.
Remember to use the rubric on page 93 to help you with
your revision.
90
Unit 1 • Expository Text
Does my essay
give facts about
the community
worker?
Does it answer my
questions about
the community
worker?
Do I make a
concluding
statement?
Are there different
sentence types
and lengths?
EXPOSITORY TEXT
Edit and Proofread
When you edit and proofread, you look for and correct
mistakes in your writing. Rereading a revised draft
several times will help you catch any errors. Use the
checklist below to edit your sentences.
Editing Checklist
Do all sentences begin with a capital letter and end with a
punctuation mark?
Are all the words spelled correctly?
Are commas used correctly?
Are all sentences complete sentences?
Is the conjunction and used correctly to combine sentences?
Tech Tip
If you type your
essay, remember to
use the “tab” key to
indent the first word
of each paragraph.
Grammar Connections
Make sure you used
commas to separate
three or more items
in a series.
I used the colors red,
white, and blue in
my poster.
List two mistakes you found as you proofread your text.
1
2
Unit 1 • Expository Text
91
WRITING
Publish, Present, and Evaluate
Publishing Create a neat, clean final copy of your
expository text. As you write your draft, be sure to print
neatly and legibly. You may add illustrations or other
visuals to make your published work more interesting.
Presentation Practice your presentation when you are
ready to present your work. Use the Presenting Checklist
to help you.
Evaluate After you publish and present your expository
text, use the rubric on the next page to evaluate your
writing.
92
1
What did you do successfully?
2
What needs more work?
Unit 1 • Expository Text
Presenting Checklist
Sit up or stand up
straight.
Look at different
people in the
audience.
Speak slowly and
clearly.
Speak loudly so
that everyone can
hear you.
Answer questions
using facts from
your essay.
EXPOSITORY TEXT
Listening When you listen actively, you pay close
attention to what you hear. When you listen to other
students’ presentations, take notes to help you better
understand their ideas.
What I learned from .......................................................'s
presentation:
Questions I have about .......................................................’s
presentation:
4
3
2
Listening Checklist
Make eye contact
with the speaker.
Use body
language that
shows you are
listening.
Decide which facts
are important.
Think about
what the speaker
does well.
Think of questions
you can ask.
1
• uses specific facts
about a community
worker's job
• tells information
about a community
worker's job
• uses information that
does not relate to the
topic
• most information is
not based on facts
from sources
• sentences vary in
length and type
• sentences are
different lengths
• sentences are mostly
the same length
• sentence length is the
same
• has a clear statement
or paragraph that
concludes the essay
• has a concluding
statement
• does not have a clear
conclusion
• does not have a
concluding statement
• has few errors
• has many errors that
distract from the
meaning of the essay
• has many errors that
make the essay hard
to understand
• is free or almost free
of errors
Unit 1 • Expository Text
93
SHOW WHAT YOU LEARNED
Spiral Review
You have learned new
skills and strategies in
Unit 1 that will help you
to read and understand
texts. Now it is time to
practice what you have
learned.
Read the selection and choose
the best answer to each question.
COMMUNITY
1
Many firefighters do not get paid
for their work. They are volunteers. They may
work at other jobs to make money. Their work as
firefighters is a gift to their community.
2
Volunteer firefighters work hard to keep the
towns safe. They go through many hours of
training. They get called to help people at all hours
of the day and night. Some can be as young as
eighteen. Some are as old as eighty.
3
Volunteers face the same dangers as other
firefighters do. They do more than just put out fires.
They help at car crashes. They save people caught
in flood waters. They hurry to help people who
become sick or hurt at home.
• Inflectional Endings
• Synonyms
• Key Details
• Character, Setting,
Events
• Beginning, Middle,
End
• Charts
Connect to Content
LAMB/Alamy Stock Photo
• Folktale Book Report
94
• Respond to the Read
Aloud
• Technology Chart
Unit 1 • Show What You Learned
These special helpers are part of a team.
One person drives the truck. Others put up the
ladder. Some hold the hose that sprays water
on a fire. They help each other stay safe. The
teams are like families. Some stations even
have dogs.
5
Volunteer firefighters like helping their
neighbors. The community helps them, too.
People give money for trucks and tools.
They take food to the firehouse. They thank
firefighters for their important work. In this
way, firefighters and community members
work together to keep communities safe.
Volunteers Help Communities
Communities Help Volunteers
put out fires
give money for trucks and toolss
help after car crashes
take food to the firehouse
help during floods
thank firefighters for their work
SOCIA
Unit 1 • Show What You Learned
(t)kaiskynet/Shutterstock.com; (b) Eric Isselee/Shutterstock.com
4
TU
L S DI
ES
EXPOSITORY TEXT
95
SHOW WHAT YOU LEARNED
96
1
Why is the work of volunteer firefighters a kind of gift?
A The firefighters have other types of jobs.
B The firefighters do not get paid for their work.
C The firefighters help with burning houses.
D The firefighters face many kinds of danger.
2
Paragraph 3 is important to the passage because it —
F tells about how firefighter teams are like families
G shows that the firefighters do more than put out fires
H gives details about how firefighters are trained
J explains how firefighters help during floods
3
Which word in paragraph 4 means the same as volunteers?
A helpers
B others
C teams
D families
4
The chart helps the reader understand —
F why some people become volunteers for their
communities
G who can become a volunteer firefighter in a community
H why some communities cannot pay their firefighters
J how volunteers and their communities help each other
Unit 1 • Show What You Learned
Quick Tip
Look for important
details that give
information about
the main idea. Ask
yourself questions
that begin with
Who? What?
Where? When?
Why? and How? The
answers help you
find key details.
FANTASY
Read the selection and choose the
best answer to each question.
If Squirrels
were Rabbits
1
A great storm was coming. Crow had warned
the forest animals. He said the wind would bend
trees. It would snap the branches.
2
The squirrels met under an oak tree. They were
afraid. Their nests were high in the trees. What
would happen to their homes?
3
A young squirrel named Flit spoke up. He
said if squirrels were rabbits they would be
safe. Their homes would be deep in the
ground. Flit thought the squirrels should ask
the rabbits to help them dig holes.
4
An older squirrel shook his head. He said
that squirrels and rabbits were no longer friends.
He could not remember why this was so.
Unit 1 • Show What You Learned
97
SHOW WHAT YOU LEARNED
98
5
Flit sneaked across the creek to Rabbit Village
later that day. A group of rabbits saw him coming.
Flit stopped a few feet from them. He took a deep
breath. Then he asked if they would help the
squirrels get ready for the storm.
6
The biggest rabbit hopped closer to Flit. He said
that rabbits and squirrels had been enemies for many
years. He could not remember why this was so.
7
The rabbit returned to the others. They spoke
in low voices. Then the big rabbit hopped back
to Flit. He said they would help the squirrels.
He told Flit that when animals forget why
they are enemies, they should be friends.
Unit 1 • Show What You Learned
FANTASY
1
Flit thinks that the squirrels should —
A show the rabbits how to build nests in the trees
B stay under the ground during the storm
C run away from the storm
D sneak into Rabbit Village
2
In paragraph 7, the word voices means —
F in a loud voice
G listening to one voice
H more than one voice
J without a voice
3
By the end of the story, how have the feelings of the
rabbits changed?
A They remember why rabbits and squirrels are
enemies.
B They believe that Flit is not telling the truth.
C They think that rabbits should not help squirrels.
D They decide that rabbits and squirrels should be
friends.
Quick Tip
When you are not
sure of a word’s
meaning, look for
word parts such as
the endings -s and
-ed. Take off the
ending and see if you
recognize a familiar
word.
Unit 1 • Show What You Learned
99
EXTEND YOUR LEARNING
Focus on Genre
COLLABORATE
Reread the story Help! A Story of Friendship on pages
36–57 of the Literature Anthology.
• Why do you think the author chose to use animals in
this story?
The
author wanted to tell a fantasy story where the characters are animals that
_____________________________________________
have
feelings like people. This makes the story more interesting.
_____________________________________________
_____________________________________________
• How does the illustration on page 48 show that this is
a fantasy story?
It
shows Rabbit tying Snake’s tail around a stick. In real life, a rabbit could not
_____________________________________________
tie
a snake’s tail in a knot.
_____________________________________
Chris Bernard Photography Inc./Getty Images
_____________________________________
100
Talk about how one or more parts of the story
could not be possible in real life. Then complete
the Graphic Organizer on page 101 to show
details that prove Help! A Story of Friendship is a
fantasy story.
Unit 1 • Extend Your Learning
SPIRAL REVIEW
Detail
In the beginning, a mouse would
not cover himself in leaves to hide
from a snake that is not close by.
Detail
In the middle, a squirrel and a
rabbit cannot make plans like
humans.
Detail
At the end, a snake would
probably eat a mouse instead of
helping it.
Unit 1 • Extend Your Learning
101
EXTEND YOUR LEARNING
Synonyms
COLLABORATE
Synonyms are words with meanings that are alike. You
can use a dictionary to help you figure out if two words
are synonyms.
Look up the definition of each word listed below the
word bank. Use the definition to choose a synonym from
the word bank. Write the synonym on the line.
plead
actions
chores
checks
movements actions
beg plead
examines checks
duties chores
Put the words from the word bank in alphabetical order
in your writer's notebook. Know that sometimes you will
need to look to the second or third letter.
actions, checks, chores, plead
102
Unit 1 • Extend Your Learning
Quick Tip
To find a word in
the dictionary, look
at the first letter.
Think of where in the
alphabet the letter
appears—beginning,
middle, or end. Then
turn to that part of
the dictionary and
begin your search.
SPIRAL REVIEW
Write a Book Report
COLLABORATE
A book report has your opinion on something you read.
With a partner, find an example of a book report online
or in print. Fill in the information from the book report:
Title:
Main characters:
Main events:
Opinion and reasons:
Quick Tip
In your book report,
let readers know
what kind of story
it is. Is it funny?
Exciting? Sad? Scary?
Write about events
in the story that
show what kind of
story it is.
Write a book report about a popular folktale you find in
a library or online. Make notes as you read the folktale.
• Name the characters and retell important events.
• Give your opinion. Do you like the folktale or not?
• Support your opinion with reasons or examples.
• Draw a picture of an event or character in the folktale.
• Conclude with a final sentence about the folktale.
Unit 1 • Extend Your Learning
103
EXTEND YOUR LEARNING
Respond to the Read Aloud
The main events in a story are what happens in the
beginning, middle, and end. It's important to follow the
events in order to understand the characters and what
happens in the story.
COLLABORATE
Listen to "The New Kid."
Quick Tip
Describe the main events.
Listen carefully to
words that help show
you the order of the
story such as then,
next, and after.
Write about the main events in the beginning, middle,
and end of the story.
Beginning
Lucy and George, Lucy's parrot, meet Jade, the neighbor.
Middle
Lucy has her first day of school. Jade tells everyone about George.
End
Laura Gonzalez
Lucy brings George to class and makes friends.
104
Unit 1 • Extend Your Learning
CONNECT TO CONTENT
SOCIA
ES
Technology Chart
TU
L S DI
Create a chart that lists a type of technology your family
uses for communication, transportation, or for fun.
The chart should include how this technology changed
people’s lives. Use print or online resources to help you
learn more. Look at the chart below as an example.
Quick Tip
Technology
How It Changed People’s Lives
Communication:
cell phone
People can easily get in
touch with each other.
• First, list some types of technology your family uses.
The information in a
chart should be short
and easy to read.
Use short phrases or
sentences in each
section of the chart.
• Circle items on your list that are used for
communication, transportation, or fun.
• Choose one of the items for your chart.
• Draw the chart and fill in the information.
Chiyo Hoshikawa/amanaimagesRF
COLLABORATE
Share the information on your chart with a
partner. Discuss other technology your family
uses. Do you think using technology is
always better? Why or why not?
Unit 1 • Connect to Content
105
TRACK YOUR PROGRESS
What Did You Learn?
Use the rubric to evaluate yourself on the skills that you
learned in this unit. Circle your scores below.
excellent
good
fair
needs work
Inflectional Endings
4
3
2
1
Synonyms
4
3
2
1
Key Details
4
3
2
1
Character, Setting, Events
4
3
2
1
Beginning, Middle, End
4
3
2
1
Charts
4
3
2
1
What is something you want to get better at?
COLLABORATE
Text to Self Think about the texts you read in this unit.
Tell your partner about a personal connection you made
to one of the texts. Use the sentence starter to help you.
I made a connection to . . . because . . .
106
Unit 1 • Track Your Progress
COLLABORATE
SOCIA
RESEARCH AND INQUIRY
TU
L S DI
Present Your Work
Quick Tip
With your group, plan how you will present your job
description sheet to the class. Discuss the sentence
starters below and write your answers.
Decide in which
order to present
the information in
your sheet. This will
help you make sure
that everyone has
a chance to share
their part of the
presentation.
Ann the Mail Carrier
Ann delivers the mail.
The community needs her.
Her job earns money for
her family.
The part of the sheet I will present is
I will explain how the words and pictures in the sheet
go together:
ES
e
Integrat
Presenting Checklist
Listen when
someone else
in your group is
speaking.
Be ready to speak
when it is your
turn to present.
Point to your part
of the sheet.
Speak clearly
and in complete
sentences.
Unit 1 • Track Your Progress
107