Program Consultants

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 UNIT 1 Good Citizens ........................ 9

Lesson
TOPIC: Education
1 Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Read and Comprehend:
4UPSZ
4USVDUVSF
t
4VNNBSJ[F . . . . . . . . . . . . . . 12

A Fine, Fine School HUMOROUS FICTION . . . . . . . . . . . . . . . . . . . . 14

CZ
4IBSPO
$SFFDI
t
JMMVTUSBUFE
CZ
)BSSZ
#MJTT

One-Room Dig Deeper. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Schoolhouses
Your Turn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

One-Room Schoolhouses INFORMATIONAL TEXT . . . . . . . . . . . . 38

Compare Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Grammar/Narrative Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Lesson
TOPIC: The Court System
2
Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Read and Comprehend:
$PODMVTJPOT
t
*OGFS1SFEJDU . . . . . . . . . . . . . . . . 48

The Trial of Cardigan Jones FANTASY . . . . . . . . . . . . . . . . . . 50

XSJUUFO
BOE
JMMVTUSBUFE
CZ
5JN
&HBO

Dig Deeper. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Your Turn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

You Be the Jury INFORMATIONAL TEXT ....................... 74

Compare Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Grammar/Narrative Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Lesson
TOPIC: Volunteers
3
Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Read and Comprehend:
6OEFSTUBOEJOH
$IBSBDUFST
t
"OBMZ[F&WBMVBUF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

Destiny’s Gift REALISTIC FICTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

CZ
/BUBTIB
"OBTUBTJB
5BSQMFZ
t
JMMVTUSBUFE
CZ
"EKPB
+
#VSSPXFT

Dig Deeper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Your Turn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

Kids Making a Difference INFORMATIONAL TEXT . . . . . . . . . . 114

Compare Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Grammar/Narrative Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

2
Lesson
TOPIC: Engineering
4 Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Read and Comprehend:
$PNQBSF
BOE
$POUSBTU
t
*OGFS1SFEJDU . . . . . . 124

Pop’s Bridge HISTORICAL FICTION . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

CZ
&WF
#VOUJOH
t
JMMVTUSBUFE
CZ
$
'
1BZOF

Dig Deeper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Your Turn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152

Bridges INFORMATIONAL TEXT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154

Compare Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
Grammar/Narrative Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Lesson
TOPIC: Sports
5 Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Read and Comprehend:
$BVTF
BOE
&GGFDU
t
7JTVBMJ[F . . . . . . . . . . . . . 164

Roberto Clemente: Pride of

the Pittsburgh Pirates BIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . 166
CZ
+POBI
8JOUFS
t
JMMVTUSBUFE
CZ
3BÞM
$PMØO
Dig Deeper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Your Turn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192

Baseball Poems POETRY .................................. 194

Compare Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
Grammar/Narrative Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198

Performance Task Write a Story . . . . . . . . . . . . . . . . . . . . . . . 202

3
 UNIT 2 Look a nd Listen ................... 205

Lesson
TOPIC: Mammals
6
Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
Read and Comprehend:
4FRVFODF
PG
&WFOUT
t
2VFTUJPO . . . . . . . . . . . 208

Bat Loves the Night NARRATIVE NONFICTION . . . . . . . . . . . . . . . 210

CZ
/JDPMB
%BWJFT
t
JMMVTUSBUFE
CZ
4BSBI
'PY%BWJFT

Dig Deeper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226
Your Turn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228

A Bat Is Born POETRY ..................................... 230

Compare Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
Grammar/Opinion Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234

Lesson
TOPIC: Visual Arts
7
Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238
Read and Comprehend:
5FYU
BOE
(SBQIJD
'FBUVSFT
t
Analyze/Evaluate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240

What Do Illustrators Do? INFORMATIONAL TEXT . . . . . . . . . . 242

XSJUUFO
BOE
JMMVTUSBUFE
CZ
&JMFFO
$ISJTUFMPX

Dig Deeper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 262
Your Turn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264

Jack Draws a Beanstalk TRADITIONAL TALE . . . . . . . . . . . . . . . . 266

Compare Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269
Grammar/Opinion Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270

Lesson
TOPIC: Traditions
8
Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274
THE Read and Comprehend:
$PODMVTJPOT
t
*OGFS1SFEJDU
. . . . . . . . . . . . . . 276
HARVEST
BIRDS
The Harvest Birds FOLKTALE ............................ 278
CZ
#MBODB
-ØQF[
EF
.BSJTDBM
t
JMMVTUSBUFE
CZ
-JOEB
$BOF

Dig Deeper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298
Your Turn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300

The Treasure FOLKTALE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 302

Compare Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309
Grammar/Opinion Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310

4
Lesson
TOPIC: Performance Arts
9
Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 314
Read and Comprehend:
$BVTF
BOE
&GGFDU
t
.POJUPS$MBSJGZ . . . . . . . . 316

Kamishibai Man REALISTIC FICTION . . . . . . . . . . . . . . . . . . . . . . . 318

written and illustrated by Allen Say
Dig Deeper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 342
Your Turn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 344

The True Story of Kamishibai INFORMATIONAL TEXT . . . . . . 346

Compare Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 349
Grammar/Opinion Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350

Lesson
TOPIC: Inventions
10
Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354
Read and Comprehend:
.BJO
*EFBT
BOE
%FUBJMT
t
4VNNBSJ[F . . . . . . . 356

Young Thomas Edison BIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . 358

written and illustrated by Michael Dooling
Dig Deeper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382
Your Turn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384

Moving Pictures INFORMATIONAL TEXT . . . . . . . . . . . . . . . . . . . . . . 386

Compare Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389
Grammar/Opinion Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 390

Performance Task Write an Opinion Essay . . . . . . . . . . . . . 394

Amos and Boris

FANTASY
written and illustrated by William Steig

5
 UNIT 3 Lesson Lea rned ..................... 397

Lesson
TOPIC: Inventions
11
Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398
Read and Comprehend:
4FRVFODF
PG
&WFOUT
t
2VFTUJPO . . . . . . . . . . . 400

Technology Wins the Game INFORMATIONAL TEXT . . . . . . . 402

by Mark Andrews
Dig Deeper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 414
Your Turn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 416

Science for Sports Fans INFORMATIONAL TEXT . . . . . . . . . . . . . 418

Compare Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421
Grammar/Informative Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 422

Lesson
TOPIC: Agriculture
12
Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 426
Read and Comprehend:
5IFNF
t
7JTVBMJ[F. . . . . . . . . . . . . . . . . . . . . . 428

Tops and Bottoms TRICKSTER TALE. . . . . . . . . . . . . . . . . . . . . . . . . 430

adapted and illustrated by Janet Stevens
Dig Deeper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 454
Your Turn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 456

Goodness Grows in Gardens INFORMATIONAL TEXT. . . . . . . 458

Compare Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 461
Grammar/Informative Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 462

Lesson
TOPIC: American Indian History
13
Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 466
Read and Comprehend:
$PNQBSF
BOE
$POUSBTU
t
"OBMZ[F&WBMVBUF . . 468

Yonder Mountain: A Cherokee Legend

LEGEND . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 470
CZ
3PCFSU
)
#VTIZIFBE
t
JMMVTUSBUFE
CZ
,SJTUJOB
3PEBOBT
Dig Deeper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 488
Your Turn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 490

The Trail of Tears INFORMATIONAL TEXT . . . . . . . . . . . . . . . . . . . . . 492

Compare Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 495
Grammar/Informative Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 496

6
Lesson
TOPIC: People and Animals
14
Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 500
Read and Comprehend:
"VUIPST
1VSQPTF
t
4VNNBSJ[F . . . . . . . . . . . 502

Aero and Officer Mike INFORMATIONAL TEXT 504 ......... ....

CZ
+PBO
1MVNNFS
3VTTFMM
t
QIPUPHSBQIT
CZ
,SJT
5VSOFS
4JOOFOCFSH
Dig Deeper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 522
Your Turn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 524

Kids and Critters INFORMATIONAL TEXT . . . . . . . . . . . . . . . . . . . . . 526

Compare Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 529
Grammar/Informative Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 530

Lesson
TOPIC: Cooking
15
Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 534
Read and Comprehend:
6OEFSTUBOEJOH
$IBSBDUFST
t
*OGFS1SFEJDU . . . 536

The Extra-good Sunday HUMOROUS FICTION . . . . . . . . . . . . . 538

CZ
#FWFSMZ
$MFBSZ
t
JMMVTUSBUFE
CZ
4BN
7BMFOUJOP
Dig Deeper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 558
Your Turn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 560

Imagine a Recipe INFORMATIONAL TEXT . . . . . . . . . . . . . . . . . . . . . 562

Compare Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 565
Grammar/Informative Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 566

Performance Task Write an Explanatory Essay. . . . . . . . . 570

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G1

7
 Be a
d i n g
Rea ve!
t e c t i
De
Welcome, Reader!

Your mission is to find clues in the texts you’ll

be reading. As a Reading Detective, you will
need to read carefully to find evidence. Then
you will draw inferences from the clues you
gathered. Be sure to ask lots of
questions as you read.

t
Who are the characters?

t
How is the text organized?

As you read, mark up the t
What is the central message or

text. Save your work to main idea?
myNotebook.
t
What is happening? Why is it
t
)JHIMJHIU
EFUBJMT happening?
t

"EE
OPUFT
BOE
RVFTUJPOT
t
What clues might be hidden in
t
"

EE
OFX
XPSET
UP
the text and graphic features?
myWordList.

R e a d y t o g iv e
it a t r y ?
Stepinto the Reading
Detective Agency
grab your toolkit, ,
and let’s get starte
d!
UNIT 1

Good
Citizens
We should all exercise our gift to build community.
— Jean Vanier

Performance Task
Preview

At the end of this unit,

you will think about two
of the texts you have
read. Then you will write
a story about making
a difference in your
community.

9
 Le sson
Vocabulary
in Context
1 principal 2 soared
A principal who Colorful kites
gets to know the soared high in the
students will be sky at the school’s
a better leader. cultural fair.

LANGUAGE DETECTIVE

Talk About the

Writer's Words
Work with a partner.
Use the blue Vocabulary
words in new sentences
that tell about the
photos. Write the
sentences.
3 4
strolled worried
Students and their This boy is worried.
families strolled for He is afraid rain will
miles to raise money ruin the class field
for charity. trip.

Add new words to

myWordList. Use them
in your speaking
and writing.

10 EL A L.3.1i, L.3.6
 Lesson 1
Study each Context Card.
Use two Vocabulary words to tell about
an experience you had.

5 proud 6 announced
These young actors Each day, a different
feel proud of their student announced
terrific performance school news over a
in a school play. loudspeaker.

7 8
fine certainly
The sun shines and We certainly should
the air is clear. It is turn off lights when
a fine day for the not using them. This
school yard sale. surely saves energy.

11
 Read and
Comprehend
TARGET SKILL
Story Structure As you read A Fine, Fine School,
look for the setting, or where the story takes
place. Look for the main characters, or the people
in the story. Note the problem that the characters
face and how they solve it. That is the plot of the
story. Use a story map like this one to keep track
of the setting, characters, and plot.

Setting Characters

Plot
Beginning
Middle
Ending

TARGET STRATEGY
Summarize As you read A Fine, Fine School,
summarize, or retell the important parts of the
story in your own words. This helps you to
keep track of the main events.

12 EL A RL.3.2, RL.3.3, RL.3.5, SL.3.1a, SL.3.1b, SL.3.1d

PREVIEW THE TOPIC

Education

In the United States, children go to school five

days a week for most of the year. On Saturdays
and Sundays, children stay home to play, do
chores, and spend time with their families.
The weekends also can be a time for learning
outside of school.
In A Fine, Fine School, you’ll read about a
school that begins to do things differently.
You’ll find out how the students feel about it.
You may even wonder how you would feel if
you went to this fine, fine school.

Talk About It

Think about what makes your school a

fine school. Sketch your ideas. Then
share your ideas with your classmates.
Be sure to listen carefully and take
turns speaking.

13
 MEET THE AUTHOR
Sharon Creech
When Sharon Creech
is working on a book,
she sometimes gets stuck.
She doesn’t know what to write next.
When that happens, she goes for a
long walk, does some laundry, or cleans
the bathroom. Then she returns to her
computer and starts writing again.

MEET THE ILLUSTRATOR

Harry Bliss
Sharon Creech thinks
GENRE the illustrations Harry
Bliss drew for A Fine, Fine
Humorous fiction has School are very funny, especially
characters and events that
are funny. As you read, look the ones with Tillie’s dog in the background.
for: Bliss is a cartoonist whose comic strip appears
mostly realistic characters in daily newspapers. He and his family live
and events
in Vermont.
a setting that is familiar to
most readers
funny situations or events

14 EL A RL.3.3, RL.3.5, RL.3.7, RL.3.10, RF.3.4a, RF.3.4b

 A FINE, FINE
SCHOOL
by Sharon Creech pictures by Harry Bliss

ESSENTIAL QUESTION

How is learning at school

different from learning
at home?

15
16
 Mr. Keene was a principal who loved his school. Every
morning he strolled down the hallway and saw the children
in their classes. He saw them learning shapes and colors
and numbers and letters. He saw them reading and writing
and drawing and painting. He saw them making dinosaurs
and forts and pyramids.
“Oh!” he would say. “Aren’t these fine children? Aren’t
these fine teachers? Isn’t this a fine, fine school?”

17
 Near Mr. Keene’s school, Tillie lived with her parents
and her brother and her dog, Beans, in a small house next
to a big tree.
On Mondays and Tuesdays and Wednesdays and
Thursdays and Fridays, Tillie went off to school.
At school, Tillie learned her shapes and colors and
numbers and letters. Sometimes, when she saw Mr. Keene
standing in the hallway, he waved.
“Aren’t these fine children?” he said to himself. “Aren’t
these fine teachers? Isn’t this a fine, fine school?”

18
 On the weekends—Saturday and Sunday—
Tillie climbed her favorite tree, and she took
Beans on walks and threw him sticks,

and she pushed her brother on a swing

and tried to teach him how to skip.

But on Mondays and Tuesdays and Wednesdays

and Thursdays and Fridays, Tillie went off to school.
Beans and her brother did not like to see her go.
“Hurry, hurry, hurry home!” her brother called.

19
 One day, Mr. Keene called all the students and teachers
together and said, “This is such a fine, fine school! I love
this school! Let ’s have more school! From now on, let ’s have
school on Saturdays, too!”
The teachers and the students did not want to go to
school on Saturdays, but no one knew how to tell Mr. Keene
that. He was so proud of the children and the teachers, of
all the learning they were doing every day.
And so, that Saturday, Tillie set off for school.
“But it ’s Saturday! What about the swings?” her
brother called.

20
 The following month, Mr. Keene announced, “This is
such a fine, fine school! I love this school! Let ’s have more
school! From now on, let ’s have school on Sundays, too!”
The teachers and the students did not want to go to
school on Sundays, but no one knew how to tell Mr. Keene
that. He was so proud of the children and the teachers, of
all the learning they were doing every day.
And so, that Sunday, Tillie set off for school.
“But it ’s Sunday! What about the skipping?” her
brother called.

21
 The following month, Mr. Keene called everyone
together again and said, “This is such a fine, fine school!
I love this school! Let ’s have more school! From now on,
let ’s have school in the summer, too, all summer long, every
single day!”
“How much we will learn!” he said. “We can learn
everything! We will learn all about numbers and letters,
colors and shapes, the Romans and the Egyptians and the
Greeks. We will learn about dinosaurs and castles
and—and—everything! We will learn everything!”

22
 The teachers and the students did not want to go to
school on Saturdays and Sundays and holidays and all
summer long, every single day. But no one knew how to
tell Mr. Keene that. He was so proud of the children and
the teachers, of all the learning they were doing every day.
And so, on the first day of summer, Tillie set off for
school. “But it ’s summer! What about summer?” her
brother called.

ANALYZE THE TEXT

Story Structure What is the
main problem in this story?
Which story character is
responsible for this problem?

23
 And that day, Tillie went to see Mr. Keene. She stood
in his office, in front of his desk.
“What a fine, fine school this is!” Mr. Keene said.
“What amazing things everyone is learning!”
“Yes,” Tillie said, “we certainly are learning some
amazing things.”
“A fine, fine school!” Mr. Keene said.
“But,” Tillie said, “not everyone is learning.”
“What?” Mr. Keene said. He looked very worried.
“Who? Who isn’t learning? Tell me, and I will see
that they learn!”

24
 “My dog, Beans, hasn’t learned how to sit,”
Tillie said. “And he hasn’t learned how to jump
over the creek.”
“Oh!” Mr. Keene said.
“And my little brother hasn’t
learned how to swing or skip.”
“Oh!” Mr. Keene said.

“And I—” she said.

“But you go to school!” Mr. Keene said.
“To our fine, fine school!”
“True,” Tillie said. “But I haven’t learned how to climb
very high in my tree. And I haven’t learned how to sit in my
tree for a whole hour.”
“Oh!” Mr. Keene said.

25
 That day, Mr. Keene walked up and down the halls,
looking at the children and the teachers. Up and down he
walked. Up and down, up and down.

26
 ANALYZE THE TEXT
Analyze Illustrations What do
the illustrations tell you about
how the characters feel?

27
 The next morning, Mr. Keene called everyone together.
The children and the teachers were very worried.
Mr. Keene said, “This is a fine, fine school, with fine,
fine children and fine, fine teachers. But not everyone
is learning.”
The children and the teachers were very, very worried.
Mr. Keene said, “There are dogs who need to learn
how to sit and how to jump creeks.”

28
 What did he mean? Was he going to make their
dogs come to school?
“There are little brothers and sisters who need to
learn how to swing and how to skip.”
What did he mean? Was he going to make their
younger brothers and sisters come to school, too?
The children and the teachers were very, very,
very worried.
“And you, all of you—children and teachers—you
need to learn how to climb a tree and sit in it for an
hour!” Mr. Keene said.

29
 The children and the teachers were very worried.
“And so from now on we will . . . not have school on
Saturdays or Sundays or in the summer!”

30
 A huge, enormous, roaring cheer soared up to the
ceiling and floated out the windows so that everyone in the
town heard the fine, fine children and the fine, fine teachers
shout, “Fine! Fine! Fine!”

31
32
 And the fine, fine children and
the fine, fine teachers lifted Mr. Keene
up, and they carried him down the
hallway and out the doors and through
the town, up and down, in and out.
And everywhere they went, the people
said, “What a fine, fine school with
such fine, fine teachers and fine, fine
children and a fine, fine principal!”

33
 BE A READING DETECTIVE

Dig Deeper
Use Clues to Analyze the Text
Use these pages to learn about Story Structure and
Analyzing Illustrations. Then read A Fine, Fine School
again to apply what you learned.

Story Structure
In A Fine, Fine School, you read about Tillie and her
school. You also read about the school’s principal, Mr.
Keene, and his plans. Where the story takes place is called
the setting. The people in the story are the characters.
Last of all, everything that happens in a story is called the
plot. The events that make up the plot often happen
because of how the characters act and what they say.
Look back at page 20 in A Fine, Fine School. In this
section of text, you find out what the problem will be. As
you keep reading, watch how the problem grows and how
it is solved by the characters.

Setting Characters

Plot
Beginning,
Middle,
Ending

34 EL A RL.3.1, RL.3.3, RL.3.5, RL.3.7, RL.3.10, RF.3.4a, RF.3.4b

Analyze Illustrations
Illustrations are drawings or artwork that show the
events of a story. Illustrations can also tell you more about
the story. For example, they can help you figure out the
mood, or feeling, of the story.
Turn back to the illustration on pages 16–17. Look at
the children’s happy faces. Notice that the students are
all doing something interesting. The illustration shows
a happy mood. No one is gloomy or sad.

35
 Your Turn
RETURN TO THE ESSENTIAL QUESTION

Turn Review the story

and with a partner to Classroom
Talk prepare to discuss
Conversation
this question: How is Continue your discussion of
learning at school different A Fine, Fine School by explaining
from learning at home? your answers to these questions:
As you talk, take turns
1 Why does Mr. Keene start
reviewing and explaining
changing the days that school
the important ideas in your
is held?
discussion. Use clues from
A Fine, Fine School, or text 2 What finally makes Tillie talk
evidence, to support your to Mr. Keene about going to
ideas. school all the time?
3 Do you think the author
agrees more with Tillie or with
Mr. Keene about learning?
Use text evidence to explain
your answer.

36 EL A RL.3.1, RL.3.3, RL.3.5, W.3.1a, W.3.1b, W.3.1d, W.3.10, SL.3.1a, SL.3.1b, SL.3.1d
Performance Task

WRITE ABOUT READING

Response Tillie helps Mr. Keene see that some

important things are learned outside of school.
What are some important things you learn outside
of school? Why are they important? List three or
more things and write your opinion about why
each is important.

Writing Tip
State the things you learn outside of
school at the beginning of your
response. Then give a reason why
each one is important. End your
response with a statement that sums
up your ideas.

37
 One-Room
Schoolhouses

One
One-Room
-Room
Schoolhouses
One-room schoolhouses were
once common in America. In the
GENRE early 1900s, there were more than
Informational text gives 250,000. Some children today still
factual information about attend one-room schoolhouses.
a topic. This is an online Students of all ages were proud
encyclopedia article. to learn in these small schools.
There was usually one teacher and
no principal.
TEXT FOCUS
Photographs show true
pictures of important text
details.

Captions explain a photo

or picture. Look at the photos
and captions before you read
to see what the text will be
about.

38 EL A RI.3.5, RI.3.7, RI.3.10, RF.3.4a, RF.3.4b

Daily Life 1 2
A ringing bell often announced the
start of each day. Students did chores, Mary McLeod Bethune
such as bringing in wood for cooking and
heating or raising a flag that soared in the
sky above the schoolyard.
The teacher worked with one or two
students at a time. They studied subjects
like reading, math, history, spelling, and
handwriting. Students wrote on small
slates, or blackboards, because paper was
too expensive.

Famous Students
Some famous Americans learned in
one-room schoolhouses. Mary McLeod
Bethune went to one in South Carolina Lyndon Johnson
in the late 1800s. She became one of
America’s great teachers. She fought
for civil rights.
Former United States President
Lyndon Johnson attended a one-room
schoolhouse in Texas. Johnson was born
near Stonewall, Texas, in 1908. He was
President from 1963 until 1969.

39
 1 2
Schoolhouses Today
Some students still study in a one-room
schoolhouse. In winter, fewer than
one hundred people live on Monhegan
Island, in Maine. It is too far to go to the
mainland for classes, so students attend
the island’s little schoolhouse.
In most places, bigger schools opened
when one-room schoolhouses became
too small. People became worried about
losing the fine old buildings. Some
became museums. You can tour a school
in South Dakota just like one that writer
Laura Ingalls Wilder attended.
Other schoolhouses became stores, Laura Ingalls Wilder, writer
of Little House on the Prairie,
restaurants, and homes. These little
strolled several miles to a
buildings are certainly important pieces school like the one shown in
of American history. the photo below.

40
 One-Room

Compare Texts
Schoolhouses

TEXT TO TEXT

Compare and Contrast Schools Think about the

schools in A Fine, Fine School and One-Room y
ts to da
Stu d e n r.
n pap e
Schoolhouses. Talk with a partner about how Tillie’s w ri te o

school is similar to a one-room schoolhouse. Then

talk about how the two schools are different. Find
text evidence. List at least two ways the schools are
the same and two ways they are different.

TEXT TO SELF

Talk About It How would you feel about going to

school on Saturdays? Discuss with a partner what
might be good and what might not be so good
about having school on Saturdays.

TEXT TO WORLD

Connect to Social Studies In some countries, students go to school

in summer and on weekends. Work with a group to research more
ways in which schools in another country are different from yours.
Take notes. Share the information you gathered with the class.

EL A RL.3.1, RI.3.1, RI.3.9, W.3.7, W.3.8, SL.3.1a, SL.3.1d, SL.3.4

41
 Digital Resources
Multimedia
Grammar Glossary
GrammarSnap

Grammar
Video

Simple Sentences A simple sentence is a group of

words that tells a complete thought. It has a subject and a
predicate. The subject is the naming part of the
sentence. It tells who or what. The predicate is the
action part of the sentence. It tells what the subject does
or did.

Subject Predicate

Our school closes on Our school closes on

Saturday. Saturday.

Marc played soccer that day. Marc played soccer that day.

Copy each sentence. Then circle the

Try This! subject. Underline the predicate.
1 My family planned a picnic for Saturday.
2 The rain changed our plans.
3 Jan teaches her dog tricks on Sunday.
4 The dog rolled over three times.

42 EL A W.3.5, L.3.1i
 A group of words that does not tell a complete thought
is a fragment. A fragment is an incomplete sentence.
It may be missing a subject or a predicate.

Fragment Missing a Subject Fragment Missing a Predicate

Rides to school. My friend Sara.

Complete Simple Sentence

My friend Sara rides to school.

Connect Grammar to Writing

As you revise your descriptive paragraph, make sure
that each sentence has a subject and a predicate. Each
sentence must tell a complete thought. Correct any
sentence fragments that you find.
43
 Interactive Lessons
Writing Narratives:
Dialogue and

Narrative Writing
Description

ElaborationThe author of A Fine, Fine School uses exact

words. She doesn’t just say that children made “things.”
She says they made “dinosaurs and forts and pyramids.”
When you write a descriptive paragraph, use exact words
to describe your surroudings as well as your thoughts and
feelings. They will give your reader a better picture of the
experiences or events you are describing.
Sarah wrote a descriptive paragraph about an art room.
Later, she replaced unclear words with more exact words.

Revised Draft

Writing Checklist There’s one place I always love to go.

Elaboration It’s the school art room! Even before you

Did I use exact paint and clay
words?
get there, you can smell the art stuff. It’s
Purpose
Is each detail about a wonderful smell! Inside the art room,
my topic?
pictures, masks, and puppets
Organization
Is my description
the walls are covered with things that
organized in a logical
way? kids made. Tables and easels are scattered
Development red, blue, and yellow
Did I use details for at
least two of the five
all around. Jars of paint are stacked up.
senses?
Conventions
Did I edit for
spelling, grammar,
and punctuation?

44 EL A W.3.3b, W.3.10, L.3.3a

 Final Copy

The Best Place at School

by Sarah Walker
There’s one place I always love to go. It’s the school
art room! Even before you get there, you can smell the
paint and clay. It’s a wonderful smell! Inside the art
room, the walls are covered with pictures, masks, and
puppets that kids made. Tables and easels are scattered
all around. Jars of red, blue, and yellow paint are
stacked up. While we work, Ms. Varga plays music to
go with our project. For instance, once she played soft,
tinkly music when we made snowflakes. When I’m in
the art room, I never want to leave.

Reading as a Writer I added some exact words to describe

Why did Sarah change “art the art room clearly.
stuff” to “paint and clay”?
Where can you add exact
words in your descriptive
paragraph?

45
 Le sson
Vocabulary
in Context
1 trial 2 jury
In a trial, people in Members of a jury
a courtroom review hear the facts of the
what happened to case and make a
figure out the truth. decision together.

LANGUAGE DETECTIVE

Talk About the

Writer's Words
Work with a partner.
Take turns asking and
answering questions
about the photos. Use
the blue Vocabulary
words in your questions
and answers. 3 4
convinced guilty
The lawyer made Jurors tell the judge
the jury members whether they think
believe her. They the accused person
were convinced. is guilty or innocent.

EL A SL.3.1c, SL.3.1d, L.3.1i, L.3.4a,

46 L.3.6
 Lesson 2
Study each Context Card.
Make up a new context sentence that uses
two Vocabulary words.

5 pointed 6 honest
A witness pointed People in court are
to a map to show asked to be honest
where the crime and tell the truth.
took place.

7 8
murmur stand
The judge asks for When people take
silence when he the stand in court,
hears a murmur in they sit down and
the courtroom. answer questions.

47
 Read and
Comprehend
TARGET SKILL
Conclusions As you read The Trial of Cardigan
Jones, find ways to tie story details together to
figure out what really happened. This is called
drawing conclusions. Use a chart like this one to
record your conclusion from text evidence and
from your own experience.

Detail Detail Detail

Conclusion

TARGET STRATEGY
Infer/Predict As you read, use the conclusions you
draw to infer, or figure out, what the characters
are like. Predict what you think may happen and
check whether you were right or not.

48 EL A RL.3.1, W.3.8, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d

PREVIEW THE TOPIC

The Court System

Courts play an important part in our cities

and towns. Courtroom trials can have a lot of
drama. Imagine that a defendant has been
accused of breaking a law. The judge sits at
the head of the court. Witnesses tell what they
know about the crime. The jury, with as many
as twelve people, listens to all the evidence.
Then the jury draws a conclusion. Is the
defendant guilty or not guilty?
In The Trial of Cardigan Jones, you’ll read
about a trial involving a missing pie, a clumsy
moose, and a wise judge. Read to find out
whether Cardigan Jones is guilty or not guilty.

Talk About It

What do you know about courtroom

trials? What would you like to
know? Share your ideas with your
classmates. What did you learn
from others? Listen carefully, ask
questions, and take turns speaking.

49
 MEET THE AUTHOR AND ILLUSTRATOR

Tim Egan
Back when Tim Egan was
in elementary school, his
favorite subject was art.
He says he was much
better at art than he was
at math. Now Egan makes his living
as an author and an artist, creating
humorous books with serious-looking
animal characters, such as Burnt
GENRE
Toast on Davenport Street and
A fantasy is an imaginative Serious Farm.
story with characters or Egan lives in California with his
events that are not real. As wife, two sons, and many pets.
you read, look for:
story events or settings
that could not happen in
real life
characters that act in an
unrealistic way

50 EL A RL.3.1, RL.3.10, RF.3.4a, RF.3.4b, L.3.3a

written and
illustrated by
Tim Egan

ESSENTIAL QUESTION

Why are courts an

important part of our
government?

51
 Cardigan walked by Mrs. Brown’s house
just as she was putting a fresh-baked apple pie in her
window. Cardigan loved pies.

52
 He walked over and smelled the pie. A neighbor
next door saw him, and a milkman, driving by, saw him
too. Cardigan was new in town, and they weren’t sure
what he was up to.

53
 A moment later, Mrs. Brown came back to the
window and the pie was gone. She was so upset, she
called the police.
She told them that she’d seen a moose just a few
minutes before, so they drove around the block and
stopped Cardigan.
ANALYZE THE TEXT
Conclusions Why did Mrs. Brown call
the police and mention seeing a moose?

54
 Noticing that he had pie crust on his shirt, they
arrested him, even though he insisted he hadn’t
stolen the pie.
A judge and a jury were chosen to decide if he
stole the pie or not. The neighbor and the milkman
were called as witnesses.

55
 Cardigan’s trial started the next day. Mrs. Brown took
the stand first. “Is there anyone in this courtroom that you
saw the day the pie disappeared?” the judge asked her.

56
 “Yes,” she said, “that moose over there.” She pointed
to Cardigan.
There was a murmur from the crowd. “He did it.
He’s guilty,” someone said.

57
 “We don’t know that yet,” said the judge. The rabbit
then took the stand. “Did you see anyone near the pie?”
the judge asked the rabbit.
“Sure did,” said the rabbit. “That moose right there.
He stole it.”

58
 “No, I didn’t!” shouted Cardigan. “I didn’t steal it!
I promise!”
“Order!” shouted the judge. Cardigan turned and his
antlers bumped a statue and sent it crashing to the floor.

59
 It made a really loud noise, and the jury gave Cardigan
dirty looks. “Next witness!” shouted the judge.
The milkman then took the stand. “Who did you see
at the time the pie was taken?” the judge asked.

ANALYZE THE TEXT

Author’s Word Choice What do the
words dirty looks tell you about the
way the jury felt towards Cardigan?

60
 “The moose,” he said, “no question about it. He
walked right up to the window. His face was practically
touching the pie.”
By now, some folks were convinced that Cardigan took
the pie, even though the judge kept saying, “We still don’t
have any proof.”

61
 Finally, Cardigan was called to the stand. As he crossed
the courtroom, his antlers got all wrapped up in the flag.
It took him over a minute to get untangled.

62
 “He’s a troublemaker,” declared a gopher.
Others nodded in agreement as the judge asked, “Well,
moose. Did you walk up to the pie?”
“Well, uh, yes, but just to smell it . . .” said Cardigan
softly.
“I knew it!” shouted a goat. “Lock him up!”
“Order!” commanded the judge. “Order in the court!”

63
 “But I didn’t take it!” insisted Cardigan. “Honest!”
He stood up, and his antlers knocked the judge’s gavel
to the f loor.
“Sit down!” shouted the judge. But as Cardigan went
to sit, he bumped the judge with his antlers.
The judge fell to the ground.

64
 “He hit the judge!” shouted one of the security guards.
They grabbed Cardigan and started taking him away. The
jury members had made up their minds.
But the judge stood up and said, “Now just hold on a
minute!”
“I’m curious about something,” he said. “Follow me.”

65
 He walked out of the courtroom, and everyone followed
him through the town.
They reached Mrs. Brown’s house, and the judge walked
around the outside to the window where the pie had been.
Sure enough, there, smushed all over the bushes, was
the apple pie. It didn’t smell very good anymore.

66
 “You knocked it off the window with those giant antlers
of yours, you silly moose,” said the judge, laughing. “It was
an accident.”
Everyone immediately felt terrible for being so rotten to
Cardigan, and the jury proclaimed him “not guilty” right then
and there.

67
68
 To make it up to him, they had a
party in his honor, and Mrs. Brown
baked a pie especially for him, even
after he broke her favorite vase.

69
 BE A READING DETECTIVE

Dig Deeper
Use Clues to Analyze the Text
Use these pages to learn about Conclusions and
Author’s Word Choice. Then read The Trial of Cardigan
Jones again to apply what you learned.

Conclusions
Readers can draw conclusions as they read. A
conclusion is a smart guess about something the author
does not say directly. To draw a conclusion, look for text
evidence to figure out what really happened. Also use
what you already know.
Look back at pages 60 and 61 in The Trial of Cardigan
Jones. You read that the milkman saw Cardigan at Mrs.
Brown’s window, smelling the pie. You might use that
information to conclude that Cardigan stole the pie.
Would you be correct? Why or why not?

Detail Detail Detail

Conclusion

70 EL A RL.3.1, RL.3.10, RF.3.4a, RF.3.4b, L.3.3a

Author’s Word Choice
An author uses words to create a picture in a reader’s
mind. By carefully choosing precise words, an author can
help readers see and hear the events and characters of
a story.
Look back at page 63 in The Trial of Cardigan Jones.
The author could have written this:

“Order!” said the judge.

Instead, the author chose the word commanded. Using

this word helps readers know that the judge has a loud,
stern voice.

71
 Your Turn
RETURN TO THE ESSENTIAL QUESTION

Turn Review the story

and with a partner to Classroom
Talk prepare to discuss
Conversation
this question: Why are Continue your discussion of
courts an important part of The Trial of Cardigan Jones by
our government? As you explaining your answers to these
discuss, listen carefully to questions:
the text evidence your
1 Why are the other characters
partner gives. Explain your
so ready to believe that
own ideas based on the
Cardigan is guilty?
story.
2 What qualities does the judge
have that make him a good
judge? What text evidence
helps you know?
3 How did the author make the
ending believable?

72 EL A RL.3.1, RL.3.2, RL.3.3, RL.3.6, W.3.1a, W.3.1b, W.3.10, SL.3.1a, SL.3.1b, SL.3.1d
Performance Task

WRITE ABOUT READING

Response Until the end of the story, most of the

characters are sure that Cardigan is guilty of taking
the pie. Did you agree with them? What lesson
can you learn from this story? Write a paragraph
that states the message of the story.

Writing Tip
State the message of the story at the
beginning of your response. Then
explain it with evidence from the
story. Include an example from your
own experience if you can.

73
 by Ruth Masters

Citizens of the United States live in a

country where they can take part in their
GENRE government. Good citizens work
Informational text gives together in many ways to serve
factual information about a their government.
topic.

lawyer
TEXT FOCUS
Headings tell the reader
what the sections of text
are about.

74 EL A RI.3.5, RI.3.10, RF.3.4a, RF.3.4b

Being Called to Duty
One way that citizens can help their state
government is by serving on a jury. A jury is a
group of people that decides whether someone
is guilty of breaking a law or not guilty.
Members of the jury are called jurors. When
people are accused of breaking laws, they have
the right to have their case heard by juries.
In return, citizens also have a duty to serve
as a juror , if asked.
Citizens take turns serving jury duty. A letter
tells a person that it is his or her turn. It tells
when to go to court.

jury

75
 Sitting at Trial
At court, a juror sits in a room with other jury
members. Other people in the courtroom are the judge,
the defendant, and lawyers. The defendant is the person
who is accused of breaking a law. A lawyer knows the
laws. He or she speaks for the defendant. The lawyers
tell the facts about what happened. They may put
witnesses on the stand. Lawyers on each side try to
convince the jury to vote in their favor.

Making a Decision
At the end, it is time for the jury to decide whether
a law was broken. Jury members must think about the
facts. They must listen to one another. Then they must
make a choice.
The jury’s decision is called the verdict. The verdict
of guilty or not guilty is read out loud. The jury might
say, “We find the defendant guilty.” After that, the trial is
over. The jurors did their duty.

The judge listens carefully

during a trial.

judge

lawyer

witness

76
 Compare Texts

TEXT TO TEXT

Compare and Contrast Jury Members Think about the

jury members in The Trial of Cardigan Jones and You Be
the Jury. How are they the same and different? Discuss
your ideas with a partner. Support your ideas with text
evidence.

TEXT TO SELF

On Trial How would you feel if you were

Cardigan? With a small group, act out the story,
taking turns as Cardigan. Afterward, discuss how
it might feel to be an innocent person on trial.

TEXT TO WORLD

On the Jury Imagine that you are on the jury at

the Cardigan Jones trial. Write several journal
entries, expressing your opinion about the trial.
Tell how your opinion about Cardigan’s guilt or
innocence changes as the trial goes on. Then
read them aloud to a partner.

EL A RL.3.1, RL.3.3, RI.3.1, RI.3.9, W.3.10, SL.3.1a, SL.3.1d

77
 Digital Resources
Multimedia
Grammar Glossary
GrammarSnap

Grammar
Video

Kinds of Sentences There are four kinds of sentences.

Every sentence begins with a capital letter and ends
with an end mark. A statement tells something. A
question asks something. A command tells someone
to do something. An exclamation shows strong feeling,
such as excitement, surprise, or fear.

Kind of Sentence Example

statement The trial starts today.

question Who is the judge?

command Please sit down.

exclamation Here comes the judge!

Work with a partner. Say each sentence

Try This! aloud. Identify each sentence as a
statement, a question, a command, or an
exclamation.

The jury listened to the trial.

They talked about the case.

They cannot decide what to do!

What will happen now?

Tell the jurors to try again.

78 EL A W.3.5, L.3.1i, L.3.3a

 You know that sentences can be statements, questions,
commands, or exclamations. Make your writing lively by
using all four types of sentences.

Paragraph with One Type of Sentence

t t t
We all have accidents.
t
We can share those stories
with each other. All of us
will learn something new.
We will be much smarter in
the end.

Paragraph with Four Types of Sentences

Don’t we all have

accidents? Let’s share those
stories with each other. All
of us will learn something
new. How much smarter
we will be in the end!

Connect Grammar to Writing

As you revise your story and the dialogue in it, try to
use different kinds of sentences to make your writing
more lively.

79
 Interactive Lessons
Writing Narratives:
Dialogue and

Narrative Writing
Description
Writing as a
Process:
Introduction

Conventions
In The Trial of Cardigan Jones, the author
included dialogue to help the story come to life. Dialogue
is the exact words that one character says to another. It
helps readers imagine the events and the characters.
Travis wrote a first draft of a narrative, or story. In his
revised draft, he added more dialogue and details to bring
his characters to life. He also made sure to use a variety of
sentence types to make his story lively and interesting.

Revised Draft

Writing Checklist
“I mean where is my baseball cap!”
Conventions
Nate exclaimed. “I left it right here.
Did I include a
variety of sentence
types? Someone stole it!”
Purpose
Does my story “No,” Jarod said. “It 's right there on
entertain my
audience?
Organization
your head. Don’t you remember putting it
Did I introduce the The kids laughed.
situation and the on before we got in line?”
characters?
Development “No one stole your baseball cap,”
Did I use dialogue
to help readers Jarod said. The other kids at the
imagine and hear the
characters?
table smiled.
Elaboration
Did I use exact words “Then I’ve lost it!” Nate shouted.
in my dialogue?

80 EL A W.3.3a, W.3.3b, W.3.3d, W.3.4, W.3.10, L.3.1i, L.3.3a

 Final Copy

The Mysterious Disappearing Cap

by Travis Payton
Nate and Jarod stood in line in the noisy school
cafeteria. Nate chose a cheese sandwich for his lunch.
Jarod went for hot soup and a cold green salad. Then the
two returned to their table with their trays in hand.
“Where’s my brand-new baseball cap?” Nate asked.
“What do you mean?” Jarod replied.
“I mean where is my baseball cap!” Nate exclaimed. “I
left it right here. Someone stole it!”
“No one stole your baseball cap,” Jarod said. The other
kids at the table smiled.
“Then I’ve lost it!” Nate shouted.
“No,” Jarod said. “It’s right there on your head. Don’t
you remember putting it on before we got in line?” The
kids laughed.
Nate ate his sandwich quickly. He couldn’t wait for
lunch to be over.

Reading as a Writer In my final story, I added dialogue to

Travis added dialogue to his bring my characters to
story so that his characters life. I also used a variety
of sentence types to
can speak for themselves.
make my story lively.
What dialogue can you add
to your narrative?

81
 Le sson
Vocabulary
in Context
1 afford 2 customers
Kids collect toys for Some store owners
families who can’t ask customers to
afford to buy them. donate a dollar to
charity.

LANGUAGE DETECTIVE

Talk About the

Writer's Words
Work with a partner.
Choose two Vocabulary
words. Use them in the
same sentence. Share
your sentences with the
class.
3 4
contacted raise
This girl contacted Many groups have
neighbors by phone bake sales to raise
and asked for help needed money.
with projects.

82 EL A L.3.1i, L.3.6
 Lesson 3
Study each Context Card.
Ask a question that uses one of the
Vocabulary words.

5 earn 6 figure
These students Many schools figure
are trying to earn out ways to reuse
enough to help buy paper instead of
new library books. throwing it away.

7 8
block spreading
Neighbors keep this With floodwaters
city block pleasant spreading, people
by having a cleanup had to pitch in and
day each month. stack sandbags.

83
 Read and
Comprehend
TARGET SKILL
Understanding Characters In Destiny’s Gift, the
main characters are Destiny and Mrs. Wade. What
they say and do are clues to their feelings, traits,
and motivations. Traits are qualities that people
have, such as kindness. Motivations are the
reasons for their actions. Use a chart like this one
to list text evidence about the feelings, traits, and
motivations for each character. Then use those
ideas to describe each character.

Feelings Traits Motivations

Character

TARGET STRATEGY
Analyze/Evaluate As you read, analyze, or think
about, what Destiny and Mrs. Wade say and do.
This text evidence will help you evaluate them or
decide what they are like and what their motives
are.

84 EL A RL.3.1, RL.3.3, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d

PREVIEW THE TOPIC

Volunteers

A city neighborhood is a busy place. Many

people live and work there. They also volunteer
their time and money to help one another.
Some volunteers organize events such as block
parties or street fairs. These events raise money
and gather donations for people who can’t
afford the things they need.
In Destiny’s Gift, you’ll read about a young girl
who tries to help her neighborhood bookstore
owner keep the store open. Her family
organizes other volunteers to help as well.
What do you think they do?

Think Pair Share

Think about a time when

you helped someone. Where
were you? Whom did you
help? How did you help?
Share your story with a partner.
Then discuss with your partner
how your stories are alike and
different. Be sure to listen
carefully, ask questions, and
take turns speaking.

85
 MEET THE AUTHOR

Natasha
Anastasia
Tarpley
Natasha Tarpley
remembers being very
shy as a young girl. “Reading for me
was a way to escape into whole other
worlds,” she says. Some of her favorite
authors were Judy Blume, Beverly
Cleary, and Laura Ingalls Wilder.

GENRE
MEET THE ILLUSTRATOR
Realistic fiction has
characters and events that are
like those in real life. As you
Adjoa J.
read, look for: Burrowes
a setting that could be real
To make her
characters that have feelings
that real people have illustrations look
problems that could be real three-dimensional,
Adjoa J. Burrowes cuts
out each part of a scene separately.
Then she pastes the individual pieces
of heavy paper on top of each other. “It
makes it almost look like it’s jumping
out from the page,” she says.

86 EL A RL.3.1, RL.3.2, RL.3.3, RL.3.10, RF.3.4a, RF.3.4b

by
Natasha Anastasia Tarpley
illustrated by
Adjoa J. Burrowes

ESSENTIAL QUESTION

Why is volunteering
good for a community
and its people?

87
 My favorite place in the world was Mrs. Wade’s
bookstore, across the street from my house. Mrs. Wade knew
everything there was to know about words, and I loved words!
I went over to Mrs. Wade’s every Tuesday and Saturday. As
soon as I walked into the store, the wind chimes above the door
tinkled a special hello.
“Hey there, Destiny!” Mrs. Wade would call out, and stop
whatever she was doing to give me a big hug. She smelled like
flowers and peppermint and had long, silver dreadlocks that fell
to her waist.
“What’s the word?” Mrs. Wade would ask.

88
 “Let’s go find out,” I would say.
We’ d rush over to the big, thick dictionary Mrs. Wade
kept on a pedestal in the store. I’d close my eyes, open the
dictionary, and point.
Whatever word my finger landed on was our word for
the day. Mrs. Wade always helped me with words I didn’t
understand. We sounded out each word and picked it
apart like a puzzle, until I knew all there was to know
about the word.
I wrote down everything in my notebook, which I carried
everywhere I went.

89
 When I wasn’t writing words, I was reading them—
gobbling them up from the pages of books as if they were
candy. Mrs. Wade always gave me new books to read. She even
introduced me to real authors who came to read their books at
her store. I liked to talk to them because they loved words just
like I did.
That ’s how I decided I wanted to become a writer when
I grew up.

90
 On Saturdays Mama and Daddy let me stay at Mrs. Wade’s
until closing. I helped Mrs. Wade around the store. I watered
the plants and fluffed the big, comfy pillows where people could
curl up and read on the floor.
Then Mrs. Wade and I would put the new books on the
shelves. Sometimes I’d open a book, stick my nose in between
the pages, and take a big whiff. It smelled like ink and grass
and the old clothes in my granny ’s closet. The crisp paper felt
like autumn leaves between my fingers.

91
 The part I liked best about these Saturdays
was the end of the day, after all the customers
had gone. Mrs. Wade would set up a tray with
peppermint tea and butter cookies, the kind
with a hole in the middle. We would drink
our tea and pretend the butter cookies were
diamond rings around our fingers.
Then I would read to Mrs. Wade from
my notebook. She’d listen to my stories and
poems with her eyes closed. I’d imagine I was a
famous author, reading to a room full of people.
Sometimes, after I finished reading, Mrs. Wade
would open her eyes and say, “Words are a very
powerful gift.”
I wasn’t sure what she meant, but I felt very
important indeed!

ANALYZE THE TEXT

Understanding Characters
Why is the bookstore so special
to Destiny? Use details from the
story to explain your answer.

92
93
 Then one Saturday everything was different when I got
to Mrs. Wade’s store. Instead of talking to her customers or
unpacking new books as usual, Mrs. Wade was reading a letter
and looking very sad. She put away the letter and smiled when
she saw me, but I could tell she wasn’t her usual cheerful self.
Later, while we had our tea, Mrs. Wade told me what was
wrong. She took my hands in hers, and we sat with our
knees touching.

94
 “Have you ever had a really tough assignment in school,
but no matter how hard you try you just can’t seem to figure
it out? ” she asked.
I nodded. Math problems were always like that for me.

95
 “Well, I’ve been trying for a long time to figure out a way
to keep the bookstore open, but I haven’t had much luck,”
Mrs. Wade said, sighing. “My landlord is raising my rent, and
I can’t afford to pay the new amount. I may have to close the
store.” Mrs. Wade sighed again, and I thought I saw a small
tear in the corner of her eye.
My heart froze midbeat. Close? No! I couldn’t believe it.
“Why? Why do you have to close the store? ” I asked, my
voice shaking.
“I need to earn more money in order to pay the higher rent,
and there just aren’t enough customers for that,” Mrs. Wade said.
“We can get more!” I shouted.
“We’ll see.” Mrs. Wade smiled a sad smile. “We’ll see.”

96
 When I got home, I told Mama and Daddy about
Mrs. Wade’s store. I cried so hard, I didn’t think I’d ever stop.
Mama and Daddy wrapped me in their arms.
“I know how much the store means to you,” Mama said,
stroking my hair.
“Maybe there ’s something we can do to help,” said Daddy.
Mama and Daddy got on the telephone and called all
our neighbors. The next day everybody on our block came
to our house to talk about what we could do to save
Mrs. Wade’s store.

97
 The following Saturday, all the kids in
the neighborhood passed out fliers to get
folks to come to Mrs. Wade’s bookstore.
The grown-ups contacted the local TV
news stations and newspapers and called
Mrs. Wade’s landlord to ask him to lower
her rent so the store could stay open.
On Sunday we made signs that said
“Save Our Store” and then marched around
the neighborhood. It felt like being in
a parade.

98
99
 The next Saturday we had a huge block party to raise
money. There was singing and dancing and tables full of
good food. I helped Mrs. Wade at her table, and we sold boxes
and boxes of books.
ANALYZE THE TEXT

Story Message What message

is the author giving to readers?

100
I had so much fun, I almost forgot to feel sad. Almost.

101
 Even with all the signs and the f liers and the block party,
I still wanted to do something special for Mrs. Wade. I wanted
to give her a gift that would be just from me.
I thought and thought, but couldn’t come up with any ideas.
“What ’re you thinking so hard about?” Mama asked.

102
 “I want to make a special gift for Mrs. Wade, but I can’t
think of anything,” I said.
“Well, why don’t you close your eyes and take a deep
breath,” Mama said. “Then remember all the good times you
had with Mrs. Wade at the bookstore. I’m sure you’ll come up
with something.”

103
 I closed my eyes and followed Mama’s suggestion.
Suddenly I had an idea! I jumped up, got out a new notebook,
and started to write.
I wrote down everything I loved about Mrs. Wade’s store,
from the sound of the wind chimes hanging on the door to the
smell of the brand-new books and Mrs. Wade’s peppermint tea.
I wrote all afternoon and all evening long. Mama and
Daddy even let me write during dinner.

104
 The next morning I finished writing and ran over to
Mrs. Wade’s store at its usual opening time. But when I got
there, the store was closed!
My heart pounded with fear as I peeked through the front
window. Could Mrs. Wade have closed the store without
telling me?

105
 I was about to go home to tell Mama and Daddy when
I heard Mrs. Wade’s voice.
“Destiny, here I am!” Mrs. Wade called from her stoop
next door.
“Why isn’t the store open?” I asked.
“I just needed some time to think,” Mrs. Wade said.
“Will you have to close the store forever?” I whispered.
“I hope not, but I’m just not sure, Destiny,” Mrs. Wade said
sadly. “It’s hard to know if customers will keep coming back.”

106
 I didn’t know what to say. Then I remembered my
notebook.
“I have a present for you,” I said and handed the notebook
to Mrs. Wade. Her eyes lit up with surprise when she opened
it and saw: “Mrs. Wade’s Bookstore, by Destiny Crawford.”
“Why don’t you read it to me?” Mrs. Wade asked, a big
smile spreading across her face.
I read every word as Mrs. Wade listened with her eyes
closed.

107
 When I finished, Mrs. Wade gave me a
big, long hug.
“Destiny, this is the best present anyone
has ever given me,” she said, beaming. “Words
are a powerful gift, indeed.”
That time I knew exactly what she meant.
Mrs. Wade and I don’t know if the store
will close, but until then we are going to keep
reading and writing and gobbling up all the
words we can!

108
109
 BE A READING DETECTIVE

Dig Deeper
Use Clues to Analyze the Text
Use these pages to learn about Understanding
Characters and Story Message. Then read Destiny's
Gift again to apply what you learned.

Understanding Characters
Realistic fiction like Destiny's Gift has characters that
are like real people. Like real people, the characters have
feelings. The characters also have traits, or qualities
that describe them. Characters also have reasons for the
way they act, just as real people do. These reasons are
called motivations.
By using text evidence, you can figure out characters’
feelings, traits, and motivations. Look back at pages 88
and 89 in Destiny's Gift. On these pages, you can learn
about Mrs. Wade’s feelings, traits, and motivations by
what she says and does.

Feelings Traits Motivations

Character

110 EL A RL.3.1, RL.3.2, RL.3.3, RL.3.10, RF.3.4a, RF.3.4b

Story Message
Authors write because they want to tell readers
something. They may have a message or lesson to
deliver, but they tell it through a story. Readers must
think, “What is the author saying about real life in this
story? What is the story’s message?”
For example, a story may be about a boy who finds a
lost and frightened dog. He cleans, feeds, and cares for
the dog. The dog becomes his best friend. The story
message is “Be kind and caring.”

111
 Your Turn
RETURN TO THE ESSENTIAL QUESTION

Turn Review the story

and with a partner to Classroom
Talk prepare to discuss
Conversation
this question: Why is Continue your discussion of
volunteering a good thing Destiny’s Gift by explaining your
for a community and its answers to these questions:
people? Take turns talking
1 Why do Mrs. Wade and
about your ideas using text
Destiny become such good
evidence to explain.
friends?
2 Do you think the people of
the neighborhood are being
helpful? Why or why not?
3 Why doesn’t the author tell
you what happens to the
bookstore? Are you satisfied
with the ending? Explain.

112 EL A RL.3.1, RL.3.3, RL.3.4, W.3.1a, W.3.1b, W.3.1d, W.3.10, SL.3.1a, SL.3.1b, SL.3.1d, L.3.4a
Performance Task

WRITE ABOUT READING

Response In the story, Mrs. Wade says twice,

“Words are a powerful gift.” What do you think
this statement means? Why do you think the
author has Mrs. Wade say it twice? Write a
paragraph that answers these questions. Find text
evidence to support your opinion.

Writing Tip
State your opinion. Then give
reasons to support it. Include
examples to help explain your
opinion. Then end with a statement
that wraps up your ideas.

113
 by Jeremy Stone

GENRE
Informational text gives
factual information about a
topic.

TEXT FOCUS
A map is a drawing of an
area such as a neighborhood,
a town, or a state.
National and Global
Youth Services Day
began in 1988.
Celebration of this day
is spreading around the
world.

114 EL A RI.3.7, RI.3.10, RF.3.4a, RF.3.4b

A Day to Help
Would you like the chance to figure out
fun ways to improve your school, block, or
town? Put your ideas into action in April
on National and Global Youth Services Day!
On this day, kids across the country
work to make their communities safer
and cleaner, or to help others. Some
collect food for people who can’t
afford it. Others raise money for local
charities. They earn this money by holding
fundraisers or getting customers at local
shops to make donations.

Texas Kids Help Out

On Youth Service Day in Arlington, Texas,
more than 800 kids help their community.
Some visit nursing homes. Others plant
flowers. In historic Arlington Cemetery,
youth baseball teams pick up trash. The
cemetery is next to the teams’ ball fields.
After a busy day, it’s party time in
Vandergriff Park! The hardworking kids
gather there to celebrate.

115
 Helping with Art
One group of artists in San Francisco is helping
children make their city beautiful all year round. Adult
artists from a group called Kids Serve go to schools
around the city. The artists help students plan special
murals. The murals are usually about topics the children
are studying in class.
Once the mural is planned, the children work together to
create the mural in a public area. When it is done, neighbors
are contacted and invited to celebrate and enjoy the mural.

This mural celebrates

California’s Civil Rights leaders.

116
 Compare Texts

TEXT TO TEXT

Compare Ways to Help Think about the ways people help

others in Destiny’s Gift and Kids Making a Difference. Do
children and adults help in different ways? What reasons
do people have for helping? Discuss your ideas with a
partner. Use important details and other text evidence
to explain your answers.

TEXT TO SELF

Talk About Making a Difference Kids help out in

Destiny’s Gift and Kids Making a Difference. Tell the
class about a time you helped your community. Listen
carefully and ask questions as other students talk about
what they have done.

TEXT TO WORLD

Apply Character Traits Do you think Destiny would

have liked Mr. Keene’s decision to have school on
Saturdays in the story A Fine, Fine School from
Lesson 1? Why or why not? Write your opinion in
your notebook. Use text evidence to support it.

EL A RL.3.1, RL.3.3, RI.3.1, RI.3.9, W.3.1a, W.3.1b, W.3.10, SL.3.3, SL.3.4

117
 Digital Resources
Multimedia
Grammar Glossary
GrammarSnap

Grammar
Video

Compound Sentences A compound sentence is made

of two simple sentences joined by the word and, but, or,
or so. These joining words are called conjunctions.
A comma comes before the conjunction.

Simple Sentences Compound Sentence

I love books. I want to be I love books, and I want to

a writer. be a writer.

Dad bought a book. Dad bought a book, but he

He lost it. lost it.

We can read this. We can We can read this, or we can

read that. read that.

Ty reads a lot. He buys Ty reads a lot, so he buys

many books. many books.

Copy each sentence. Then write simple or

Try This! compound to tell which kind of sentence
it is.
1 This book is good, but that book is better.
2 We can go to the library this morning.

Write a compound sentence for each pair of simple

sentences. Use the conjunction in parentheses and
a comma.
3 I wanted a book. The bookstore was closed. (but)
4 The library has that book. I will go there today. (so)

118 EL A W.3.5, L.3.1h, L.3.1i

 Sometimes a writer puts two simple sentences together
with no comma and conjunction. This kind of mistake is
called a run-on. Run-ons are confusing because readers
don’t know where one idea stops and another begins.
One way to fix a run-on is to write a compound sentence.

Run-on Sentence

We lined up at the bookstore the author signed our books.

Compound Sentence

We lined up at the bookstore, and the author signed our books.

Connect Grammar to Writing

As you revise your personal narrative, make sure you
have no run-ons. To join simple sentences, use a comma
and a conjunction between them.

119
 Interactive Lessons
Writing Narratives:
Dialogue and

Narrative Writing
Description
Writing as a
Process: Plan and
Draft

DevelopmentIn Destiny’s Gift, when Mrs. Wade says

that words are powerful, Destiny tells us her personal
thoughts and feelings. She says, “I wasn’t sure what she
meant, but I felt very important indeed!” In your personal
narrative, you can develop your story by sharing your
personal thoughts and feelings just as Destiny did.
Callie wrote about the time she helped a neighbor.
Later, she developed her narrative by adding some of her
thoughts and feelings. She ended her story by telling how
she felt about the experience.

Revised Draft

Writing Checklist
One day I asked my neighbor Mr.
Development
Mazur where his cat was. He said, “I
Did I share my
personal thoughts
and feelings? had an operation. Chester has to stay
Purpose
Did I choose a topic at a shelter until I can take care of him
my audience will be
interested in?
again.” Then I had an idea. I asked
Organization
Did I time-order
words to show the Mom if I could take care of Chester so
order of events?
Elaboration Mr. Mazur could keep him at home.
Did I use clear, vivid
words to tell my I felt so sad for Mr. Mazur
story?
Conventions and for myself, too, because
Did I write complete
sentences? I love Chester!

120 EL A W.3.3a, W.3.3b, W.3.3c, W.3.3d, W.3.4, W.3.10, L.3.3a

 Final Copy

Mr. Mazur, Chester, and Me

by Callie Perakis
One day I asked my neighbor Mr. Mazur where his cat
was. He said, “I had an operation. Chester has to stay
at a shelter until I can take care of him again.” I felt so
sad for Mr. Mazur and for myself, too, because I love
Chester! Then I had an idea. I asked Mom if I could
take care of Chester so Mr. Mazur could keep him at
home. When she said yes, I yelled, “Yippee!”
So, all summer I went over to Mr. Mazur’s every day.
I gave Chester his food and water. Then I talked with
Mr. Mazur and played with Chester. When I went home,
I felt good inside because I knew Mr. Mazur would not
be lonely.

Reading as a Writer I developed my narrative

Which sentences tell you by adding my thoughts
how Callie felt? Where can and feelings. I also
made sure to write
you add your thoughts and
complete sentences.
feelings in your own paper?

121
 Le sson
Vocabulary
in Context
1 crew 2 tide
A crew, or group When the sea falls
of workers, has just at low tide, it’s a
started to build a good time to make
new bridge. repairs.

LANGUAGE DETECTIVE

Talk About the

Writer's Words
Work with a partner.
Choose one of the
sentences. Take out the
Vocabulary word. Put
in a word that means
the same or almost the
same thing. Tell how 3 4
the sentences are the
cling balancing
same and different. Painters cling to the Workers must be
bridge when the good at balancing
wind blows. They on high, thin beams
hold on tightly! without falling.

122 EL A L.3.3a, L.3.5c, L.3.6

 Lesson 4
Study each Context Card.
Discuss one picture. Use a different
Vocabulary word from the one on the card.

5 foggy 6 disappears
On foggy days, thick Half of the bridge
mist makes it hard disappears in this
to see. Drivers must photo. It seems to
go slowly. vanish in the fog.

7 8
stretch excitement
Bridges may stretch Marathon runners
over land or run feel excitement
across large bodies as they cross this
of water. bridge. It is a thrill!

123
 Read and
Comprehend
TARGET SKILL
Compare and Contrast In Pop’s Bridge, the main
characters are alike in some ways but different in
others. As you read, compare and contrast the
characters, or think of how they are alike and
different. Look at their words and actions as well
as their traits, motivations, and feelings. How do
these differences contribute to the sequence of
events in the story?

Alike
Different Different

TARGET STRATEGY
Infer/Predict As you read Pop’s Bridge, use text
evidence to infer, or figure out, more about what
it takes to build a bridge. Also use the evidence
to predict what will happen next in the story.
Check to see if your predictions are correct.

124 EL A RL.3.1, RL.3.3, W.3.10, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d

PREVIEW THE TOPIC

Engineering

Engineering is the branch of science that deals

with designing and building structures. Work
crews follow engineering plans to construct
bridges, machines, and buildings. For example,
on a suspension bridge, engineers design the
giant steel cables and high towers that hold up
the road.
In Pop’s Bridge, you’ll read about the brave
workers who built the Golden Gate Bridge in
San Francisco. You’ll also learn about the pride
and fear their families felt every day as those
workers did one of the most dangerous jobs in
the world.

Think Write Pair Share

Think about a bridge that you have

seen. Where is the bridge? What
does it look like? How is it used?
Write a paragraph that answers
these questions. Then share it with
a partner. Discuss with your partner
how your bridges are alike and
different. Be sure to listen carefully,
ask questions, and take turns
speaking.

125
 Lesson 4

MEET THE AUTHOR

Eve Bunting
The first time Eve
Bunting ever saw the
Golden Gate Bridge
was in 1958. On that
day, she had moved to
California from Ireland,
where she had been born. “I thought
GENRE it the most beautiful bridge I had ever
seen,” she recalls.
Historical fiction is a
story that is set in the past.
As you read, look for: MEET THE ILLUSTRATOR
a setting that is a real time
and place in the past C. F. Payne
realistic characters and C. F. Payne, whose
events
initials stand for Chris
some made-up events and
details
Fox, is famous for drawing
people with very large
heads, noses, and ears.
Sometimes Payne uses
friends as models for his
drawings, as he did in
Pop’s Bridge.

126 EL A RL.3.1, RL.3.3, RL.3.5, RL.3.10, RF.3.4a, RF.3.4b

by Eve Bunting r illustrated by C. F. Payne

ESSENTIAL QUESTION

Why is everyone’s role

on a project important?

127
128
My pop is building the Golden Gate Bridge.
Almost every day after school, Charlie Shu and I
go to Fort Point and watch. The bridge will stretch
across the bay, from San Francisco to Marin. People
said this bridge couldn’t be built. Some call it the
impossible bridge. They say the bay is too deep, the
currents too strong, the winds blowing in from
the ocean too f ierce.

But I know my pop can do it. Whenever I say he’s

building the bridge, Mom laughs. “There’s a crew of
more than a thousand men working on that bridge,
Robert. Including Charlie’s dad,” she reminds me.
I know that, but I just shrug.
To me, it’s Pop’s bridge.

129
 Pop’ s a high-iron man, balancing on the
slatted catwalks, spinning and bending the
cables. He climbs so high that sometimes
clouds come down around his shoulders.
When the fog rolls in, he disappears
completely. That’s why the high-iron men
are called skywalkers.
Charlie’ s dad is a painter. The painters
start work long before the bridge is even
finished. My pop says if it weren’t for them,
the bridge would rust away, but I think he’s
just saying that to be nice. The skywalkers
have the most important job of all.

130
 At Fort Point I look for Pop through the binoculars
Mom lends me. The workers look alike in their overalls
and swabbie hats, but I can always f ind my pop because
of the red kerchief he ties at his throat. It ’s our own
scarlet signal.
I don’t worry much about him on days when the sun
sparkles on the water, when sailboats skim below. It ’s so
beautiful I can forget that it’ s dangerous, too. But when
the wind blows through the Golden Gate, the men cling
to the girders like caterpillars on a branch. On foggy days
my hands sweat on the binoculars. Where is he? When I
f ind him, I try not to look away, as though the force of my
eyes can keep him from falling.

131
 At my house Charlie and I work on a jigsaw
puzzle Mom bought us. When it’s done it will
show how an artist thinks the bridge will look.
Charlie and I work on the puzzle most every day.
Bending over it I feel like I’m building the real
thing, along with Pop. I’m a skywalker, too.
“We’re almost done,” Charlie says. “I
wonder which of us will put in the last piece?”
I shrug. But what he says makes me think.
My pop built that bridge. He should set the
last puzzle piece in place. That’ s only fair, even
though Charlie might think his dad should do
it. When Charlie isn’t looking, I slip one of the
pieces into my pocket. Later I hide it in my
room. I’m saving it for Pop.

ANALYZE THE TEXT

Compare and Contrast What
does Robert think about the last
piece of the puzzle? How would
Charlie’s ideas be different? How
would they be the same?

132
133
134
 The “impossible bridge” is nearly f inished.
One evening Mom and Pop and I walk down to
Fort Point. The bridge hangs between stars and sea.
“It’s like a giant harp,” my pop says. “A harp for
the angels to play.” I look up at him, and I can tell
this wasn’t just a job to my pop. He loves the bridge.

135
 In San Francisco there is great
excitement. Everyone is waiting for
opening day.
Charlie and I have watched nearly
every bit of the bridge go up. We saw
the two spans come together from
opposite directions. We saw them
meet. We saw the roadway go in.
And my pop did it. No one can be
as proud as I am. Not even Charlie.
After all, my dad is a skywalker.

136
137
 And then one day, something terrible happens. Charlie
and I are watching as the scaffolding pulls away from the
bridge. There’s a noise like a train wreck as the scaffolding
crashes down into the safety net. The net tears loose, and
men go with it into the swirling tide.
I can’t breathe. I can’t think.
But then I look hard through the binoculars and see
Pop still on the bridge, his red kerchief whipping. “Pop!”
I whisper in relief. Beside me Charlie is screaming,
“Where’s my dad? Where’s my dad?”
We had seen him working close to that scaffolding. I
can’t see him now.

138
 “We’ll find him,” I promise. “We have to.” I sweep the
binoculars up and down the bridge cables, looking at every
painter hanging high on his Jacob’ s ladder or swinging in a
bosun’ s chair, like a knot on a rope.
“Be there, Mr. Shu,” I plead, and then spot him. “Over
by that cross girder!” I yell. Charlie fumbles for the
binoculars. I help him. He looks where I point.
“He’s there! He’s safe!” Charlie gasps.
The next day we find out that only two of the twelve
men in the water were saved.

139
 I think and think about that day. At night, half
asleep, I see the bridge shake. I hear the crash. One
of those men in the water could have been Pop. Or
Charlie’ s dad.
I finally understand, and I feel ashamed. Equal
work, equal danger, for skywalkers and for painters.

140
 The work goes on. A new safety net is put in place.
Pop says there’s less talking and joking now among the men.
There’s a remembering.
But the bridge must be f inished. And at last it is.
We watch through Mom’s binoculars as the golden spike
is drilled in at the center of the main span. Now the
celebration can begin.

141
142
 On opening day no cars are allowed. Thousands of
people walk and dance and roller-skate across the bridge,
including us. I wear Pop’s kerchief around my neck.
There’s a man riding a unicycle. There’s another on stilts.
Navy biplanes f ly above the great steel towers. Battleships
and cruisers sail below the bridge and into San Francisco
Bay. Wind strums its music through the stretch of the
cables, and I think of my pop’s harp.

143
 That night our family has our own party with
Charlie and his dad. There’s stewed chicken and
a Chinese noodle dish Charlie’s dad made and a
snickerdoodle pie.
The jigsaw puzzle sits on the coffee table with
a gap in the middle. “I’ve searched and searched
for that missing piece,” my mother says.
“A good thing we didn’t leave our bridge with
a space like that,” Mr. Shu says.
Pop chuckles. “We’d be working still.”
It’ s time.
I slip upstairs to get the hidden puzzle piece,
then f ind the scissors and cut the piece carefully
in half. I go back down and put a half piece in Mr.
Shu’s hand and the other in my pop’s. “Finish it,”
I say. “It’s your bridge. It belongs to both of you.”

144
 ANALYZE THE TEXT
Story Structure Robert hides
a piece of the puzzle. How does
this action affect the sequence of
events?

145
146
 My mother raises her eyebrows and Charlie says,
“Hey, where . . . ?” But I just watch as the two pieces f it
in, so perfectly, so smoothly.
“Team effort,” my pop says.

147
148
 We raise our glasses of
sarsaparilla to celebrate the
laborers and riveters, the
carpenters and the painters
and the skywalkers. All the
men who worked together
to build the most beautiful
bridge in the world.

149
 BE A READING DETECTIVE

Dig Deeper
Use Clues to Analyze the Text
Use these pages to learn about Comparing and
Contrasting and Story Structure. Then read Pop’s
Bridge again to apply what you learned.

Compare and Contrast

The characters in Pop’s Bridge have things about them
that are the same and things about them that are
different. You can compare and contrast the characters
in a story to explain what they are like.
Robert and Charlie’s dads have similar and different
traits, motivations, and feelings. You can describe how the
two dads are alike and different by looking for text
evidence. Explain their actions and look for what Robert
and Charlie say about them.
Look at page 130 in Pop’s Bridge again. In this section,
you first read about the two dads. As you read on, keep
looking for ways to compare and contrast the two men.

Different Alike Different

150 EL A RL.3.1, RL.3.3, RL.3.5, RL.3.10, RF.3.4a, RF.3.4b

Story Structure
A story’s setting is where and when the story happens.
The characters are the people, and sometimes animals,
that appear in the story.
The plot is made up of the important events, or the
things that happen in a story. A character’s actions play
a part in what happens next. Think about what Robert
does. Ask yourself how his actions affect the sequence
of events. How do his actions lead to what happens at
the end of the story?

151
 Your Turn
RETURN TO THE ESSENTIAL QUESTION

Turn Review the story

and with a partner to Classroom
Talk prepare to discuss
Conversation
this question: Why is Continue your discussion of
everyone’s role on a project Pop’s Bridge by explaining your
important? As you discuss, answers to these questions:
ask questions to make sure
1 Why does Robert think that
you understand your
skywalkers have the most
partner’s ideas. Use text
important job?
evidence from the story.
2 If Robert’s dad were a
bridge painter, would Robert
have a different opinion?
Why or why not?
3 Do you think that Charlie
realized what Robert thought
about painters through most
of the story? Explain your
answer.

152 EL A RL.3.1, RL.3.3, RL.3.7, W.3.1a, W.3.1b, W.3.1d, W.3.10, SL.3.1a, SL.3.1c, SL.3.1d
Performance Task

WRITE ABOUT READING

Response Think about the illustrations in Pop’s

Bridge. What do they tell you about the story?
Notice the story details that the illustrations show.
Then take note of what the illustrations show that
is not described in the story. Write a paragraph
that explains how certain illustrations help you
understand what happened in the story. State the
reasons for your opinions.

Writing Tip
Begin your paragraph by giving your
opinion. Then give reasons and
examples to support and explain your
opinion. End with a statement that
wraps up your ideas.

153
 by Matthew Danzeris

GENRE
Informational text gives
factual information about a
topic.

TEXT FOCUS
Bridges help people get
from place to place. They join
A diagram is a drawing communities. They stretch across
that shows how something
works. waterways and the swirling tide.
They take us over roadways and
landforms.
People have been building
bridges for thousands of years.
They think about how long the
bridge must be. They think about
what the bridge will cost. Then they
decide what kind of bridge to build.

The arch bridge shown here is the Bayonne Bridge,

which goes from New Jersey to New York. Workers
finished building it in 1931.

154 EL A RI.3.7, RI.3.10, RF.3.4a, RF.3.4b

Arch Bridge
An arch bridge uses sturdy curved
structures called arches. The arches rest on
strong supports called abutments.
Abutments are set firmly in the solid
ground below the water.

Beam Bridge
The beam bridge is the
simplest kind of bridge for a
crew to build. It costs the
least, too!
A beam bridge has a beam.
It lies across supports called
piers. The piers must be close
enough together to give the
beam strength. That way, the
roadway won’t bend or sag
too much when traffic crosses Florida’s Rickenbacker
it. Each span of a beam bridge is usually Causeway Bridge is a beam
bridge. It connects the city
less than 250 feet long.
of Miami to the island of
Key Biscayne.

155
 Suspension Bridge
A suspension bridge can stretch
as far as 7,000 feet. That’s more than
a mile! On a suspension bridge, the
roadway hangs from cables. The
cables rest on top of towers. At each
end of the bridge, an anchorage
holds the cables in place.

Suspension Bridge
tower
cable

anchorage roadway

Building Bridges
A large crew of workers builds most
bridges. The work is dangerous.
Workers wear harnesses to stay safe
when they are balancing up high.
Strong winds and foggy weather
St. John’s Bridge, in Portland,
make the work even more dangerous. Oregon, is a suspension bridge.
Builders cling to the bridge. When at When the fog is heavy, the bridge
last the work is done, excitement practically disappears!
grips everyone. A ceremony may be
held to celebrate.

156
 Compare Texts

TEXT TO TEXT

Compare Bridges Compare and contrast the suspension

bridge, like the one in Pop’s Bridge, with the beam bridge
that you read about in Bridges. List three differences
between the kinds of bridges. Then list three similarities.
Discuss your ideas with a partner. Use text evidence to
explain your ideas.

TEXT TO SELF

Write About Work In Pop’s Bridge, Robert writes

about being both proud of and worried about his
father’s job. Write a paragraph about a job that
you find interesting and how you feel about it.

TEXT TO WORLD

Connect to Math Use the Internet or another

source to find the lengths of the Golden Gate,
Verrazano-Narrows, and Akashi Kaikyo bridges.
Then make a bar graph to compare the lengths of
these suspension bridges.

EL A RL.3.1, RI.3.1, RI.3.3, RI.3.9, W.3.7, W.3.8, W.3.10, SL.3.1a, SL.3.1d

157
 Digital Resources
Multimedia
Grammar Glossary
GrammarSnap

Grammar
Video

Common and Proper Nouns A noun names a person,

a place, or a thing. A noun that names any person, place,
or thing is called a common noun. A noun that names a
particular person, place, or thing is called a proper noun.

Common Nouns Proper Nouns

The bridge is long. The Golden Gate Bridge is long.

My uncle likes to paint. Uncle Bob likes to paint.

In book and story titles, the first word is always

capitalized. Also capitalize most words even if they are
not proper nouns.
When writing about an adult, use his or her title. Titles,
such as Ms., Mrs., Mr., and Dr., are always capitalized.

Titles of Stories Titles of People

The Wolf and the Three Pigs Dr. Carla West
One Day on a Ship Mr. Martinez

Work with a partner. Read each item

Try This! aloud. Identify each as a common noun,
a proper noun, a story title, or a personal title.
Ash Road Mrs. Kim Robson

country teacher

Mexico On the Way to School

158 EL A W.3.5, L.3.1a, L.3.2a, L.3.3a

 Use exact nouns to make your writing clearer and more
interesting. Exact nouns help your readers picture what
you are writing about.

Noun Exact Noun

bridge Golden Gate Bridge

boy Charlie
city San Francisco
boat cruiser
meat chicken
doctor Dr. Tan

Less Exact Noun: The bridge is painted the color of rust, not
gold.

More Exact Noun: The Golden Gate Bridge is painted the color
of rust, not gold.

Connect Grammar to Writing

As you revise your personal narrative next week, think
of exact nouns you can use. Exact nouns will help make
your writing easy to understand.

159
 Interactive Lessons
Writing Narratives:
Reading-Writing Workshop: Prewrite Dialogue and

Narrative Writing
Description
Writing as a
Process: Plan and
Draft

DevelopmentBefore drafting a personal narrative,

writers develop their ideas. Use an events chart to list
the main events of your narrative in order. Then add
important, interesting details about each event.
Kelly decided to write about the time she learned
to swim. After she listed ideas about her topic, Kelly
wrote only the main events in an events chart. Then she
developed each event by adding interesting details.

Exploring a Topic

afraid to go in deep end

Writing Process -everyone swam without me

Checklist
-couldn’t play water games
Prewrite
brother Cal taught me to swim
Did I pick a topic
I’ll enjoy writing
about?
-treading water
Will my audience -floating on back
like my topic?
Did I write down all bandage fell off knee
the main events?
Did I put the events first time in deep end
in order?
-scared – stayed near side
Did I add details to
make the events
more interesting?
-wouldn’t let go of Cal
Draft
-started floating on my own
Revise
Edit
Publish and Share

160 EL A W.3.3b, W.3.5

 Events Chart

Event: I was afraid to go in the deep end of the

swimming pool.

Details: had to sit out when my friends played games

missed a lot of fun

Event: My brother Cal gave me lessons.

Details: helped me practice strokes

learned to float on back
tread water

Event: I finally swam in the deep end.

Details: scared at first

wouldn’t let go of Cal
floated on my own
love deep end now

Reading as a Writer I developed my personal narrative

Which of Kelly’s details did by adding important,
you find most interesting? interesting details about
each event.
Where can you add details to
your own events chart?

161
 Le sson
Vocabulary
in Context
1 stands 2 fans
Peanut vendors Happy fans cheer
walk up and down when players on
through the stands their favorite teams
at a baseball game. play well.

LANGUAGE DETECTIVE

Talk About the

Writer's Words
Nouns are words
that name people,
places, animals, or
things. Work with a
partner. Find the blue
Vocabulary words that
are nouns. What clues
did you use? Use the
3 score 4 league
nouns in new sentences. Soccer players must These volleyball
work together to players are in a
score a goal and league, or group of
earn one point. teams.

162 EL A SL.3.4, L.3.1a, L.3.1i, L.3.6

 Lesson 5
Study each Context Card.
Tell a story about two or more pictures,
using their Vocabulary words.

5 slammed 6 polish
This player slammed Before bowlers play
the puck so hard a game, they may
that it went straight polish the ball to
into the net. remove any dust.

7 8
style pronounced
This fan has her The announcer
own special style. pronounced, or said,
It’s a clever way to each player’s name
show team spirit. loudly and clearly.

163
 Read and
Comprehend
TARGET SKILL
Cause and Effect As you read Roberto Clemente,
look for examples of cause and effect. An effect
is what happened. A cause is why something
happened. Look for words such as so, if, then,
because, and since to help you identify causes and
effects. A graphic organizer like the one below
will help you to list what you find.

Cause Effect

TARGET STRATEGY
Visualize As you read Roberto Clemente, think
about how details in the biography help you
visualize, or see, events. Note the words that help
you create pictures in your mind.

164 EL A RI.3.3, RI.3.8, W.3.10, SL.3.1a, SL.3.1b, SL.3.1d

PREVIEW THE TOPIC

Sports

Many people enjoy playing different sports

like basketball and football. Many more like to
watch sports and cheer for their favorite teams
and players. Baseball is one of those sports.
It’s a game that many Americans love to play,
watch, and talk about.
Some great players in the history of baseball
stand out as heroes. In Roberto Clemente, you’ll
learn about one of those players. You will read
about the things he did that made him a hero.

Talk About It

Think about a sport that you

enjoy watching or playing.
Write your answer. Explain
why you enjoy it. Then
share your ideas with your
classmates. Be sure to listen
carefully to your classmates as
you take turns sharing.

165
 MEET THE AUTHOR

JONAH WINTER
Although Jonah Winter was
raised in Texas, as a kid he
rooted for the Pittsburgh Pirates and
Roberto Clemente. “Growing up, he was
my hero,” Winter says. Today Winter lives
in Pittsburgh, where he plays the clarinet,
writes poetry, and watches baseball.

GENRE
MEET THE ILLUSTRATOR
In a biography, an author
tells about a person’s life. As
RAÚL COLÓN
you read, look for: Like Roberto Clemente,
information about why
Raúl Colón is from Puerto Rico.
the person is important
opinions and personal
While Colón is known mainly as a book
judgments based on facts illustrator, his artwork is also familiar to
events in time order people who ride the New York City subway.
An enormous mural he created called
Primavera (Springtime) fills a whole wall of a
subway station.

EL A RI.3.3, RI.3.8, RI.3.10, RF.3.4a, RF.3.4b, L.3.4a,

166 L.3.5a
PRIDE OF THE PITTSBURGH PIRATES

by
JONAH WINTER
illustrated by
RAÚL COLÓN

ESSENTIAL QUESTION

What are the traits

of a hero?

167
 O n an island called Puerto Rico,
where baseball players are as plentiful
as tropical flowers in a rain forest, there
was a boy who had very little but a fever
to play and win at baseball.

168
169
 He had no money for a baseball bat, so he
made one from a guava tree branch. His first
glove he also made, from the cloth of a coffee
bean sack. His first baseball field was muddy
and crowded with palm trees.
For batting practice he used empty soup
cans and hit them farther than anyone else.
Soup cans turned into softballs. Softballs turned
into baseballs. Little League turned into minor
league turned into winter league: professional
baseball in Puerto Rico.

ANALYZE THE TEXT

Literal and Nonliteral
Meanings What does the author
mean when he writes that soup
cans turned into softballs? Is that
a literal or a nonliteral meaning?

170
171
 He played so well he received an
invitation to play in . . . the major
leagues in America! What an honor!
But the young man was sent to
a steel-mill town called Pittsburgh,
Pennsylvania, where his new team, the
Pittsburgh Pirates, was in last place.
Now this was something very strange,
being on a losing team.
For the young Puerto Rican,
everything was strange. Instead
of palm trees, he saw smokestacks.
Instead of Spanish, he heard English.
Instead of being somebody, he
was nobody.

172
 His first time at bat, he heard the
announcer stumble through his Spanish
name: “ROB, uh, ROE . . . BURRT, um, let’s
see, TOE CLUH-MAINT?” It echoed in the
near-empty stands.
Roberto Clemente was his name, and this
is pronounced “Roe-BEAR-toe Cleh-MEN-tay.”
As if to introduce himself, Roberto smacked
the very first pitch.

173
 But it went right up the infield . . . and into
the second baseman’s glove. Still, Roberto ran
like lightning—and beat the throw to first base.
The Pittsburgh fans checked their scorecards.
Who was this guy, “Roberto Clemente”?

174
 To his new fans in Pittsburgh,
Roberto was like a jolt of electricity.
He could score from first base on
a single. He could hit line drives,
bunts, towering home runs, sacrifice
flies—whatever was needed. Once
he even scored an inside-the-park
GRAND SLAM!
Playing right field, he had no
equal. He was always leaping,
diving, crashing, rolling. Once,
trying to catch a pop fly, running
full speed, he SLAMMED into the
right-field wall—and fell to the
ground. At last, slowly, he lifted
his glove. The ball was inside.

175
 But it wasn’t just how he played. He had
style. He was cool.
He had this move he did with his neck
before each at bat, creaking it one way, then
the other. Soon kids who wanted to be just like
Roberto were doing it too, twisting their necks
this way and that.
Roberto did it to ease the pain he felt from
playing his heart out in every game. “If you
don’t try as hard as you can,” he said, “you are
wasting your life.”

176
 Roberto tried so hard, he helped the last-place Pirates
make it all the way to the World Series where they beat the
mighty NEW YORK YANKEES!
After the series, down in the streets of Pittsburgh,
Roberto walked alone among his fans, who were so busy
celebrating, they didn’t even notice him. That didn’t
bother Roberto. He was happy to feel lost in the crowd of
a party he had helped create.

ANALYZE THE TEXT

Cause and Effect What happens
as a result of Clemente’s hard work?

177
 But there was something that would have made
Roberto’s joy a little sweeter. As much as fans loved
him, the newspaper writers did not. When Roberto
was in such pain he couldn’t play, they called him
“lazy.” They mocked his Spanish accent, and when
Roberto got angry, the mainly white newsmen called
him a Latino “hothead.”
Roberto swore he would be so good, he would
have to get the respect he deserved. He would
become the greatest all-around baseball player there
ever was.
At home that Christmas, Roberto went back to
the same muddy field he’d played on as a boy. In his
pocket was a bag full of bottle caps that he emptied
into the hands of some kids. They threw him the
caps, and he hit each one again and again.

178
179
 When he returned to Pittsburgh come
spring, baseballs looked HUGE, and he
clobbered them as never before. That season,
he hit .351, the highest batting average in the
National League.
And he still did not get the credit he
deserved for being so great. “It’s because I’m
black, isn’t it?” he asked the sneering reporters.
“It’s because I am Puerto Rican. It’s because I
am proud.”
It was starting to seem as if Roberto might
never be respected in the big world outside
of Pittsburgh and Puerto Rico. And then
something happened.

180
181
 The year was 1971. The Pirates were
in the World Series again, playing against
the Baltimore Orioles, who were favored
to win.
All around America and Puerto Rico,
people sat watching on TV . . . as Roberto
put on a one-man show. Stealing bases,
hitting home runs, playing right field
with a fire most fans had never seen
before.
Finally, finally, it could not be denied:
Roberto was the greatest all-around
baseball player of his time, maybe of
all time.

182
183
 The very next year, he did something few have
ever done: During the last game of the season,
Roberto walked to the plate, creaked his neck, dug
in his stance, stuck his chin toward the pitcher, and
walloped a line drive off the center-field wall—his
three thousandth hit!
The crowd cheered, and they wouldn’t stop
cheering. For many minutes the players stopped
playing and Roberto stood on second base, amazed.
How far he had come.

184
185
 And yet, when the season was over, the hero
returned to the place where his story began, to the
land of muddy fields and soup cans and bottle caps, to
his homeland of Puerto Rico, where he was worshipped.
But did he sit around and polish his trophies? No.
That rainy New Year’s Eve, Roberto sat in the San Juan
airport and waited for mechanics to fix the tired old
airplane that would take him to Central America.
There had been a terrible earthquake, and he
wanted to help the victims. The plane would carry
food and supplies that Roberto paid for.
Right before midnight, he boarded. The rain was
really coming down. One of the propellers buzzed
loudly. As the plane took off, the engines failed and
the plane fell into the ocean.
Just like that, it was over. Roberto was gone.
How could his story end this way, so suddenly, and
with such sadness?
The story doesn’t end here. When someone like
Roberto dies, his spirit lives on in the hearts of all
he touched.

186
187
 And Roberto’s spirit is still growing. It grows
in the bats and gloves and arms and legs of all the
Latino baseball players who have flooded into the
major leagues. His spirit grows in the charities he
started for poor people in Puerto Rico. And his spirit
is still growing in Pittsburgh, where people who saw
him play tell their children and grandchildren of how
he used to sparkle — running, diving, firing game-
saving throws from deep right field all the way to
home plate — SMACK— right into the catcher’s glove.

188
189
189
 BE A READING DETECTIVE

Dig Deeper
Use Clues to Analyze the Text
Use these pages to learn about Cause and Effect and
Literal and Nonliteral Meanings. Then read Roberto
Clemente again to apply what you learned.

Cause and Effect

In Roberto Clemente’s life, many events caused other
events to happen. A cause is why an event happened.
An effect is something that happened as a result of a
cause. Sometimes signal words will help you find a
cause and an effect. Some common signal words are so, if,
then, because, and since.
Look back at page 170 in Roberto Clemente. On this
page, the author tells one fact about Roberto Clemente’s
life and the effects that it has on his childhood. As you
read, notice how the author groups sentences into
paragraphs.

Cause Effect

190 EL A RI.3.3, RI.3.8, RI.3.10, RF.3.4a, RF.3.4b, L.3.4a, L.3.5a

Literal and Nonliteral Meanings
Every word has an exact or a literal meaning. For
example, the literal meaning of fever is “a high body
temperature.”
A word can also have a nonliteral meaning. As a boy,
Roberto Clemente had a fever to play and win at baseball.
The sentences around the word show that, in this sentence,
fever has a nonliteral meaning. In this context, fever
means “passion or great excitement.”

191
 Your Turn
RETURN TO THE ESSENTIAL QUESTION

Turn Review the

and biography with a Classroom
Talk Conversation
partner to prepare
to discuss this question: Continue your discussion of
What are the traits of a Roberto Clemente by explaining
hero? While you discuss the your answers to these questions.
question, use text evidence Give text evidence for your
from Roberto Clemente to responses:
support your ideas. Listen
1 What qualities made Roberto
carefully to your partner’s
Clemente a hero as a baseball
ideas and add your own
player?
thoughts.
2 What qualities made Roberto
Clemente a hero as a person?
3 Which do you think was more
important to Clemente—
being a great baseball player
or earning a lot of money?
Explain your answer.

192 EL A RI.3.1, RI.3.2, RI.3.3, W.3.1a, W.3.1b, W.3.10, SL.3.1a, SL.3.1b, SL.3.1d, L.3.2a
Performance Task

WRITE ABOUT READING

Response If Roberto Clemente were here today,

what would he tell a young person who wants to
become a great athlete? Write a letter that
Clemente might write to give advice. Include
details that he might suggest for reaching such a
goal. Use facts from the selection to support those
details.

Writing Tip
In your letter, state Roberto
Clemente’s opinions and give reasons
for them. Include examples from his
life. Also, make sure that the first
letter of each proper noun is
capitalized.

193
 POEMS

What did most kids do for fun

GENRE before television, computers,
and video games were invented?
Poetry uses the sound and
rhythm of words to show They played baseball! For years,
images and express feelings. it was the most widely played
sport in the United States. That’s
how baseball came to be called
“America’s Pastime.”

TEXT FOCUS
Rhyme is often found in
poems. It happens when
words end with the same
sound. The ball game is over,
And here is the score —
They got ninety-seven,
We got ninety-four.
Baseball is fun,
But it gives me the blues
To score ninety-four
And still manage to lose.
by Jack Prelutsky

194 EL A RL.3.5, RL.3.10, RF.3.4a, RF.3.4b, W.3.10

 HOMER
Summer words, like raspberry ice,
beach, and barbecue, are all gone now.
But I find another warm word,
shaped like a bat. HOMER.
I wrap my fingers tightly round it
and swing.
by Nikki Grimes

195
Radio Days
When kids weren’t playing baseball, they Write a
were listening to it. Major League Baseball Baseball Poem
games were heard on the radio starting in Write a baseball
1921. Announcers described the action poem of your own.
in detail. They pronounced each word You might want to
clearly so that fans didn’t miss a thing. write about a game
Sounds gave clues about the action. you have watched
The crack of a bat meant someone had or about a favorite
slammed the ball out of the park. Boos player.
from the stands meant the umpire had
made a bad call. Cheering meant someone
had been able to score.
If you used your imagination, listening
to a game on the radio was almost as
good as being in the ballpark!

196
 Compare Texts

TEXT TO TEXT

Compare Baseball Illustrations Study the illustrations

and photos in Roberto Clemente and Baseball Poems.
How do the illustrations help you understand who
Clemente was? How do the photos create the mood
or feeling of the poems? Discuss your ideas with a
partner. Use details from the art and text to support
your answers to the questions.

TEXT TO SELF

Sports Senses Imagine being at a baseball game

or other sports game. What might you see, hear,
smell, touch, and taste? Write about how you
would experience the game through your senses.

TEXT TO WORLD

Connect to Social Studies Roberto Clemente was born and raised

in Puerto Rico. He moved to Pittsburgh, Pennsylvania, to play
baseball. Find both places on a map. Find out how many miles
apart they are. Then draw your own map, showing both places.

EL A RL.3.1, RL.3.7, RI.3.1, RI.3.7, W.3.3a, W.3.3b, W.3.10, SL.3.1a, SL.3.1b, SL.3.1d

197
 Digital Resources
Multimedia
Grammar Glossary
GrammarSnap

Grammar
Video

Plural Nouns with -s and -es A noun that names only

one person, place, or thing is a singular noun. A noun
that names more than one person, place, or thing is a
plural noun. Add -s to form the plural of most singular
nouns. Add -es to form the plural of a singular noun that
ends with s, sh, ch, or x.

Singular Nouns Plural Nouns

Julie has a baseball bat. Julie has two baseball bats.

She is faster than her brother. She is faster than her brothers.

They play after class. They play between classes.

She is an inch taller than Joe. She is four inches taller than Joe.

Write the plural of each underlined noun.

Try This!
A boy walked to the park.

He met his friend.

They opened a box with a new baseball inside.

Their game lasted all afternoon.

They missed the bus home.

198 EL A W.3.5, L.3.1a, L.3.1b, L.3.2e, L.3.2f

 When you edit your writing, it is important to always
check your spelling. Using the correct spelling of plural
nouns will make your writing clearer and easier to
understand.

Singular Nouns Plural Nouns

the bench many benches

one baseball two baseballs
a wish several wishes

Singular: He swung the bat at the very first pitch.

Plural: He did not swing the bat at the first two

pitches.

Connect Grammar to Writing

As you edit your personal narrative, be sure to write the
correct form of each plural noun.

199
 Interactive Lessons
Writing Narratives:
Reading-Writing Workshop: Revise Organize Your

Narrative Writing
Ideas
Writing as a
Process: Revise
and Edit

In Roberto Clemente, the author

Organization
uses time-order words such as first and then. These
are time clues to tell when events happened. In your
personal narrative, organize the events in order and use
time-order words to connect the events.
When Kelly revised her personal narrative, she made
sure her events were in order. Then she added time-order
words to connect her ideas smoothly.

Revised Draft

I begged my older brother Cal for help.

Writing Process “I’m tired of being scared,” I whispered.

Checklist
Prewrite
“Can you give me some lessons?”
Draft
Revise
He took me to the pool when there
Is my beginning
interesting?
weren’t many other people around.
Did I include First, Then
important events We practiced a few strokes. He taught
and details?
Are the events in me how to tread water and float on my
order?
Did I include time- back.
order words?
Did I share my
thoughts and
feelings?
Edit
Publish and Share

200 EL A W.3.3a, W.3.3b, W.3.3c, W.3.3d, W.3.5, W.3.10, L.3.3a, L.3.6

 Final Copy

Summer Splash!
by Kelly Belson
I used to hide whenever anyone said, “We’re going to
the deep end!” That was before everything changed.
Last summer, I was at the city pool when my friends
played volleyball in the deep end. Of course, I sat out
for the millionth time. I could hear them laughing and
cheering. I was so jealous!
I begged my older brother Cal for help. “I’m tired of
being scared,” I whispered. “Can you give me some
lessons?” He took me to the pool when there weren’t
many other people around. First, we practiced a few
strokes. Then he taught me how to tread water and
float on my back.
By the end of the summer, I was swimming and
playing with my friends. It took a lot of hard work, but
it was worth it!

Reading as a Writer In my final paper, I organized the

What words did Kelly use events in the order in
to show when events which they happened.
I used time-order words
happened? Where could you
to connect events.
add time-order words in your
own personal narrative?

201
 Interactive Lessons
Performance Task Writing to Sources

Writing Narratives:
Introduction

Writing Narratives:
Dialogue and
Description

Write a Story Writing as a

Process: Plan and
Draft

TASK In Roberto Clemente: Pride of the Pittsburgh

Pirates, you read a biography about Roberto Clemente
and the things he did that made him a hero. In Kids
Making a Difference, you read an informational text
about how kids help serve their communities.
Look back at the texts. Find examples of how Roberto
Clemente and the kids helped serve a community. Then
choose one of those examples to write a story about
making a difference in your community.

Make sure your story

¥ establishes a situation and introduces the narrator.
¥ describes events in a sequence that unfolds naturally.
¥ includes details that tell your thoughts and feelings.
¥ provides a sense of closure.

PLAN
Use the annotation
tools in your eBook
Gather Information In what ways did Roberto to find evidence to
Clemente make a difference in his support your ideas.

community? How did the kids in Event:

Details:
Kids Making a Difference serve
their communities? Which example Event:
Details:
can you use in your story? Use the
events chart to plan your story. Event:
Details:

202 EL A RI.3.1, W.3.3a, W.3.3b, W.3.3c, W.3.3d, W.3.4, W.3.5, W.3.6, W.3.10, SL.3.4, L.3.1i, L.3.2c, L.3.3a, L.3.6
DRAFT
Write your rough draft
Write Your Story Now begin working on your story. in myWriteSmart.
Focus on getting your
Use the flow chart and what you already learned about ideas down rather
than perfecting your
writing a story to write your draft. word choices.

BEGINNING

Write a strong, interesting beginning that will

grab readers’ attention. Introduce yourself as
the narrator and any other characters you want
to include. Describe the setting using clear, vivid
words. Establish the situation by explaining how
and why you will make a difference.

MIDDLE

In the middle of your story, use descriptive

details to tell about the events that happen as
you help in your community. Include dialogue to
express what you and the other characters think
and how you feel. Time-order words can help
your readers follow the order of events.

ENDING

In the ending, provide a sense of closure. Think

about how you might encourage others to help
in their communities. Explain how you felt after
helping in your community, and tell the readers
how you know you made a difference.

203
 REVISE
Have your partner
Review Your Draft Remember that the revision and review your story in
myWriteSmart and
editing steps give you a chance to look carefully at your note where the events
and details are not
writing and make changes. Work with a partner to clear. Discuss how to
make improvements.
determine whether your story includes interesting details
that tell your thoughts and feelings and describes events
in a sequence that unfolds naturally. Use these questions
to help you evaluate and improve your story.

Purpose and Development and

Conventions
Organization Elaboration

Will the start of my story Have I used dialogue to Does my story include
grab readers’ attention? show how my characters feel a variety of complete
and think? sentences?
Does the beginning
introduce the narrator Did I use time-order words Did I use quotation
and establish the to show the order of events? marks to show when
situation? a character starts and
Have I included clear,
stops speaking?
Do my events unfold in concrete descriptions and
a logical order? details for each event? Is my spelling,
punctuation, and
Do I have a strong Have I used vivid descriptive
capitalization
ending that provides a words?
correct?
sense of closure?

PRESENT

Create a Finished Copy Write or type a final copy of

your story. Choose a way to share your story with your
classmates. Consider these options.
1. Read your story aloud to your classmates, being sure
to use appropriate expression.
2. Publish your story on a school website or social
networking page and ask for feedback from readers.

204
UNIT 2

Look a nd
Listen
Imagination prepares us for what’s going to happen.
from “Future Tense” by Robert Lipsyte

Performance Task
Preview

At the end of this unit,

you will evaluate the
texts you have read.
Then you will write an
opinion essay about
storytelling methods.

205
 Le sson
Vocabulary
in Context
1 twitch 2 swoops
Rabbits twitch their A bat quickly
noses, or move them swoops down to
quickly, to improve catch insects.
their sense of smell.

LANGUAGE DETECTIVE

Talk About the

Writer's Words
Work with a partner.
Use the blue Vocabulary
words in new sentences
that tell about the
photos. Write the
sentences.
3 4
squeak echoes
Hamsters and mice Hikers may hear
sometimes make echoes as sounds
a squeak, or high bounce off the walls
sound. of large caves.

Add new words to

myWordList. Use them
in your speaking
and writing.

206 EL A L.3.1i, L.3.6

 Lesson 6
Study each Context Card.
Make up a new sentence that uses
two Vocabulary words.

5 detail 6 slithers
You can describe This snake slithers,
a moth by telling or slides, through
about each detail of the leaves looking
its appearance. for its dinner.

7 8
snuggles dozes
An animal often The bat dozes
snuggles with lightly before falling
others for warmth asleep.
and comfort.

207
 Read and
Comprehend
TARGET SKILL
Sequence of Events As you read Bat Loves the
Night, note the sequence of events as Bat wakes
up and goes out to hunt in the night. Look for
signal words such as now, then, and soon to help
you understand the connection between sentences
and paragraphs. Use an organizer like the one
below to record important events and keep track
of the sequence.

Event

Event

Event

TARGET STRATEGY
Question Ask yourself questions about the
selection as you read. Look for text evidence to
help you answer the questions.

208 EL A RI.3.1, RI.3.3, RI.3.8, W.3.8, SL.3.1a, SL.3.1d

PREVIEW THE TOPIC

Mammals

The many kinds of animals categorized as

mammals are different sizes and colors, and
they live all over the world. They are all alike in
a few important ways. All mammals

t
B

SF
XBSN
CMPPEFE

5IJT
NFBOT
UIBU
UIFJS

CPEJFT
TUBZ
UIF
TBNF
UFNQFSBUVSF
JO
IPU

and cold climates;

t
IBWF
GVS
PS
IBJS

t
B

SF
WFSUFCSBUFT
XIJDI
NFBOT
UIFZ
IBWF
B

TQJOF
PS
CBDLCPOF


t
E

SJOL
NJML
GSPN
UIFJS
NPUIFST

.PUIFST

DBSF
GPS
UIFJS
CBCJFT
GPS
B
XIJMF
CFGPSF
UIFZ

can live on their own.
In Bat Loves the Night
ZPVMM
SFBE
BCPVU
B

NBNNBM
UIBU
nJFT
IVOUT
BU
OJHIU
BOE
VTFT
JUT

ears to find its way in the dark.

Talk About It

5IJOL
BCPVU
BO
JOUFSFTUJOH

NBNNBM
ZPV
TBX
PS
MFBSOFE

BCPVU
SFDFOUMZ

%SBX
B

QJDUVSF
PG
JU
BOE
JODMVEF
B

DBQUJPO

4IBSF
ZPVS
QJDUVSF

XJUI
ZPVS
DMBTTNBUFT
BOE

UFMM
XIZ
ZPV
UIJOL
UIF

animal is interesting.

209
 MEET THE AUTHOR

Nicola Davies
Nicola Davies has always been
interested in animals. As a child,
she spent much of her time in
the garden, looking at ants and
bird nests. After college, Nicola
Davies worked as a zoologist. She studied
bats, geese, and whales. Now Nicola Davies
combines her love of animals and her writing.
She has written books about sharks, turtles,
and polar bears.

MEET THE ILLUSTRATOR

GENRE

Narrative nonfiction
Sarah Fox-Davies
gives information about a While Sarah Fox-Davies was
topic but is told as a story. As making the illustrations for Bat
you read, look for:
Loves the Night, a bat flew into
factual information that
tells a story her studio. It landed right on
features such as captions her desk! Fox-Davies likes to
and realistic illustrations draw animals in their natural environments.
events that are told in Her drawings of bats, beavers, bears, and
time order
other animals have appeared in many
different magazines and children’s books.
Fox-Davies used pencils and watercolors to
create the realistic illustrations for this book.

EL A RI.3.3, RI.3.4, RI.3.8, RI.3.10, RF.3.4a, RF.3.4b,

210 L.3.4a
 Bat
Loves
the
Night by Nicola Davies
illustrated by Sarah Fox-Davies

ESSENTIAL QUESTION

What makes bats

interesting and useful?

211
 Bat is waking, upside
down as usual, hanging
by her toenails.

Her beady eyes open.

Her pixie ears twitch.
She shakes her thistledown
fur.

She unfurls her wings,

made of skin so f ine the
f inger bones inside show
through.

The pipistrelle bat ’s body is no bigger than your thumb.

212
 Now she unhooks her toes and
drops into black space. With a sound
like a tiny umbrella opening, she
f laps her wings.
Bat is f lying.

A bat ’s wing is its arm and hand. Four extra-long

fingers support the skin of the wing.
213
 Out!

Out under the broken tile

into the nighttime garden.

Bats can see. But in the dark, good ears

are more useful than eyes.
214
 Over bushes, under trees, between fence posts,
through the tangled hedge she swoops untouched.
Bat is at home in the darkness as a fish is in the
water. She doesn’t need to see—she can hear
where she is going.

215
 Bat shouts as she f lies, louder than
a hammer blow, higher than a squeak.
She beams her voice around her like a
flashlight, and the echoes come singing
back. They carry a sound picture of all
her voice has touched. Listening hard,
Bat can hear every detail, the smallest
twigs, the shape of leaves.

Using sound to find your way like this is called

echolocation. The noise bats make when they
shout is too high for humans to hear.
216
 Gliding and f luttering
back and forth, she shouts
her torch of sound among
the trees, listening for her
supper.

ANALYZE THE TEXT

All is still. . . .
Domain-Specific Vocabulary
What word on page 216 are you
likely to find only in science-
related texts? What does it
mean?

217
 Then a fat moth takes f light below her.

A bat can eat dozens of big moths in a single night—

or thousands of tiny f lies, gnats, and mosquitoes.
218
 Bat plunges, fast as blinking,
and grabs it in her open mouth.
But the moth’s pearly scales are
moon-dust slippery. It slithers
from between her teeth.

Bat dives, nets it with a wing tip,

scoops it to her mouth.
This time she bites hard. Its
wings fall away, like the wrapper
from a candy.

In a moment the
moth is eaten. Bat
sneezes. The dusty
scales got up her
nose.

Most species of bats eat insects, but there are

some that eat fruit, fish, frogs, even blood!
219
 Hunting time has run out. The
dark will soon be gone. In the east,
the sky is getting light. It’s past Bat’s
bedtime.

Bats are nocturnal. That means they rest by

day and come out at night to search for food.
220
 She f lies to the roof in the last shadows
and swoops in under the broken tile.

ANALYZE THE TEXT

Sequence of Events What
sequence of events does this
selection tell about?

The place where bats sleep in the day is called a roost.

It can be in a building, a cave, or a tree,
so long as it’s dry and safe.
221
 Inside, there are squeakings. Fifty
hungry batlings hang in a huddle,
hooked to a rafter by oversized feet.
Bat lands and pushes in among them,
toes first, upside down again.

Baby bats can’t fly. Sometimes mother bats carry their babies
when they go out, but mostly the babies stay behind in the roost
and crowd together to keep warm.
222
223
 Bat knows her baby’s voice, and calls
to it. The velvet scrap batling climbs aboard
and clings to Bat’s fur by its coat-hanger feet.
Wrapped in her leathery wings, the baby
snuggles to sleep.

Baby bats drink mother ’s milk until they learn to f ly at a few

weeks old. Then they can leave the roost at night to find
their own food.
224
 Outside, the birds are singing.
The f lowers turn their faces to the
sun. But inside the roof hole, the
darkness stays. Bat dozes with her
batling, waiting.

When the tide of night rises

again, Bat will wake and plunge
into the blackness, shouting.

Bat loves the night.

225
 BE A READING DETECTIVE

Dig Deeper
Use Clues to Analyze the Text
Use these pages to learn about Sequence of Events and
Domain-Specific Vocabulary. Then read Bat Loves the
Night again to apply what you learned.

Sequence of Events
In narrative nonfiction like Bat Loves the Night, an
author may choose to arrange events and details in the
sequence, or order, in which they happen. Look back at
page 212. Note the action sequence in which Bat wakes
up.
Time-order words also are included to help readers
connect the order of events as they read from sentence
to sentence and paragraph to paragraph. Look at pages
218 and 219, where Bat catches a moth. The words then,
this time, and in a moment show the sequence of what
happens.

Event

Event

Event

226 EL A RI.3.3, RI.3.4, RI.3.8, RI.3.10, RF.3.4a, RF.3.4b, L.3.4a, L.3.6

Domain-Specific Vocabulary
In Bat Loves the Night, you read a lot of scientific
information about bats. Some words are related to the
topic, or domain, of science. A science word may be
explained in the text, or you can use context clues to
figure out the meaning.
The word species is on page 219. The text does not
define the word, but it talks about what some bats eat.
From this context, you can figure out that species means
“a kind of.” On page 220, you read the word nocturnal.
How does the text define that word?

227
 Your Turn
RETURN TO THE ESSENTIAL QUESTION

Turn Review the

and selection with a Classroom
Talk Conversation
partner to prepare
to discuss this question: Continue your discussion of Bat
What makes bats interesting Loves the Night by explaining
and useful? As you discuss, your answers to these questions:
take turns listening carefully
1 How does Bat see in the dark?
and adding your own ideas
to those of your partner. 2 How does the author use
Point to text evidence to words to help you picture
support your answer. Bat’s hunt?
3 Do you think you could find
your way in the dark by
listening? What would you
listen for?

228 EL A RI.3.1, RI.3.2, RI.3.3, RI.3.7, W.3.2a, W.3.2b, W.3.10, SL.3.1a, SL.3.1b, SL.3.1d, L.3.1h, L.3.1i
Performance Task

WRITE ABOUT READING

Response In Bat Loves the Night you read about

what bats eat. Why do bats hunt for moths and
insects at night? Write a paragraph that explains
what you learned. Use evidence from the text to
support your answer.

Writing Tip
Use a variety of simple and
compound sentences in your writing.
Make sure that you use a conjunction
and correct punctuation in each
compound sentence.

229
 GENRE
Poetry uses the sound
and rhythm of words to by Randall Jarrell
show images and to express
feelings. illustrated by
Sue Todd
TEXT FOCUS
Imagery is the use of vivid
descriptions that help readers
form an image, or picture, in
their minds.

230 EL A RL.3.5, RL.3.10, RF.3.4a, RF.3.4b

A bat is born
Naked and blind and pale.
His mother makes a pocket of her tail
And catches him. He clings to her long fur
By his thumbs and toes and teeth.
And then the mother dances through the night
Doubling and looping, soaring, somersaulting—
Her baby hangs on underneath.
All night, in happiness, she hunts and f lies.
Her high sharp cries
Like shining needlepoints of sound
Go out into the night and, echoing back,
Tell her what they have touched.
She hears how far it is, how big it is,
Which way it’s going:
She lives by hearing.
The mother eats the moths and gnats she catches
In full f light; in full f light
The mother drinks the water of the pond
She skims across. Her baby hangs on tight.
Her baby drinks the milk she makes him
In moonlight or starlight, in mid-air.

231
 Their single shadow, printed on the moon
Or f luttering across the stars,
Whirls on all night; at daybreak
The tired mother f laps home to her rafter.
The others all are there.
They hang themselves up by their toes,
They wrap themselves in their brown wings.
Bunched upside down, they sleep in air.
Their sharp ears, their sharp teeth, their
quick sharp faces
Are dull and slow and mild.
All the bright day, as the mother sleeps,
She folds her wings about her sleeping child.

232
 Compare Texts

TEXT TO TEXT

Write an Explanation Use information from

Bat Loves the Night and “A Bat Is Born” to
write an explanatory paragraph about bats.
Use scientific words such as echolocation to
tell about bats’ special abilities. Include an
illustration of a bat with your paragraph.
Share your paragraph with the class.

TEXT TO SELF

Share Information What new information did

you learn about mother bats and their babies in
Bat Loves the Night and “A Bat Is Born”? Make a
list and share it with a partner.

TEXT TO WORLD

Defend Bats Using the information you have learned

about bats, what would you say if your town wanted to
get rid of bats? Discuss your ideas with a small group.

EL A RL.3.1, RI.3.1, W.3.2a, W.3.2b, W.3.10, SL.3.1a, SL.3.1d, SL.3.4, L.3.6

233
 Digital Resources
Multimedia
Grammar Glossary

Grammar
What Is a Verb? The verb is the main word in the
predicate. An action verb is a word that tells what
people or things do.

Action Verb

The bats roost in an old attic. At sunset, they leave the

attic.

They sleep during the day. They search for food.

Forms of the verb be do not show action. They tell

what something is or was.
The bat is a mammal that can fly.
That fact was surprising to me.

Work with a partner. Read each sentence

Try This! aloud. Identify the verb in each sentence.
Explain whether the verb is an action verb or a form
of be.
1 Mother bats snuggle with their babies.
2 Each mother hears her baby’s voice.
3 At night they swoop through the air.
4 Bats catch moths and mosquitoes.

The night is full of sounds.

234 EL A W.3.5, L.3.1a, L.3.1d, L.3.1i

 Combining sentences can make your writing clearer.
When two sentences have the same subject, you can put
the sentences together. Join the predicates, and put the
word and between them to form a compound predicate.

Short, Choppy Sentences

Eli builds a bat house. Eli puts it in his garden.

Longer, Smoother Sentence

Eli builds a bat house and

puts it in his garden.

Connect Grammar to Writing

As you revise your response paragraph, try to use
compound predicates to join short sentences. Join the
predicates with the conjunction and.

235
 Interactive Lessons
Writing Opinions:
Support Your

Opinion Writing
Argument

When you write a response paragraph to give

Evidence
your opinion about a text, start by introducing the topic.
Write your sentence so that your opinion is clear. Then
support your opinion by giving examples or details from
the text. End your paragraph with a concluding statement
that wraps up your ideas.
Kareem wrote a response to this question: In Bat Loves
the Night, why is sound so important to Bat? As Kareem
revised his answer, he added examples from the selection.

Revised Draft

Writing Checklist In Bat Loves the Night, sound is

Evidence
important to Bat because she uses it to
Did I support find her way and to
my opinion with hunt in the dark. She calls out as she
examples from the
text? and
flies. The sound bounces off objects.
Purpose
Have I clearly stated
my opinion? The sound bounces back to Bat's ears.
Organization
Did I clearly connect
my opinion and
reasons?
Elaboration
This call is a sound that is too high for
Did I use formal humans to hear.
language to address
my audience?
Conventions
Did I combine short,
choppy sentences?
Did I use a computer
to check my spelling?

236 EL A RI.3.1, W.3.1a, W.3.1b, W.3.1c, W.3.1d, W.3.4, W.3.10, L.3.1i, L.3.2g
 Final Copy

Bats Listen
by Kareem Mahmood
In Bat Loves the Night, sound is important to Bat
because she uses it to find her way and to hunt in the
dark. She calls out as she f lies. This call is a sound
that is too high for humans to hear. The sound bounces
off objects and back to Bat’s ears. Bat’s hearing is so good
she can “hear” the smallest details, such as a small twig.
Bat also uses sound to find food. When Bat’s call bounces
off a moth, Bat hears where the insect is. Then she can
catch and eat the insect. Sound helps Bat locate her baby
in her roost as well. She knows her baby’s squeak, and
the baby knows its mother’s call. Without sound, Bat
would bump into things while flying, and she could not
find food or her baby.

Reading as a Writer I added more examples

Which examples did Kareem from the selection. I
use to explain his answer? also combined sentences
that had the same
Where can you add selection
subject.
details or examples in your
paragraph?

237
 Le sson
Vocabulary
in Context
1 imagine 2 tools
Some artists paint Artists use tools
real things. Other such as brushes,
artists paint things pencils, and markers
that they imagine. to make art.

LANGUAGE DETECTIVE

Talk About the

Writer's Words
Verbs are words that
name actions. Work
with a partner. Find
the Vocabulary words
that are verbs. What
are your clues? Use the
verbs in new sentences. 3 4
illustrate scribbles
This artist has Most children make
started to illustrate, messy scribbles
or draw, pictures for before they learn to
a storybook. draw well.

238 EL A L.3.1a, L.3.1d, L.3.1i, L.3.6

 Lesson 7
Study each Context Card.
Discuss one picture. Use a different
Vocabulary word from the one on the card.

5 sketches 6 tracing
Painters often make Using see-through
sketches, or rough tracing paper lets
drawings, before you make an exact
they begin to paint. copy of something.

7 8
research textures
Sometimes artists Paper can have
need to do research different textures.
to find out what It can look and feel
things look like. smooth or rough.

239
 Read and
Comprehend
TARGET SKILL
Text and Graphic Features Authors use text
features, such as headings, and graphic
features, such as drawings, to help them organize
and explain their ideas. As you read What Do
Illustrators Do?, look for text and graphic features
the author uses to make her ideas clearer. A
chart like the one below will help you list special
features and tell why the author used them.

Text or Graphic
Purpose
Feature

TARGET STRATEGY
Analyze/Evaluate As you read What Do Illustrators
Do?, analyze, or think about, the information.
Then evaluate, or judge, how well the author
explained her ideas with examples and text
evidence.

240 EL A RI.3.5, RI.3.7, SL.3.1a, SL.3.1b, SL.3.1d

PREVIEW THE TOPIC

Visual Arts

Art is found in many places. Visual art is

something you can see and examine. You’ll find
visual art in museums, on buildings, and maybe
on the walls of your own home. You can also
see art in many books.
In What Do Illustrators Do?, you will learn
how illustrators create the pictures that help tell
a story. You will also see how the author, who
is also an illustrator, wrote and illustrated her
own book.

Think Pair Share

Look back at the selections

you have read, and pick
a favorite photograph or
illustration. What part
of the selection does the
image show? Why is that
image your favorite? Share
the image with a partner,
and discuss how it helps
to tell the author’s story.
Remember to take turns
speaking and to listen to
each other carefully.

241
 MEET THE AUTHOR AND ILLUSTRATOR

Eileen Christelow
Whenever Eileen Christelow
speaks to students, they
always ask, “What do you
do?” To explain her job as
both a writer and an
illustrator, she created the
books What Do Authors Do?
and What Do Illustrators Do?
The funny cat in What Do Illustrators Do?
GENRE is based on her daughter’s cat, Leonard.
Actually, the cat in the book is orange
Informational text gives because Christelow wanted
you facts about a topic. As
you read, look for:
a more colorful cat.
details that support facts The real Leonard is
the way the information is mostly gray and tan.
organized
illustrations that help
explain the topic

EL A RI.3.3, RI.3.5, RI.3.7, RI.3.8, RI.3.10, RF.3.4a,

242 RF.3.4b
 written and illustrated by
Eileen Christelow

ESSENTIAL QUESTION

How do pictures help to

tell a story?

243
 What do illustrators do? They tell stories with pictures.
This picture shows where two illustrators live and work.
Suppose those two illustrators each decided to illustrate
Jack and the Beanstalk. Would they tell the story the same
way? Would they draw the same kind of pictures?

I’m going to retell and I’ve been asked to

illustrate JACK AND illustrate JACK AND THE
THE BEANSTALK. Go lie BEANSTALK. Go away,
down, Scooter! I’ll take Leonard!
you for a walk later.

244
 First, illustrators decide which scenes in the story they
want to illustrate . . .

There are so many scenes I

want to illustrate! But I need
to fit all of JACK AND THE
BEANSTALK into 32 pages.
That’s a tight fit!

Most picture
Are all books are.
books 32
pages?

245
 A plan shows which pictures go on which pages.
After illustrators make a plan for their book, they need
to make a dummy. (A dummy is a model of the book.)
First they decide what shape and size the book will be.

Dummy?
Would you choose a I’m not a
square, vertical, or dummy!
horizontal dummy?

246
 Then they make sketches of the pictures that will go on
each page of the dummy. The first sketches are often rough
scribbles on tracing paper.
As they are sketching, illustrators need to decide how
things will look: the characters, their clothes, the setting.
Illustrators can use their imaginations or they may have to
do some research.

I’ll make Jack What is the I imagine Jack lives

look like me in shape of a in a small country
fourth grade. beanstalk cottage surrounded
leaf? by palm trees . . .

ANALYZE THE TEXT

Text and Graphic Features
How do the graphic features on
this page help you understand
the text?

247
 Some illustrators are also authors. They can change their
story as they work on the sketches.

Why does this story have to be

about Jack? It could be about
Jacqueline. She could live in this Hey, Mom!
building. The beanstalk Jacqueline
could grow on our roof! can look
like me!

That will
make her book
different from
his.

248
 Each illustration has a different problem. For instance:
From what point of view do you draw the magic bean
being planted?

Should I draw this

picture from a
bird’s-eye view? Close
up? Far away? A
mouse’s-eye view?

The close up,

bird’s-eye view
shows the bean The mouse
best. can’t see the
bean at all.

249
 How do you draw a beanstalk so it looks like it’s
growing?

Leonard! Stop You’ll give the

scratching! drawing scale.
Leonard!
What is
scale?

Hey! That’s me!

The beanstalk is
smaller than me,
then taller and
t n i g ht Jack’s You are like a
Tha
a tc h ed as the taller . . . measuring stick
cat w lk grew . . . or . . . a scale!
beansta

250
Raised eyebrows?
Eyes wide open?
Mouth open?

Jacqueline tip
the table. “Hutoed across
whispered the rry up!”
never sleeps fo hen. “She
r long!”

How would it feel to run across a table right under

the nose of a sleeping GIANT?
Illustrators need to draw how their characters feel.
Sometimes they make faces in a mirror to see how an
expression would look. Other times illustrators need
someone else to model for them.

251
 Each illustrator has a different style of drawing, just as
every person has a different style of handwriting.

Jack and Jacqueline

Different styles for drawing

We’re trying a
new style.

252
 When illustrators have finished their dummies,
they show them to the editor and the designer at the
publishing company.
The editor decides whether the pictures tell the story.
The designer makes suggestions about the design of the
book. She chooses the typeface for the words and the cover.

I love your illustrations! Okay, those

But Jack looks too old things should be
at the end of the book. easy to fix.
And on page 21 the
giant doesn’t look
mean enough.

She’s just
If she loves suggesting
his book, ways to
why does make it
she want better!
him to
change it?

ANALYZE THE TEXT

Sequence of Events How does
the author show the steps in time
order? Remember to look at the
text in the illustrations, too.

253
 Illustrators need to decide how they want to do the
finished illustrations.
They can draw different kinds of lines and textures
with different kinds of tools.

I’m trying
different kinds of
lines . . . pencil,
pen, brush.

pencil brush

pen with felt tip pen

flexible point

254
 They can color their illustrations with paint,
pastels, pencils, or crayons. They can do an illustration
without any black line at all!

watercolors watercolor crayons

colored pencils no black line

255
 Sometimes illustrators throw away their pictures and
start again. Sometimes they change the colors. Or they
may change the composition. It can take months to
finish all the illustrations for a picture book.

Another messed
up picture!

What is
wrong with these
pictures?

Beats me.

At last! I’ve
finished all 32
pages and the
cover!
It looks
great, Mom.

256
 Before they are sent to the publisher, they need to be
checked to make sure nothing is left out.

Except here. You Oh

forgot the polka dots phooey!
on Jacqueline’s shirt.

She also forgot Don’t worry!

to feed me this Once they finish
morning! the books, they’ll
pay attention to
us again.

He’s working on
the cover …

I’m Me too!
finished! Can I see
your book?

257
 I like the way
your jacket
wraps around That’s me
the book. on the
cover!

Illustrators often do the cover of the book last. The

cover tells a lot about a story: What is it about? Does
it look interesting?

258
 Your cover is
terrific! Jack is
escaping right
out of the
border.

The cover is a clue to how the illustrator will tell the

story. Would these covers make you want to read the books?

Yes! I’m Let’s

going to celebrate!
read them.

259
 This illustration tells how the two
illustrators celebrated when they finally
finished all that work!

260
261
 BE A READING DETECTIVE

Dig Deeper
Use Clues to Analyze the Text
Use these pages to learn about Text and Graphic
Features and Sequence of Events. Then read What Do
Illustrators Do? again to apply what you learned.

Text and Graphic Features

In an informational text like What Do Illustrators Do?,
words and art work together to tell about a topic. Text
features help readers find information. For example,
bold or dark type shows important words. Labels tell you
more about pictures.
Graphic features can be pictures and charts. They
give more information about the text. For example, text
can tell about a dog. A picture can show you exactly what
the dog looks like.
Look back at page 244 in What Do Illustrators Do?
Notice how the author uses speech balloons to tell two
stories. As you read, watch for other features.

Text or Graphic
Purpose
Feature

262 EL A RI.3.3, RI.3.5, RI.3.7, RI.3.8, RI.3.10, RF.3.4a, RF.3.4b

Sequence of Events
The informational text What Do Illustrators Do? tells
about the steps an illustrator takes to illustrate a book.
The author wrote about the steps in the sequence, or
order, they happen. Turn to pages 245 and 246 to read
about the first steps. If you made a list, it would look
something like this:

1. Decides which scenes

to illustrate

2. Makes a plan

3. Makes a dummy

263
 Your Turn
RETURN TO THE ESSENTIAL QUESTION

Turn Review the selection

and Classroom
Talk with a partner to Conversation
prepare to discuss
this question: How do Continue your discussion of What
pictures help to tell a story? Do Illustrators Do? by explaining
During your discussion, ask your answers to these questions:
questions if you do not
1 What are some decisions an
understand something your
illustrator must make when
partner said.
illustrating a book?
2 How does an illustrator work
with others to produce a
book?
3 Do you think the author did
a good job illustrating this
selection? What evidence
from the text supports your
opinion?

264 EL A RI.3.1, RI.3.3, RI.3.7, RI.3.8, W.3.1a, W.3.1b, W.3.1c, W.3.1d, W.3.10, SL.3.1a, SL.3.1c, SL.3.1d, L.3.6
Performance Task

WRITE ABOUT READING

Response Which is more important in a book—the

words or the pictures? Write a paragraph that
states your opinion. Support your opinion with
evidence from What Do Illustrators Do? and other
books you have read.

Writing Tip
State your opinion clearly at the
beginning of your paragraph. Then
give reasons to support it. Use
linking words such as because and
for example. End with a concluding
statement that wraps up your ideas.

265
 by Anne O’Brien
Jack loved to make up stories and illustrate
them. He did research to find out what things
looked like. He sketched his ideas over and over
on tracing paper. He colored the pictures with
GENRE different textures. When his pictures were just
A traditional tale is a
right, he could imagine that his stories were real.
story that people have told One night, Jack drew a bean vine. “I wish
for many years. This is a I had a magic bean vine, just like in the fairy
retelling of Jack and the
Beanstalk. tale,” Jack said. He worked on the sketches
until he fell asleep.
When he woke up, there was the bean vine,
growing out of his sketchbook. His scribbles
were coming to life!

TEXT FOCUS

A fairy tale is a kind of

traditional tale with magical
characters and events. Look
for characters that have
special traits.

266 EL A RL.3.3, RL.3.10, RF.3.4a, RF.3.4b

 Jack grabbed his sketchbook and pencil and began to climb
the beanstalk. He came to a huge castle in the clouds, just like
the one in the fairy tale. And there was the giant’s wife, who
happily served Jack tea.
“But you must leave before my husband comes home,” the
giant’s wife said. “He might try to eat you for dinner!”
Just then they heard a rumble like loud thunder.
“He’s home early!” cried the wife. She popped Jack into
her apron pocket.
Jack heard the giant’s voice yelling, “FEE FI FO FUM!”
“Oh, no,” Jack said to himself. “This is too much like
the fairy tale! The only tools I’ve got to help me escape are my
sketchbook and pencil!”

267
 Jack was shaking when he began to draw. He drew a magic
hen. The hen came to life and laid a golden egg, just like in the
fairy tale.
“Cluck, cluck!”
The wife reached into her pocket and pulled out the hen and
the golden egg. While the two giants exclaimed over the hen,
Jack escaped out of the castle and climbed down the vine.
When Jack got home, he opened his sketchbook.
He erased the bean vine as fast as he could. “From now
on, I’ll be careful about what I wish for!” said Jack.

268
 Compare Texts

TEXT TO TEXT

Compare Stories Find a copy of the traditional tale

“Jack and the Beanstalk” in your library or online.
Jack Draws a Beanstalk is based on this story. In a
small group, talk about how the two stories are
alike and different. Give details about characters,
setting, and plot. Share what you like about each story.

TEXT TO SELF

Illustrate a Scene Choose a scene from Jack Draws

a Beanstalk. Use what you learned in What Do
Illustrators Do? to illustrate that part of the story.

TEXT TO WORLD

Compare Characters Think about Jack in Jack

Draws a Beanstalk and the illustrators in What
Do Illustrators Do? How are these characters the
same and different? Which illustrator’s job seems
the most exciting? Discuss your ideas with a partner.
Provide evidence from both texts to support your ideas.

EL A RL.3.1, RL.3.3, RL.3.5, RI.3.1, RI.3.9, SL.3.1a, SL.3.1d

269
 Digital Resources
Multimedia
Grammar Glossary
GrammarSnap

Grammar
Video

Verb Tenses A verb tells when something

happens. The tense of a verb lets you know
whether something happens in the present,
in the past, or in the future. In the chart
below, notice how the verb form of stay and
illustrate changes to explain when something
happens.

Present Tense Past Tense Future Tense

Now, the dog stays Yesterday, the dog Tomorrow, the dog
inside. stayed inside. will stay inside.

The artist The artist The artist will

illustrates a book. illustrated a book. illustrate a book.

Work with a partner. Tell whether the

Try This! underlined verb is in the present tense,
the past tense, or the future tense.

Andy works as an illustrator.

He painted pictures in art class.

The teachers showed him other paintings.

A company will publish his new book next year.

His friends will get a copy then.

270 EL A W.3.5, L.3.1a, L.3.1d, L.3.1e

 When you write, make sure your verbs all tell about
actions that happen in the same time. This will help make
your writing clear.

Incorrect Paragraph

Yesterday, Mary looked at a book. Then she will paint

an elephant. Last, she colors a shady tree.

Correct Paragraph

Yesterday, Mary looked at a book. Then she painted

an elephant. Last, she colored a shady tree.

Connect Grammar to Writing

As you revise your opinion piece, make sure all the verbs
are in the same tense.

271
 Interactive Lessons
Writing Opinions:
Introduction

Opinion Writing
OrganizationIn an opinion piece, a good writer states
an opinion in the introduction. The opinion tells readers
what the writer believes or thinks about a topic. When
you write your opinion piece, be sure to include an
opinion statement in your introduction. It should be clear
to your readers how you feel about your topic.
Emma wrote a first draft of her opinion piece about the
illustrations in Jack Draws a Beanstalk. Then she revised
her draft. She added a strong topic sentence in her
introduction that states her opinion.

Revised Draft

Writing Checklist Pictures are important in a storybook.

Organization The pictures in Jack Draws a Beanstalk

Did I state my opinion
in the introduction?
were a big reason I enjoyed reading the
Purpose
Did I stay focused In fact, it is one of the best
on expressing my story.
opinion? illustrated stories I have seen.
Evidence First, the pictures are big, bright, and
Did I effectively
integrate sources,
facts, and details? colorful. I love the blues and greens that
Elaboration
Did I use linking the illustrator chose.
words and phrases to
connect my ideas?
Conventions
Do my sentences flow
smoothly?

272 EL A W.3.1a, W.3.1b, W.3.1c, W.3.1d, W.3.10

 Final Copy

Good Story, Great Pictures

by Emma Corcoran
Pictures are important in a storybook. The pictures in
Jack Draws a Beanstalk were a big reason I enjoyed
reading the story. In fact, it is one of the best illustrated
stories I have seen.
First, the pictures are big, bright, and colorful. I love
the blues and greens that the illustrator chose. The
pictures are clever, too. For example, the illustrator draws
the beanstalk growing right off the page.
Second, the illustrations really help tell the story. They
show me that the giant’s wife looks kind and that the
castle is grand. I would not know these things if the
illustrations weren’t there.
The illustrator did a wonderful job drawing pictures for
Jack Draws a Beanstalk. I just wish the story was longer
so there would be more illustrations to see.

Reading as a Writer
In the introduction of my final paper,
Emma added a strong I added a strong topic
opinion statement in her sentence that clearly
introduction. Does your states my opinion.
introduction include an
opinion statement?

273
 Le sson
Vocabulary
in Context
THE
HARVEST
1 harvest 2 separate
BIRDS
When there is a Separate, or divide,
lot of corn to pick, different kinds
it makes a good of seeds before
harvest. planting them.

LANGUAGE DETECTIVE

Talk About the

Writer's Words
Work with a partner.
Choose one of the
Vocabulary words. Add
words to the sentence
below it to explain
more details about the
photo. 3 4
ashamed borders
Don’t feel ashamed, This farm has a
or guilty, if you fence along its
forget to water a borders to keep the
plant! animals inside.

274 EL A L.3.1i, L.3.4a, L.3.6

 Lesson 8
Study each Context Card.
Make up a new context sentence using
two Vocabulary words.

5 advice 6 borrow
Adults often give If you do not have
good advice. They gardening tools,
have ideas about you could borrow
solving problems. some from a friend.

7 8
patch serious
You can use a fairly If you are serious
small patch, or area, about something,
of land to grow you are not joking
vegetables. or fooling around.

275
 THE
HARVEST
BIRDS
Read and
Comprehend
TARGET SKILL
Conclusions As you read The Harvest Birds, look
for details about events and characters in the
story. Use these details to draw conclusions, or
figure out what the author means but does not
directly state. Use a chart like this one to record
text evidence. Describe your conclusions and list
the details that helped you draw them.

Detail Detail Detail

Conclusion

TARGET STRATEGY
Infer/Predict Use your conclusions to infer, or
figure out, the message of this story. Predict
what the author wants to teach readers through
the story.

276 EL A RL.3.1, RL.3.2, W.3.10, SL.3.1a, SL.3.1d

PREVIEW THE TOPIC

Traditions

Our world is made up of many cultures.

Groups of people who share a way of life have
their own culture. It includes language, music,
art, and food. Each culture also has traditions.
These are beliefs and actions that have been
followed and passed down from one generation
to the next.
Folktales are part of a culture’s traditions.
These stories explain the world in some way or
teach people how to behave. The Harvest Birds
is a Mexican folktale. In this story, the main
character learns lessons about nature, farming,
and even about himself.

Think Write Pair Share

Think about a tradition in your family

that has been passed down from
generation to generation. Why is that
tradition important to your family?
How has it been passed down? Write a
paragraph that answers these questions.
Then share your paragraph with a
partner. Discuss with your partner any
similarities among your traditions.

277
 MEET THE AUTHOR

Blanca López
de Mariscal
Blanca López de Mariscal
teaches at a university in
THE
Mexico. She writes and
HARVEST
BIRDS gives speeches about Mexican art, history, and
literature. The Harvest Birds is her first children’s
book. She says she wrote this story because it
was important to her to introduce children to
Mexican storytelling.

GENRE
MEET THE ILLUSTRATOR
Folktales are stories that
were first told orally. They
reflect a culture’s customs. As
Linda Cane
you read, look for: Linda Cane lives in the
a plot that may also teach country. She has two
a lesson
dogs, a horse, a cat, and
a main character who
shows the values of a two peacocks! Cane loves
culture outdoor activities, such as
information about the hiking, skiing, and horseback riding. She has
customs of a culture
traveled to many places in the United States and
all over the world.

EL A RL.3.1, RL.3.4, RL.3.10, RF.3.4a, RF.3.4b, L.3.4a,

278 L.3.5a
THE
HARVEST
BIRDS
by Blanca López de Mariscal
illustrated by Linda Cane

ESSENTIAL QUESTION

What do traditional tales

tell readers about life?

279
 In a little town where everyone knew everyone, there
lived a young man called Juan Zanate (sah NAH tay).
He was given this name because he was always seen
with one or two zanate birds.
Juan used to sit under his favorite tree, dreaming and
planning his life. He had wanted to have his own land,
as his father and grandfather had. However, when his
father died and the land was divided, there was enough
for only his two older brothers. Because of this, Juan
had to go to work in the shops of the town.
“If only I had my own land, my life would be
different,” Juan thought. He went to see
Don Tobias, the richest man in town,
and asked to borrow a little piece of
his land.

ANALYZE THE TEXT

Conclusions Why do you think Juan’s

brothers got to keep their father’s land,
and Juan didn’t? Do you think this is
fair? Use text evidence to explain your
answer.

280
281
282
283
284
285
286
 a d i s small, like my garden
y he patch
"M to hold many drea ,
ou g h ms ," t
g en hou
bi ght
it is Ju
t
bu

an
.

287
288
 Juan was happy, because now he had
seeds to plant. He didn’t scare away
the zanates the way the other farmers
did. Instead, he gave them some of his
leftover seeds to eat so they wouldn’t
be hungry. After all, the zanates were
his friends and he cared for them very
much. Grajo was always with him,
giving him advice as he worked.

289
290
291
292
 At harvest time, everyone was
waiting to make fun of Juan once
again. They were sure he would
fail. When Juan arrived in town,
everyone was amazed. He brought
a wonderful harvest—huge ears of
corn, brightly colored squashes, and
tasty-looking beans.

293
294
 “How did you do it?” they all wanted to know. Juan smiled
and answered, “I did it with the help of my friends the
zanates, the harvest birds. I learned to listen to the voice of
nature!”
“Work for me, Juan!” everyone shouted. “Teach me your
secrets!”
“No,” answered the old man. “Juan works for no one now,
because I am going to give him the land that he harvested.”

ANALYZE THE TEXT

Literal and Nonliteral Meanings
Where does the author use words
that make nature seem like a person?
What do these words really mean?

295
296
 Af ter selling the crop at an
excellent price, Juan Zanate and
Grandpa Chon returned to the
little patch of land that was now
Juan’s. The old man asked Juan
to tell him his secret.
“The zanates taught me that
all plants are like brothers and
sisters,” replied Juan. “If you
separate them, they become sad
and won’t grow. If you respect
them and leave them together,
they will grow happily and be
content.”

297
 THE BE A READING DETECTIVE
HARVEST
BIRDS
Dig Deeper
Use Clues to Analyze the Text
Use these pages to learn about Conclusions and Literal
and Nonliteral Meanings. Then read The Harvest Birds
again to apply what you learned.

Conclusions
Folktales like The Harvest Birds often have a lesson
about life to teach readers. The lesson is not always
stated, so readers must draw a conclusion about what it is.
A conclusion is a smart guess that can be made by
thinking about story details.
You can draw conclusions about characters and events.
Look back at page 286 in The Harvest Birds. The
townspeople have a lot to say about Juan’s news. As you
read the details on the page, you can draw a conclusion
about what they really think. Look for text evidence,
including what the townspeople say and how they act,
to help you.

Detail Detail Detail

Conclusion

298 EL A RL.3.1, RL.3.4, RL.3.10, RF.3.4a, RF.3.4b, L.3.4a, L.3.5a

Literal and Nonliteral Meanings
The exact meaning of a word is its literal meaning.
Look back at page 286. When you read the phrase “Juan
ran into the town,” you know that the author means
exactly what the words say. Words and phrases can also
have nonliteral meanings. If you read the phrase “Juan
ran like the wind,” would you think the author means
exactly what the words say? What does this phrase really
mean?

299
 Your Turn
RETURN TO THE ESSENTIAL QUESTION

Turn Review the selection

and with a partner to Classroom
Talk discuss this question:
Conversation
What do traditional tales tell Continue your discussion of The
readers about life? As you Harvest Birds by using text
discuss, listen to your partner’s evidence to explain your answers
ideas. Then explain your own to these questions:
ideas. Use evidence from The
1 What does The Harvest Birds
Harvest Birds to support your
tell you about life?
thoughts.
2 What do the townspeople
learn about Juan?
3 How does Juan teach readers
about the importance of
following a dream? Do you
agree with Juan’s point of
view? Explain.

300 EL A RL.3.1, RL.3.2, RL.3.3, RL.3.6, W.3.3a, W.3.3b, W.3.10, SL.3.1a, SL.3.1b, SL.3.1d, SL.3.4
Performance Task

WRITE ABOUT READING

Response With a partner, make up

a song or a poem about harvest time. You may
want to use details from the story or use words
that the characters say. Perform your song or
poem for the class.

Writing Tip
As you write, use your characters to
tell a story. Organize your song or
poem in a sequence that unfolds
naturally as in The Harvest Birds.

301
 written and
illustrated by
GENRE Uri Shulevitz
A folktale is a story that has
been told for many years.

TEXT FOCUS
A lesson, or moral, is
often part of a folktale.
The lesson is usually taught
through something that
happens to a main character
or through what the
character learns.

302 EL A RL.3.2, RL.3.10, RF.3.4a, RF.3.4b

T here once was a man and his name was Isaac.
He lived in such poverty that again and again he
went to bed hungry.
One night, he had a dream.
In his dream, a voice told him to go to the capital
city and look for a treasure under the bridge by the
Royal Palace.
“It is only a dream,” he thought when he woke
up, and he paid no attention to it.
The dream came back a second time. And Isaac
still paid no attention to it.
When the dream came back a third time, he said,
“Maybe it’s true,” and so he set out on his journey.

303
 Now and then, someone gave him a ride, but
most of the way he walked.
He walked through forests.
He crossed over mountains.
Finally he reached the capital city.
But when he came to the bridge by the Royal
Palace, he found that it was guarded day and night.

304
 He did not dare to search for the treasure. Yet he
returned to the bridge every morning and wandered
around it until dark.
One day, the captain of the guards asked him,
“Why are you here?”
Isaac told him the dream. The captain laughed.

305
 “You poor fellow,” he said, “what a pity you wore
your shoes out for a dream! Listen, if I believed a dream
I once had, I would go right now to the city you came
from, and I’d look for a treasure under the stove in the
house of a fellow named Isaac.” And he laughed again.
Isaac bowed to the captain and started on his long
way home.

306
 He crossed over mountains.
He walked through forests.
Now and then, someone gave him a ride, but
most of the way he walked.
At last, he reached his own town.
When he got home, he dug under his stove,
and there he found the treasure.

307
 In thanksgiving, he built a house of
prayer, and in one of its corners he put an
inscription: Sometimes one must travel far to
discover what is near.
Isaac sent the captain of the guards a
priceless ruby. And for the rest of his days
he lived in contentment and he never was
poor again.

308
 THE
HARVEST
BIRDS

Compare Texts

TEXT TO TEXT

Compare Folktales How are The Harvest Birds and The

Treasure alike? How are they different? Write a
paragraph that compares and contrasts the messages in
the two stories. Give details about the characters, the
settings, and the plots to support your ideas.

TEXT TO SELF

Give a Speech Imagine you are Juan at the end

of the story. What would you say to Don Tobias
about the way he treated you? Give a speech
to a partner. Explain your feelings.

TEXT TO WORLD

Connect to Science Storytellers once told stories while

people sat and listened. How have inventions changed
the way stories are told? What new inventions might
change how stories are told in the future? Explain
your ideas in a short paragraph.

EL A RL.3.1, RL.3.2, RL.3.3, RL.3.5, W.3.2a, W.3.2b, W.3.10, SL.3.4

309
 Digital Resources
Multimedia
Grammar Glossary

Grammar
Using Commas A comma tells a reader where to pause.
A comma also helps make the meaning of a sentence
clear. When you list three or more words together in a
sentence, the list is called a series. Use commas to
separate the words in a series.
Another place that commas are needed is in writing a
street address. Always use a comma between the name of
a town and the state. If you are writing an address in
a sentence, use a comma at the end of the street name
as well.

Nouns in a Series
Mark saw gulls, pelicans, and terns near his home.

Verbs in a Series
They dove, swooped, and soared through the sky.

Street Address in a Sentence

The school is located at 146 Oak Street, Atlanta, Georgia.

Write each sentence. Put commas where

Try This! they are needed.

Mike Jen and John worked at the school garden.

The garden had tomatoes cucumbers and lettuce.

The kids picked washed and ate the vegetables.

Mary is moving to 818 Ladybug Lane Dallas Texas.

310 EL A W.3.5, L.3.2b

 Good writers combine short, choppy sentences into
longer, smoother sentences. One way of combining
short, choppy sentences is to join single words in a series.
Remember to add and after the last comma.

Short, Choppy Sentences

Carlos harvested Carlos harvested Carlos harvested

beans. corn. squash.

Longer, Smoother Sentence

Carlos harvested beans,

corn, and squash.

Connect Grammar to Writing

As you revise your response paragraphs, look for ways
to combine choppy sentences. You may be able to join
single nouns or verbs in a series.

311
 Interactive Lessons
Writing Opinions:
Support Your

Opinion Writing
Argument

In a response paragraph, you respond

Elaboration
to a reading selection by giving your opinion. Begin by
introducing the selection and stating your opinion. Then
explain your opinion with reasons and text evidence. Use
linking words to connect your reasons to your opinions.
Ben wrote a few paragraphs to answer this question:
In The Harvest Birds, does Juan make a good decision by
visiting Grandpa Chon? Later, he added linking words to
connect his opinion to his reasons.

Revised Draft

At first, it seems that Grandpa Chon

Writing Checklist
expects Juan to fail. He says that if Juan
Elaboration
Did I use linking words does not grow a good crop, he will have to
to connect my opinion However,
and reasons?
work for free. By the end of the story,
Purpose
Did I state my opinion Juan proves that he is a good farmer, and
about the selection?
Organization
Did I wrap up my ideas Grandpa Chon gives him the plot of land.
with a concluding
statement? This shows that Juan was smart to ask
Evidence because the old man is both wise and kind
Did I support my
opinion with important Grandpa Chon for help.
events from the text?
Conventions
Did I write complete
sentences?
Did I use a dictionary to
check my spelling?

312 EL A W.3.1a, W.3.1b, W.3.1c, W.3.1d, W.3.10, L.3.1i, L.3.2g

 Final Copy

Juan Proves He Is Smart

by Ben Novak
In The Harvest Birds, Juan Zanate᾽s decision to visit
Grandpa Chon is a very smart one. Juan thinks that
because Grandpa Chon is the oldest person in the town,
he will have helpful advice. The old man does not give
Juan advice, but he does allow him to use a plot of land.
At first, it seems that Grandpa Chon expects Juan to
fail. He says that if Juan does not grow a good crop, he
will have to work for free. However, by the end of the
story, Juan proves that he is a good farmer, and Grandpa
Chon gives him the plot of land. This shows that Juan
was smart to ask Grandpa Chon for help because the old
man is both wise and kind.
Another reason that Juan made a good decision is that
none of the other people in town believed in him. If he
had listened to them, he would never have learned how to
be a farmer. Instead, he believed in himself and proved
them wrong.

Reading as a Writer I used linking words to

What linking words did Ben connect my opinion to
use in his paragraphs? How my reasons and details
from the story.
do they make his opinion
stronger?

313
 Le sson
Vocabulary
in Context
1 familiar 2 applause
This illustration is At first, the
from a familiar, or applause was soft.
well-known, story. Then the clapping
It is from Cinderella. grew louder.

LANGUAGE DETECTIVE

Talk About the

Writer's Words
Work with a partner.
Choose one of the
sentences. Take out the
Vocabulary word. Put
in a word that means
the same or almost the
same thing. Tell how 3 4
the sentences are the
vacant rickety
same and different. This old movie Some puppet
theater is vacant. theaters are rickety
Nobody comes here and can easily
anymore. collapse.

314 EL A L.3.3a, L.3.5c, L.3.6

 Lesson 9
Study each Context Card.
Use two Vocabulary words to tell about
an experience you had.

5 blurry 6 blasted
When a sad movie Horns blasted loudly
makes you cry, during this school
everything looks concert.
blurry, or fuzzy.

7 8
jerky rude
This dance uses It is very rude, or
quick, jerky motions impolite, to talk
that stop and start during a movie or
back up again. a play.

315
 Read and
Comprehend
TARGET SKILL
Cause and Effect In a story like Kamishibai Man,
some events make other events happen. An event
that makes something else happen is a cause. The
event that happens as a result is an effect.
As you read Kamishibai Man, look for events
that are connected. Think about which events
are causes and which are effects. Use a graphic
organizer like this one to keep track of causes and
their effects.

Cause Effect

TARGET STRATEGY
Monitor/Clarify As you read, be sure to
monitor, or pay attention to, the parts you don’t
understand. If you do not understand something,
clarify it by rereading or looking for text evidence
to make sense of the text.

316 EL A RL.3.1, RL.3.5, SL.3.1a, SL.3.1b, SL.3.1d

PREVIEW THE TOPIC

Performance Arts

People around the world love stories and

storytellers. Some storytellers tell their tales
with words alone. Some use puppets. In Japan,
kamishibai is the old art of telling stories with
beautiful, large picture cards and a small stage.
The word kamishibai means “paper drama.”
The storyteller claps together two wooden
blocks to announce his arrival.
In Kamishibai Man, you’ll read about such
a storyteller. You’ll find out that storytelling
may change through the years, but people will
always love to hear stories.
Think Pair Share

Have you seen a favorite story

turned into a television show
or movie? What differences
in the two versions of the
story did you notice? Were
the people and places on
screen as you imagined them
to be in the book? Share your
experience with a partner.
Discuss the advantages and
disadvantages of both kinds
of storytelling. Remember to
take turns speaking and to
listen to each other carefully.

317
 MEET THE AUTHOR
AND ILLUSTRATOR

Allen Say
If you were to drop in on Allen
Say in his art studio, you might
find him lying on the floor.
That’s how he does his best
GENRE thinking. He doesn’t own a TV
and never listens to music when
Realistic fiction is a story he works because he likes to
that could happen in real life. work in complete silence.
As you read, look for:
When he’s creating a
a setting that could be a
real place
book, Say first paints all the
realistic characters and pictures in order. Then he
events writes the words. His book
a plot with a beginning, a Grandfather’s Journey was
middle, and an ending awarded the Caldecott Medal
for best illustrations.

318 EL A RL.3.1, RL.3.5, RL.3.7, RL.3.10, RF.3.4a, RF.3.4b

KAMISHIBAI MAN
by Allen Say

ESSENTIAL QUESTION
How is a live
performance different
from other kinds of
entertainment?

319
 Not so long ago in Japan, in a small house on a
hillside, there lived an old man and his wife. Even
though they never had children of their own, they
called each other “Jiichan” (jee chan) and
“Baachan” (bah chan). Jiichan is Grandpa, and
Baachan is Grandma.
One day, Baachan said, “Jiichan, you haven’t
said a word in three days. ”
“Umm, I’ve been thinking how much I miss
going on my rounds, ” he said.
Baachan stared. “How many years has it been?”
she asked.
“Umm, yes, quite a while . . . but my legs are
good. And I’ve kept the bicycle in good order. ”
“ . . . I don’t know. But one day won’t hurt, I
suppose. Should I make some candies?”
“That would be very nice, ” Jiichan said.

320
321
 The next day, Jiichan rode his bicycle down the
hillside in the first light of morning.
“Umm, how many years has it been?” he asked
himself. “And do I remember such a fine morning?
All so fresh and young . . . Well, good morning to you,
rickety old bridge, still going strong after all these years,
um, mmm. ” He began to hum a tune that his mother
used to sing when he was a small boy.

322
323
 When he came to the city, he stopped humming.
“This isn’t right, ” he said. “I must have taken a
wrong turn . . . but there’s that old house I used to go
by every afternoon . . . ”
A car horn blasted at him, then another.
“Why are there so many cars all of a sudden?
Look at these tall buildings! You’d think I was in
another country!”
A truck blasted its horn behind him.

324
325
 He pulled into a vacant lot and panted. “Can’t a man
ride his bicycle in peace? Don’t remember such rude
drivers. ” Catching his breath, he looked across the street
and gaped.
“Can this be? There’s that old noodle shop . . . used to
be the only building here—that and a nice park all around.
Now look at all these shops and restaurants. They chopped
down all those beautiful trees for them. Who needs to buy
so many things and eat so many different foods?”

ANALYZE THE TEXT

Cause and Effect The city has grown,
causing more traffic. What is another
result, or effect, of the city growing
larger and busier?

326
327
 Shaking his head, he slowly took the canvas off
the box on his bicycle. He propped up the stage and
checked the story cards inside, patting each painting.
Then he opened the bottom drawer in the box.
“Umm, you little jewels, ” he said, and started to
hum again. “Thank you, Baachan—you make good
candies, just like in the old days. ”
From the top drawer he took out two wooden blocks,
and holding one in each hand he hit them together. A
sharp, loud clack rang out.
“Come gather around me, little ones, your kamishibai
(kah mee shee bye) man is here again!”
Clack, clack!
“Come get your sweets and listen to my stories!”
Clack, clack, clack!

328
329
 “Ah, yes, I can see you now, all your bright faces,
clasping coins in your little hands, so happy to hear my
clappers, so happy to see your kamishibai man!
“Patience, everyone! You’ll get your sweets, each and
every one of you; I have all your favorites—red ones and
green ones and the soft ones on sticks. And here comes
that boy, the one who never has any money . . . umm, I’ll
get to him later.

330
 “So, which story will it be today? The mighty ‘Peach
Boy’! Born from a giant peach! But wait, let’s start at the
beginning, umm . . . Long, long ago, there once lived an
old man and his wife who had no children . . .

331
 “After ‘The Peach Boy, ’ ‘The Bamboo Princess’ was a
nice change, a gentle story. Then my favorite, ‘The Old
Man Who Made Cherry Trees Bloom. ’ And when I was
finished, you all went home happy, except for that poor
boy. ‘Would you like a candy?’ I asked once. He said,
‘I don’t like candies!’ and ran away.

332
 “Then one night I was going home and saw a crowd of
people gathered in front of a shop. They were staring at
something called television. I was curious too, but not for
long. It showed moving pictures; they were all jerky and
blurry and had no colors at all.

333
 “It wasn’t long after that when television antennas started
to sprout from the roof tops like weeds in the springtime.
And the more they grew, the fewer boys and girls came out
to listen to my stories.
“How can they like those blurry pictures better than my
beautiful paintings? I asked. But there was nothing to be
done. As I went around the familiar neighborhoods, the
children started to act as though they didn’t know
me anymore.

334
 “Even so, I went on clacking my clappers, and one day a
little girl poked her head out the window and shushed me.
Imagine, a little girl shushing me. The kamishibai man was
making too much noise!
“I sat on a park bench and ate a candy for lunch. How
could the world change so quickly? Was I a bad storyteller?
Then that boy came, the boy who didn’t like candies.
‘Why aren’t you watching television?’ I asked. ‘I don’t like
television!’ he said. ‘But you like my stories, ’ I said, and he
nodded his little head.

335
 “I got up and set the stage. ‘What’s your favorite
story?’ I asked. ‘Little One Inch,’ he answered. So I told
him the story of a brave little boy who was only one inch
tall. And as I told the story, the boy never looked at
the picture cards in the stage. He was looking at me the
whole time, with his mouth wide open. He even smiled
now and then.

336
 “When I finished the story, I started to take out
some sweets to give him, but he was already running
away. ‘Wait!’ I shouted, but he kept running and never
turned his head. That was the last time I saw that boy.
That was the last day I was a kamishibai man . . . ”

ANALYZE THE TEXT

Analyze Illustrations Read the text and
look at the illustration. How do the two parts
work together to set the mood?

337
 “I was that boy!” a loud voice cried out.
Startled, the kamishibai man looked up and saw that a
large crowd had gathered before him.
“We grew up with your stories!” someone else shouted.
“Tell us ‘Little One Inch’ again!”
“And ‘The Bamboo Princess’!”
“ ‘The Peach Boy’!”
He started to say something, and people began to
clap their hands. He took a deep bow, and the applause
got louder.
A young man with a movie camera struggled up to him.
They bowed to each other, and as the old man gave him a
candy, a roar went up.
“Look, he has all the same old sweets!”
“Just like the old days!”
And the off ice clerks and shopkeepers, bankers and
waitresses, housewives and deliverymen, all lined up in a
big circle around the kamishibai man.

338
339
340
 It was dark when he got home. Baachan was watching the
evening news. The kamishibai man was the featured story.
“I see you had a busy day, ” she said.
“It was a good day. ” Jiichan nodded.
“Will you be going out tomorrow?”
“Umm, yes. And the day after. ”
“Then you need more sweets. ”
“That would be very nice. Umm, could you make it twice
the usual amount?”
“I’ll see if I have enough sugar, ” she said, and shut the
television off.

341
 BE A READING DETECTIVE

Dig Deeper
Use Clues to Analyze the Text
Use these pages to learn about Cause and Effect and
Analyzing Illustrations. Then read Kamishibai Man
again to apply what you learned.

Cause and Effect

Realistic fiction like Kamishibai Man tells a story. Often
one event in a story makes another event happen. The
first event is the cause. The event that happens as a
result is the effect.
You will understand and enjoy a story better if you
notice causes and effects. They will help you see why
things happen in the story.
Look back at page 324 in Kamishibai Man. On this
page, you read that Jiichan feels lost in the city. Read to
find evidence that shows why he feels this way. What are
the causes of his feeling lost?

Cause Effect

342 EL A RL.3.1, RL.3.5, RL.3.7, RL.3.10, RF.3.4a, RF.3.4b

Analyze Illustrations
Illustrations show the events of a story, but they can
also do more. An illustration can create a mood, or
feeling, that helps you understand what is happening
in the story. It can show you something about a character
or the setting.
Look at the illustration on page 323. You can see
the beautiful Japanese countryside where Jiichan lives.
The old man is all alone, pedaling his bike. How does the
illustration make you feel? What do you learn from it
that the words alone do not express?

343
 Your Turn
RETURN TO THE ESSENTIAL QUESTION

Turn Review the story

and with a partner to Classroom
Talk prepare to talk
Conversation
about this question: How is Continue your discussion of
a live performance different Kamishibai Man by explaining
from other kinds of your answers to these questions:
entertainment? As you talk,
1 Why do you think Jiichan
take turns reviewing and
decides to go on his rounds
explaining key ideas. Include
after so many years?
evidence from the text in
your discussion. 2 Why might the people years
ago have preferred television
to kamishibai?
3 What is the author’s message
in Kamishibai Man?

344 EL A RL.3.1, RL.3.2, RL.3.3, W.3.1a, W.3.1b, W.3.1c, W.3.1d, W.3.10, SL.3.1a, SL.3.1b, SL.3.1d
Performance Task

WRITE ABOUT READING

Response In Kamishibai Man, Jiichan sees how

much the city has changed since he last visited. It
now has many cars, tall buildings, and busy people.
How do you think these changes make Jiichan
feel? How would they make you feel? Write a
paragraph telling your thoughts.

Writing Tip
Begin your paragraph by stating your
topic. Then state your opinion and
reasons why you feel as you do. End
your paragraph with a concluding
sentence that sums up your ideas.

345
 The True Story of
Kamishibai by Elizabeth Manning

Clacking Sticks
Long ago in Japan, kamishibai men
rode around on bicycles with wooden
boxes on the back. Each man parked
his rickety bike in his own special part
of town. At the sound of two wooden
GENRE
sticks clacking together, children came
Informational text gives running. They bought the candy the
factual information about a man kept in a drawer in the wooden
topic.
box. Then they waited.

TEXT FOCUS
Headings are titles that tell
what each section of text is
about.

Kamishibai artist Hikaru Otsuki

performs at a park in Tokyo, Japan.

346 EL A RI.3.5, RI.3.10, RF.3.4a, RF.3.4b

Stories in the Street
The kamishibai man put a picture card in the frame
at the top of the box. He began to tell a familiar story.
One by one, he slipped the pictures in and out. His
movements were smooth, not jerky . In case his memory
was blurry , parts of the story were on the back of each
picture. The kamishibai storytellers always stopped at an
exciting part. The children came back another day to hear
what happened next. They greeted the end of the story
with applause.

What Happened Next?

In the 1960s, something changed. Children stayed
indoors after school, leaving the streets vacant. Paper
pictures were no match for stories shown on a new
invention called television. The noise of televisions
blasted from homes. The sound of two wooden sticks
clacking together was now a rude interruption. Were the
days of kamishibai over?

Photographs of
actual picture cards
from the 1940s.

347
 A New Chapter
Some kamishibai artists found work making other
kinds of pictures. They drew for the new Japanese
comics, called manga. Some of their comics were made
into cartoon movies, called anime. Today people create
and read manga and anime all over the world.
Children can still listen to the old paper-theater
stories. Storytellers have brought kamishibai to schools
and libraries in Japan and the United States. This paper
theater doesn’t arrive on the back of a bicycle, but the
stories and pictures are still wonderful!

348
 TEXT TO TEXT

Compare Information Think about Jiichan in Kamishibai Man.

How is he like a real kamishibai described in The True Story of
Kamishibai? How is he different? Discuss your ideas with a partner.
Use information from both texts. List similarities and differences
that you find.

TEXT TO SELF

Tell a Story Choose one of your favorite stories

or fairy tales. Draw pictures to illustrate the story.
Then tell the story in the kamishibai style to a
small group of students in your class.

TEXT TO WORLD

Apply Character Traits Review The Harvest Birds

from Lesson 8 with a partner. Then imagine that
Jiichan from Kamishibai Man could meet Grandpa
Chon. Do you think they would become friends?
Why or why not? Use evidence from the stories
to write a paragraph, explaining your answer.

EL A RL.3.1, RL.3.3, RI.3.1, RI.3.9, W.3.10, SL.3.1a, SL.3.1d, SL.3.4, SL.3.5

349
 Digital Resources
Multimedia
Grammar Glossary

Grammar
Abstract Nouns You already know that a noun names a
person, an animal, a place, or a thing. An abstract noun
is a special kind of noun. It names an idea, a feeling, or a
quality. Abstract nouns are things that people cannot see,
hear, taste, smell, or touch. All other nouns are concrete
nouns.

bicycle bravery food peace

Can I see? √ √

Can I hear? √

Can I taste? √

Can I smell? √

Can I touch? √ √
What kind of
concrete abstract concrete abstract
noun is it?

Work with a partner. Tell whether each

Try This! underlined noun is abstract or concrete and
explain why.

The storyteller was full of sadness.

He had many happy memories.

His stories brought the children a lot of joy.

350 EL A W.3.5, L.3.1a, L.3.1c, L.3.3a

 Use exact nouns to make your writing clearer and more
interesting. Some nouns have similar meanings. When
you choose the noun that has the most exact meaning for
what you are writing about, your writing will be better.

Noun Exact Noun

happiness delight
sadness grief
calmness tranquility

Connect Grammar to Writing

As you revise your response to literature next week,
look closely at the nouns you use. Is there a more exact
noun that would make your meaning clearer?

351
 Interactive Lessons
Writing Opinions:
Reading-Writing Workshop: Prewrite Introduction

Opinion Writing
Writing as a
Process: Plan and
Draft

OrganizationGood writers think about their ideas

before writing a response to literature. Write your
opinion about the text and list the reasons for it. Think
about the order of your reasons. You may want to start
with your most convincing reason. Then organize your
ideas in a chart, adding details to support your reasons.
Hector wrote notes to answer this question: Why do
you think people stopped watching the kamishibai man’s
show? Then he organized his ideas in an opinion chart.

Exploring a Topic

My Opinion
Writing Process
Checklist stopped watching kamishibai man
Prewrite because of T V
Did I understand
the question?
Did I think of strong
Reasons
reasons for my
opinion? T V was new, exciting
Did I find details in
the story to support
my reasons?
lots of people got T Vs
Did I organize my
ideas in an order that people home watching T V
makes sense?
Draft
Revise
Edit
Publish and Share

352 EL A W.3.1a, W.3.1b, W.3.5

 Opinion Chart

I think people stopped watching the kamishibai man’s

shows because of television.

Reason: The people in Jiichan’s town were excited by

this new invention.
Detail: Crowds gathered around to look at a television
in a shop window.

Reason: More and more people in the town got their

own television sets.
Detail: Jiichan saw antennas appearing on people’s
roofs.

Reason: People watched television instead of the

kamishibai man’s shows.
Detail: A girl told him to be quiet.

Reading as a Writer When I organized my response

What other story details to literature, I added
could Hector have added in details to support my
reasons. I will use this
his chart? Where could you
structure to organize my
add details and examples in
draft.
your own chart?

353
Le sson
Vocabulary
in Context
1 invention 2 experiment
The light bulb was First, an inventor
an invention that must perform an
helped people do experiment to test
things at night. an idea.

LANGUAGE DETECTIVE

Talk About the

Writer's Words
Work with a partner.
Choose two Vocabulary
words. Use them in the
same sentence. Share
your sentence with the
class.
3 4
laboratory genius
Scientists may test Although Einstein
their ideas in a acted silly, he was
laboratory, using known for his great
special equipment. mind, or genius.

354 EL A L.3.1i, L.3.6

 Lesson 10
Study each Context Card.
Ask a question that uses one of the
Vocabulary words.

5 gadget 6 electric
A small gadget with The invention of the
many parts, such electric fan helps us
as a watch, can be to stay cool in hot
hard to repair. weather.

7 8
signal occasional
A red light is a A good invention
signal to stop. This has an occasional
invention helps to problem but should
save lives. not fail regularly.

355
 Read and
Comprehend
TARGET SKILL
Main Ideas and Details In nonfiction writing
such as a biography, the author includes several
important ideas about the topic. Each important
idea is a main idea. Supporting details are facts
and examples that help explain the main idea.
As you read Young Thomas Edison, use a chart like
this to record details that support a main idea.

Main Idea

Detail

Detail

TARGET STRATEGY
Summarize As you read Young Thomas Edison,
you can summarize, or retell, the important
events in Edison’s life.

356 EL A RI.3.2, SL.3.1a, SL.3.1c, SL.3.1d

PREVIEW THE TOPIC

Inventions

You use inventions every day. Inventions

such as bikes and cars move people. Inventions
such as telephones and computers help people
communicate. Even pencils, crayons, and paper
are inventions. Where do inventions come
from? They come from people who observe
carefully, see a problem, and think of a way to
solve it. These people are inventors.
In Young Thomas Edison, you’ll read about
one of the most important inventors of all time.
You’ll find out that his inventions didn’t usually
work the first time he tried them. How many
times did he try without giving up?

Think Pair Share

Think about something at home and

school that you use every day, such as
a telephone, car, or computer. What
might your life be like if it had never
been invented? Without identifying
the invention, describe to a partner
a life without this invention. Try to
guess each other's inventions from
your descriptions. Ask questions as you
try to guess the invention.

357
 MEET THE AUTHOR AND ILLUSTRATOR

Michael Dooling
When he was
researching his
book about Thomas
Edison, Michael
Dooling did a lot of
traveling. He went
GENRE to Edison’s birthplace in Ohio and
A biography tells about a to the train station in Michigan
person's life. It is written by where Edison worked as a boy.
another person. As you read, He also visited a museum in New
look for:
information about why Jersey that houses many of Edison’s
the person is important amazing inventions.
events in time order Dooling enjoys making history
opinions based on facts
come alive for students. If he
ever visited your school, he would
most likely show up dressed like
Paul Revere.

358 EL A RI.3.2, RI.3.3, RI.3.8, RI.3.10, RF.3.4a, RF.3.4b

 Young
Thomas Edison

by
Michael
Dooling

ESSENTIAL QUESTION

What important traits

must an inventor have?

359
 Thomas Alva Edison was born in a little house
in Milan, Ohio, on February 11, 1847, to Samuel and
Nancy Edison. He was the youngest of seven children.
Thomas, who was called Young Al by his family,
lived in an era very different from ours. There was no
electric light, no telephone, no radio or CD player; not
even a movie theater.

360
361
 Thomas loved to experiment. In 1856, at the
age of nine, he turned his family’s cellar into a
laboratory complete with test tubes, beakers, and
whatever chemicals he could buy. It was a mess—
bottles were everywhere. Young Al would mix one
chemical after another, sometimes following the
experiments in his chemistry book—sometimes
not. “A little of this and a little of that,” he used
to mumble.
His mother always encouraged him to ask
questions, and he did. What is this? Why does that
happen? How does it happen?

ANALYZE THE TEXT

Main Ideas and Details Identify the main
idea and supporting details in the first
paragraph on this page.

362
363
 A bout of scarlet fever left Al hard of hearing, which
made school difficult. While Al asked many questions
at home, he did not ask any at school. Instead he spent
his time there daydreaming about his next experiment.
Al’s mother, a former teacher, took him out of school
after only three months. From then on, she taught
him at home. Mrs. Edison made sure he received an
excellent education. He read Shakespeare, the Bible,
history, and much more. Over the next few years he
also studied the great inventors, such as Galileo.

364
365
 At age twelve Young Al decided to look for a job.
He needed money to continue his experiments. So he
went into business as a paperboy on the train that
went from Port Huron, where the Edisons now lived, to
Detroit, Michigan. Every morning from 7 A.M. to
10 A.M. Al sold newspapers.

366
 Then he spent all day at the Detroit
library, reading and dreaming about his next
experiment. He planned to read every book in
the library, starting with the last book on the
shelf and working back to the first. At night
he took the train home and sold papers again.

367
 Eventually, with the permission of the conductor,
Al set up a laboratory in the baggage car of the train.
Soon the young scientist was experimenting with
everything : chemicals, gadgets, test tubes, beakers,
doohickeys, and thingamajigs.
Things were going well until one day when
the train made a sudden lurch. Bottles, books,
newspapers, candies, and fruits went f lying—along
with Al. A bottle of phosphorus burst into f lames.
Al scrambled to put out the f lames, but they spread too
fast. Soon a very upset conductor rushed in. At the
next stop the conductor threw all of Al’s things off the
train—even him!

368
369
 Al had never been so disappointed in his life. He
went home and set up his laboratory again with
the encouragement of his mother. He continued to
experiment and tinker with every gadget he could get
his hands on. Usually his experiments did not work—
but he always kept trying.

370
 Before long Al had another job. He was a “night
wire”—a railroad telegraph operator—in Stratford
Junction, Canada. There was a lot to learn. For
weeks, he soaked up all the information he could
about telegraphy.
Al learned Morse code and much more. He worked
the 7 P.M. to 7 A.M. shift, of ten sleeping right in the
station. He also set up his laboratory in the back room
of the station so that he could experiment in his
off-hours. Apart from the occasional explosion, life
was grand.
ANALYZE THE TEXT
Sequence of Events What events so far
in Al’s life have encouraged him to keep
experimenting? As you read on, see how the
events work together to shape his life.

371
 One of Al’s duties as the operator was to send the
signal 6 every hour on the hour to show the dispatcher
at the next station that he was awake. But the long
hours sometimes caught up with him and he would
fall asleep, so the scientist in him had an idea. Soon Al
had invented a device that hooked the telegraphy key
to a clock. When the hour struck, the minute hand of
the clock sent the message 6 for him. It was a moment
of pure genius, which quickly got him fired when his
boss discovered he was sleeping on the job.

372
373
 For the next f ive years, young Edison traveled all
over the South and Midwest from one telegraph job to
another. He continued to try to f ind ways to improve
the telegraph. At age twenty-one he made his way
to Boston, Massachusetts, and started using his f irst
name, Thomas. He decided that he was going to be
an inventor, and he set up his latest laboratory. He
wanted to learn all he could about electrical forces.
His f irst patented invention was the Electrical Vote
Recorder. Unfortunately, Congress did not like his
invention, and he could not sell it.

374
375
 Over the years, Thomas’s hearing had grown worse.
By now, he was nearly deaf. This did not hamper
his creative abilities though. In fact, he thought it
even helped him to concentrate because he was not
distracted by noises. It created solitude where he could
tune out the whole world and think.
In 1869 Thomas moved to New York City and
then later established his laboratory in Newark, New
Jersey. And then bad news came from home. His
mother had died. Thomas, at twenty-four, was deeply
saddened. For a long time he could not even speak
of her. He would miss her letters—her advice and
encouragement. He owed everything to his mother.

376
377
378
 In 1876 Thomas moved his laboratory to Menlo
Park, New Jersey. He invented the carbon transmitter,
which amplif ied the human voice—making the
telephone and microphone possible. He also invented
a machine that talked—a phonograph. Shortly
thereafter, Thomas invented an electric lightbulb.
He also discovered the principle of sound waves,
which made the radio possible. In 1887 he moved his
laboratory to West Orange, New Jersey, developing the
motion picture and much more. At one point he had
250 people working for him and 45 inventions going.

379
380
 Such strange, incredible inventions were coming
out of his laboratory that people started to call
Thomas “The Wizard.” He would live to be eighty-
four years old and patent 1,093 inventions. Thomas
would always remember his mother’s encouraging
words to ask questions. What is this? Why does
that happen? How does it happen?

381
 BE A READING DETECTIVE

Dig Deeper
Use Clues to Analyze the Text
Use these pages to learn about Main Ideas and Details
and Sequence of Events. Then read Young Thomas
Edison again to apply what you learned.

Main Ideas and Details

A biography like Young Thomas Edison tells about a
person’s life. This information leads to what was most
important about the person. This is the main idea of the
biography.
The most important details in a biography support, or
tell more about, the main idea. They help you understand
why the person was important.
Turn to page 364 of Young Thomas Edison. Read to
find the main idea. Look for details that support the main
idea. As you keep reading, keep an eye out for big ideas.

Main Idea

Detail

Detail

382 EL A RI.3.2, RI.3.3, RI.3.8, RI.3.10, RF.3.4a, RF.3.4b

Sequence of Events
The author of a biography usually tells the events
of a person’s life in order, or sequence. You read about
the person as a child, as a young person, and then as a
grown-up.
In Young Thomas Edison, the author first tells about
events in Edison’s young life. Then you read how these
events led him to become a great inventor. Notice how
the author builds the story from one paragraph to
the next.

383
 Your Turn
RETURN TO THE ESSENTIAL QUESTION
Review the
Turn
and selection with a Classroom
Talk partner to prepare Conversation
to discuss this
question: What important Now talk about these questions
traits must an inventor have? with the class.
In your discussion, think about
1 What are some of the ways
the main idea you want your
partner to understand. that Thomas Edison learned
Support your ideas with about the world around him?
evidence from the selection.
2 How was Edison’s education
similar to or different from
yours?
3 Do you think “The Wizard”
was a good nickname for
Edison? Why or why not?

384 EL A RI.3.1, RI.3.2, RI.3.3, W.3.1a, W.3.1b, W.3.1c, W.3.1d, W.3.10, SL.3.1a, SL.3.1d, L.3.6
Performance Task

WRITE ABOUT READING

Response Which of Thomas Edison’s inventions do you

think was the most important? Think about what life
would be like without it. Write your opinion about the
invention. Include details that describe the invention,
and give your reasons for why it was so important.

Writing Tip
Give at least three strong reasons to
support your opinion. Use linking
phrases such as for one thing and for
another. Save your most important
reason for last. End with a strong
concluding statement.

385
 Lesson 10
INFORMATIONAL
TEXT

by Andrew Patterson

You can thank the genius Thomas

Edison every time you watch a movie.
His laboratory conducted one moving
picture experiment after another.
GENRE Workers took just an occasional
Informational text break. One invention of theirs led to
gives factual information the development of movies. That
about a topic.
gadget was the kinetoscope.
TEXT FOCUS
A diagram is a graphic aid
that shows how something
works. It can be a drawing or
a group of pictures.

Thomas Edison’s kinetoscope,

invented in the late 1800s

386 EL A RI.3.7, RI.3.10, RF.3.4a, RF.3.4b

The Kinetoscope
The kinetoscope was a wooden box with a peephole
on top. Inside the box was a strip of film. It had photos
of someone moving. Spools pulled the film along quickly.
An electric lamp flashed on and off. The lamp lit up each
photo so the person peering into the kinetoscope could
see it.
The viewer’s eye sent a signal to the brain. It told the
brain that the figure was moving, so the viewer thought
the figure really was moving. This special effect, or trick,
was a key part of making moving pictures, or movies.

Movie Magic!
By the early 1900s, Hollywood was becoming the
world’s movie capital. At the same time, westerns were
becoming the most popular movies. Westerns often told
stories about cowboys, horses, and the wide-open plains.
But, in fact, many westerns were filmed
in Hollywood studios!

The actor John

Wayne starred in
many Hollywood
movies.

387
 Special Effects
Filmmakers today use special effects, just as
Edison did. Some special effects make events
seem real. A blue screen is one way to make
people look like they are flying!

How Superheroes Fly

1 Filmmakers film an actor 2 A film of city skyscrapers

hanging in front of a plain becomes the background.
blue screen.

3 Filmmakers make an empty 4 Filmmakers fit the picture

space in the background. of the actor into the empty
The space is the exact shape space to make a movie
of the hanging actor. of a superhero flying
above the city.

388
 Compare Texts

TEXT TO TEXT

Compare Inventions Choose an invention from Young

Thomas Edison that Edison created or made possible.
Compare it with the kinetoscope described in Moving
Pictures. Use information from the texts to discuss
the inventions with a partner. Tell what the inventions
are used for and how they are alike and different.

TEXT TO SELF

Make a Poster Thomas Edison’s inventions changed

the way people lived and worked. Many of the
inventions are used today. Draw a poster to show
how you use Edison’s inventions in your life.

TEXT TO WORLD

Connect to Science What do you think Edison

would invent today if he were alive? Use text
evidence from Young Thomas Edison to support
your ideas. Talk in a small group. Listen to each
other and ask questions to think of new ideas.

EL A RI.3.1, RI.3.3, RI.3.9, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d

389
 Digital Resources
Multimedia
Grammar Glossary

Grammar
Pronouns and Antecedents A pronoun can take the
place of one or more nouns in a sentence. Subject
pronouns take the place of a subject. These are I, you,
he, she, it, we, and they. Object pronouns follow action
verbs and words such as to, for, at, of, and with. Object
pronouns are me, you, him, her, it, us, and them. The
reciprocal pronouns each other and one another tell
when two or more subjects do something together.
An antecedent is the noun that is being replaced by a
pronoun. Always be sure that the pronoun matches its
antecedent in number and gender.

Nouns Pronouns
Ben is an inventor. He is an inventor.

The lab is in Boston. It is in Boston.

The workers have many ideas. They have many ideas.

Antecedent Pronoun
Ben lives with Aunt Joan in her apartment.

Luis meets Rob and Ben at their lab.

With a partner, find the pronoun in each

Try This! sentence. Classify it as a subject, object, or
reciprocal pronoun. Explain your answer. Identify
the antecedent when there is one.

Ruth’s mom told her about Thomas Edison.

Do they know the story?

Jeff and John shared their plans with each other.

390 EL A W.3.5, L.3.1a, L.3.1f

 Be careful not to repeat a noun too many times in your
writing. You can use pronouns in place of nouns to keep
your writing from being boring and choppy.

Repeated Nouns Better Sentences

The inventor had a great idea. The inventor had a great idea.
The inventor got a patent on He got a patent on the
the invention. The university invention. The university
gave the inventor an award. gave him an award.

Connect Grammar to Writing

As you revise your response to literature, try to replace
repeated nouns with pronouns. Pay attention to
antecedents as clues to choosing the correct pronoun.

391
 Interactive Lessons
Writing Opinions:
Reading-Writing Workshop: Revise Support Your

Opinion Writing
Argument
Writing as a
Process:
Revise and Edit

Conventions In a response to literature, you respond

to a piece of literature by giving your opinion and
supporting your opinion with reasons. Good writers don’t
include the same reason twice. Each sentence should say
something new. In your response to literature, cross out
any sentence that repeats what you have already said.
When Hector revised his response to literature, he
crossed out sentences that repeated ideas. He also used
pronouns to avoid repeating nouns.

Revised Draft

I think people stopped watching the

Writing Process kamishibai man because of television.
Checklist
Prewrite Television brought many big changes to
Draft
Revise Jiichan’s town. It made things different
Did I state my opinion
and support it with there.
reasons?
Did I use linking
words to connect my
When the kamishibai man first gave
opinions and reasons?
Did I put my ideas in shows, television had not been invented.
an order that makes
sense?
There weren’t any T Vs. Later, when
Did I sum up my
reasons at the end?
they
people saw a T V in a shop, people
Edit
Publish and Share
gathered around.

392 EL A W.3.1a, W.3.1b, W.3.1c, W.3.1d, W.3.5, W.3.10, L.3.1f

 Final Copy

Television Was the Reason

by Hector Suarez
I think people stopped watching the kamishibai man
because of television. Television brought many big
changes to Jiichan’s town.
When the kamishibai man first gave shows, television
had not been invented. Later, when people saw a T V in a
shop, they gathered around. They left Jiichan’s show to go
stare at the television screen. They were excited by
the moving pictures.
Over time, more and more people in the kamishibai
man’s town bought televisions for their homes. For this
reason, children did not play outside as much anymore.
They did not even see the kamishibai man and so could
not stop to listen to his stories. The televisions brought
so many changes that most people were no longer
interested in the kamishibai man.

Reading as a Writer I made sure each sentence

Why is Hector’s paper better states a new idea. I also
without the two sentences used pronouns to avoid
repeating nouns.
that he crossed out? Cross
out ideas in your response
that are repeated.

393
 Interactive Lessons
Performance Task Writing to Sources

Writing Opinions:
Introduction

Writing Opinions:
Support Your
Argument

Write an Opinion Essay Producing and

Publishing with
Technology

TASK In Unit 2, you learned about different ways

people tell stories. You read traditional folktales, which
are often passed down orally. You also read about
people who tell stories through illustrations. You even
read about inventions that allow people to tell stories
through radio, motion pictures, and television.
Think about the storytelling methods. How do you
think the message of a story is best told? Write an
opinion essay, explaining what kind of storytelling you
think is best. Use evidence from The Harvest Birds,
Kamishibai Man, and Young Thomas Edison in your essay.

In your opinion essay, make sure you

¥ introduce the texts and state your opinion.
¥ support your opinion with convincing reasons.
¥ provide a concluding section.

PLAN
Use the annotation
Gather Information Discuss in a group the unique tools in your eBook
to find evidence to
characteristics of each storytelling method. Think support your ideas.

about the advantages and disadvantages

Opinion
of each method. Use a graphic organizer
to list the reasons and evidence that
Reason
support your opinion.
Reason

394 EL A RL.3.1, RL.3.7, RI.3.1, W.3.1a, W.3.1b, W.3.1c, W.3.1d, W.3.4, W.3.5, W.3.6, W.3.10, SL.3.4, L.3.1d, L.3.1e, L.3.1i, L.3.6
DRAFT
Write your draft in
Write Your Opinion Essay Begin writing your opinion myWriteSmart. Focus
on getting your ideas
essay. Use the flow chart and what you already learned down rather than
perfecting your word
about writing an opinion essay to write your draft. choices.

FIRST

Begin your essay by introducing the texts and

clearly stating your opinion. It should be clear
to readers which storytelling method you think
works best to deliver a message.

NEXT

Write strong reasons to support your opinion,

organizing them in a logical way. Elaborate on
each reason with evidence from the texts and
with facts and details. Remember to use linking
words and phrases, such as because, therefore,
since, and for example, to connect your opinion
and the reasons that support it.

LAST
End your essay with a strong concluding section.
Sum up your opinion and the most convincing
reason that supports it.

395
 REVISE
Have a partner review
your opinion essay
Review Your Draft Remember that the revision and in myWriteSmart
editing steps will give you a chance to look carefully at and note where
your ideas need
your writing and to make changes. Work with a partner more elaboration.
Discuss how to make
to determine whether you have clearly explained and improvements.

supported your opinion.

Use these questions to help you evaluate and improve
your opinion essay.

Purpose and Evidence and

Conventions
Organization Elaboration

Have I clearly stated my Are my reasons convincing? Does my essay

opinion? include a variety of
complete sentences?
Is my opinion essay Did I use evidence from
organized in a logical the texts, facts, and details Did I use verb tenses
way? effectively to support my correctly?
reasons?
Do I make clear Is my spelling,
connections between Did I use linking words to punctuation, and
ideas? connect the reasons for my capitalization
opinion? correct?

PRESENT

Share Write or type a final copy of your opinion essay.

Choose a way to share your paper with your classmates.
Consider these options.
1. Read your opinion essay to your classmates, being
sure to use an appropriate reading rate.
2. Publish your essay on a school website or social
networking page and ask for feedback from readers.
3. Collect the essays and bind them together in a book
for your classroom library.

396
UNIT 3

Lesson
Lea rned
In life, there are no mistakes, only lessons.

Performance Task
Preview

At the end of this unit,

you will think about two
of the texts you have
read. Then you will write
an explanatory essay
about technology.

397
 Le sson
Vocabulary
in Context
1 contribute 2 athletes
All members of a Athletes train hard
team contribute to to be the best that
the team’s success they can be at their
by doing their job. sport.

LANGUAGE DETECTIVE

Talk About the

Writer's Words
Nouns are words
that name people,
places, animals, or
things. Work with a
partner. Find the blue
Vocabulary words that
are nouns. What clues 3 4
did you use? Use the
improve power
nouns in new sentences. Coaching helps This player uses
tennis players all his power, or
improve, or get strength, to hit the
better. ball out of the park.

Add new words to

myWordList. Use them
in your speaking
and writing.

398 EL A L.3.1a, L.3.1b, L.3.1i, L.3.6

 Lesson 11
Study each Context Card.
Place the Vocabulary words in
alphabetical order.

5 process 6 flexible
Workers follow To move her leg
many steps during up so high, the
the process of gymnast must keep
making a bicycle. her body flexible.

7 8
fraction compete
The player slides The two players
onto the base. He compete against
is safe by just a each other to win
fraction of an inch! the game.

399
 Read and
Comprehend
TARGET SKILL
Sequence of Events In a process, one step
follows another. Each step is important, and
the sequence, or order, of the steps is just as
important. As you read Technology Wins the
Game, use a chart like this to show how the
sequence of steps that have been used to invent
new sports technology are related.

Step 1

Step 2

Step 3

TARGET STRATEGY
Question As you read Technology Wins the
Game, keep track of how the sequence of events
on your chart answers questions you may have.
Also, ask yourself new questions as you read on.
Use text evidence to answer your questions.

400 EL A RI.3.1, RI.3.3, RI.3.8, SL.3.1a, SL.3.1d

PREVIEW THE TOPIC

Inventions

If you have ever seen a photograph of a

football player from long ago, you probably
thought his uniform looked very odd. Sports
equipment has changed over the years.
Inventors known as sports engineers have used
new knowledge about the human body, along
with new materials, to design better and safer
equipment.
In Technology Wins the Game, you’ll read
about some of these important advances in
sports technology. You’ll also discover the
process that engineers use to help athletes
move more quickly and play more safely.

Talk About It

Think about a sport you play or

watch. What types of equipment
do the players use? Sketch your
ideas. Include a caption explaining
the equipment’s purpose. Share
your ideas with your classmates.

401
 GENRE

Informational text gives

facts and other information
about a topic. As you read,
look for:
headings that begin
sections of text with
related information
photographs and captions
graphics, such as diagrams,
that help explain the topic

EL A RI.3.3, RI.3.5, RI.3.7, RI.3.8, RI.3.10, RF.3.4a,

402 RF.3.4b
 CHNO LOGY
TE THE GAME
WINS by Ma
rk Andrews

ESSENTIAL QUESTION

How do inventions
help athletes?

403
 Almost everyone loves a good game. However, it’s
not just athletic ability or skill that helps sports players
win. Many other things can contribute to a winning
team or player. One of those things is the use of
technology. Technology has made our lives easier and
better in many ways. In sports, technology can help all
types of athletes perform better.

It’s All in the Design

If you like sports and science, being a sports
engineer might be the job for you. Sports
engineers are scientists who make sports
more fun to play and to watch. They design
better materials, surfaces,
and equipment. They help
keep athletes safe from
injury. A sports
engineer has probably
helped improve your
favorite sport!

404
The Science of Sports Engineering
Some sports engineers study the way athletes move
when they play different sports. An engineer might
watch a soccer player to see how the player’s foot strikes
the ball. This can lead to ideas about soccer shoes,
the soccer ball, or even the soccer field. Engineers use
these ideas to improve the game in some way.
The first step for a sports engineer is to identify a
problem in a sport—something to be improved. Almost
anything can be improved! Then the sports engineer
comes up with a possible solution. Next, he or she
creates a model. The model may include a new kind of
material. The new idea is then tested in a laboratory
to see how well it works. Finally, the new product
is tested by athletes. If it works well, soon athletes
around the world will start to use it.

Problem

Idea for solution

Create model

Test

ANALYZE THE TEXT

Sequence of Events How does
the author write about the steps
an engineer takes to improve a
game? Would a different order
work just as well? Why?

405
 Changing the Game
Let’s take a look at tennis. This is a sport where
sports engineers have made several changes.

What a Racket!
Tennis rackets have changed a lot. When the sport
began, tennis rackets were made out of wood. Then in
the 1960s, a metal racket was developed. Metal rackets
were stronger and lighter than wood. Today, rackets
are made out of different materials mixed together.
These rackets are very light and provide more power
than the old ones. The ball moves faster than ever.
Today’s rackets also have a larger head, or string
area, than before. This makes it easier for the tennis
player to reach more balls. A player can also control
the ball better and make it move in different ways.

406
 More Bounce to the Ball
Tennis balls have come a long way, too. The first
tennis balls were made of leather or cloth stuffed with
wool or horsehair. These balls did not bounce very
high. In the 1870s, rubber was first used to make
tennis balls. These balls bounced better, but the cloth
that covered the ball would fall off.
Today, tennis balls are still made of rubber. First,
two matching “half-shell” pieces of rubber are joined
together. This makes the hollow, round shape of the
ball. Second, two pieces of felt are wrapped around the
ball. Third, a rubber seam is added to keep the felt
cover together. Finally, the balls are put in a can that
is under pressure. This helps keep them bouncy. The
whole process ensures that each tennis ball bounces
exactly the same way. Where the ball bounces is up to
the player!

1
4

407
 Higher and Faster
Sports engineers help athletes perform in just about
every sport. Track and field athletes run, jump, and
throw. Sports engineers help these athletes run faster,
jump higher, and throw farther. They design new and
better track and field equipment, surfaces, and clothing.

Jump Higher
Have you ever watched a pole vaulter at the
Olympics? A good pole vaulter must have speed,
strength, and the right pole. The pole must be flexible
and strong enough to bend and lift the vaulter over the
bar. Poles used to be made of wood. These were very
stiff and heavy. Later, poles were made of more flexible
bamboo. Then engineers designed poles made of
aluminum. Today, poles are made of fiberglass and are
very light. They bend easily. The more the pole bends,
the farther the vaulter sails through the air.

408
 Run Faster
What makes a runner fast? Athletic ability and good
training are most important. Engineers have designed
new track surfaces and clothing to help.
Track runners used to run on grass fields. When it
rained, the tracks would become soggy and slippery.
Now, most runners run on “all-weather” tracks. These
are man-made surfaces with a top coating of rubber
chips. The rubber chips make the runners’ shoes
bounce off the track better. This increases speed.
New kinds of clothing also help runners speed up.
Many track stars don’t wear shirts and shorts like
they used to. They wear lightweight body suits that fit
tightly. When they run in these suits, the wind does
not slow them down. Every fraction of a second counts!

A New Kind of Racing

The Boston Marathon is the oldest and most
famous marathon race in the world. Each
year thousands of athletes run the 26.2-mile
course through the hilly streets of Boston and
neighboring towns.
In 1975, Bob Hall finished the marathon in a
different way. He wheeled his way to the finish
line. Bob Hall was the
first official wheelchair
athlete to complete the
Boston Marathon. He Bob Hall
finished the race in less used a simple
than 3 hours, faster wheelchair
than most runners. in the Boston
Marathon.
Today, wheelchair
athletes compete
with high-tech
wheelchairs.

409
 In These Shoes?
Sport engineers have also designed shoes to make
athletes faster and to give them more support. Athletes
need different kinds of shoes for different sports. If you
want to win, you need to wear the right shoes!

A History of Running Shoes

In ancient times, runners ran barefoot. As time
went on, athletes began to run in sandals. Soon, the
sandal wearers were winning most of the races. The
running shoe was born.
The next big change came in the 1830s in England.
The first running shoe with a rubber sole was
introduced. Rubber soles were light and comfortable.
They also easily gripped the ground.
Spikes were added to running shoes as early as
1852. In the 1920s, a German named Adi Dassler
improved the design and sold the first modern running
shoes with spikes. Spikes give runners a better grip.
Today, shoemakers and engineers better understand
the science of running. Running shoes are made for
every style of runner and any surface. Engineers know
that runners need shoes that are strong and flexible.

Changes in Running Shoes

5th century B.C. 1850s 1972

ancient Greece: bare first use of spikes extra cushioning
feet and sandals for running shoes in heels and soles

1830s 1920s
shoes with rubber soles modern spiked
for a better grip running shoes

410
Extra Bounce
Long jumpers need shoes
that give the athletes extra
bounce. The soles must be
firm but able to bend. These
shoes have metal spikes in the
front of the shoe only. This
helps the jumper grip the
ground and spring from the
toes right before the jump.

Quick Movement
Soccer shoes have plastic
or metal cleats, or rounded
spikes, on the bottom. Cleats
keep soccer players from
slipping in the dirt, grass, and
mud. Soccer players need
to change direction quickly.
Without cleats, soccer would
be a slower, sloppier game!

ANALYZE THE TEXT

Text and Graphic Features
If you wanted to quickly get
information about how running
shoes have changed over time,
where would you look on pages
410– 411?

411
 Play Safely
Athletes also need special equipment and clothing
to protect them from injury. Sports can be dangerous,
and professional athletes often take risks.

Football Helmets
Over 100 years ago, football players did not wear
helmets. Ouch! Then in the 1900s, players began to
wear leather helmets. These early helmets did not
provide much comfort or protection. Changes were
needed. First, more padding was added. Second, a face
mask was added to protect the nose and teeth. Also, the
top of the helmet was made more round. This allowed a
blow to slide off the helmet rather than strike head-on.
Next, in 1939, the first plastic helmet was invented.
Today’s football helmets are made of a special plastic
that is light and strong. The helmet design protects
players from head injuries. Some football helmets are
being tested with tiny computer chips inside them. If
a player hits his head, the chip sends a message to a
computer. Scientists hope that these chips could tell
coaches when a player needs
medical help.

412
Other Safety Features
Some ski clothes are made
to help skiers in trouble.
Sometimes back-country skiers
get lost or are injured miles
away from anyone. Sports
engineers developed special
sensors for their clothing.
The sensors send information
about a skier’s location. A
rescue team receives the
information, which helps the
team find skiers who have
fallen or are buried under
the snow.
Brightly colored jackets
and vests, called reflective
wear, make bicyclists easier to
see in the dark.

Just for Fun

The next time you play your favorite sport, think
about some of the equipment you use. Think about the
kind of surface on which you are standing, running,
or jumping. Notice how your sports shoes look or feel
and help you perform. Now that you have read about
sports engineering, you can think about how technology
has helped to improve your sport. Technology not only
makes our lives easier and better, it also makes our
lives a lot more fun!

413
 BE A READING DETECTIVE

Dig Deeper
Use Clues to Analyze the Text
Use these pages to learn about Sequence of Events and
Text and Graphic Features. Then read Technology Wins
the Game again to apply what you learned.

Sequence of Events
The informational text Technology Wins the Game
explains how engineers use technology to improve sports
equipment such as tennis balls. The engineers follow steps
in a process. These steps are connected by their order, or
sequence. The text also gives a sequence of events to tell
when these improvements were made.
Look back at page 407 in Technology Wins the Game.
The text explains the steps it takes to make a tennis ball.
You can use a chart like the one below to record steps in a
process or a sequence of events.

Step 1

Step 2

Step 3

Step 4

Step 5

414 EL A RI.3.3, RI.3.5, RI.3.7, RI.3.8, RI.3.10, RF.3.4a, RF.3.4b

Text and Graphic Features
Informational texts often use special text features and
graphic features along with the main text to help explain
a topic and to make it easier for readers to locate
information. One kind of text feature is called a sidebar.
It is an outlined box that includes an example or
information about a subtopic. A sidebar may also include
a photo or other visual. A graphic feature is a visual aid.
It can be a chart, a diagram, or a timeline. Look back at
page 407 to find a diagram. It shows the steps in making
a tennis ball and makes the text easier to understand.

415
 Your Turn
RETURN TO THE ESSENTIAL QUESTION

Turn Review the

and selection with a Classroom
Talk partner to prepare
Conversation
to discuss this question: How Continue your discussion of
do inventions help athletes? Technology Wins the Game by
Use text evidence to support explaining your answers to these
your ideas. Take turns questions:
reviewing and explaining
1 Why is making a model an
your opinion.
important step in the process
of inventing new sports
technology?
2 How did all the changes in
tennis equipment affect
the game itself?
3 What skills and knowledge
do you think a sports
engineer needs?

416 EL A RI.3.1, RI.3.3, RI.3.8, W.3.2a, W.3.2b, W.3.10, SL.3.1a, SL.3.1b, SL.3.1d, L.3.6 ELD ELD.PI.3.1, ELD.PI.3.3, ELD.PI.3.6, ELD.PI.3.10a, ELD.PI.3.12, ELD.PII.3.1
Performance Task

WRITE ABOUT READING

Response Think about your favorite sport.

Identify something about the sport that could be
improved. It could be a piece of equipment, part
of the playing field, or something else. Write a
paragraph using facts, definitions, and details to
explain the problem and offer a possible solution.

Writing Tip
Be specific about what the problem
is and how you would solve it.
If possible, include a drawing that
illustrates the problem and one that
shows the solution.

417
 Science
for Sports
Fans
by Alice Cary

Think about science the

GENRE next time you are rooting for
your favorite team. Science is
Informational text gives
at work every time an athlete
factual information about
a topic. This is a magazine hits a home run or slam-dunks
article. a basketball.
How high professional
basketball players jump depends
TEXT FOCUS on how much force, or power,
they use to push off the court.
Directions tell how to do They jump higher when they
something step by step.
push harder. As a result, they fly
through the air longer. Scientists
say that a player who jumps four
feet to slam-dunk hangs in the air
for one full second.

418 EL A RI.3.3, RI.3.8, RI.3.10, RF.3.4a, RF.3.4b

WHERE IS THE
SWEET SPOT?
Do you want to win a baseball
championship? You can send
the ball flying if you hit it with
the bat’s sweet spot. To find it,
get a wooden baseball bat and a
hammer. Then follow these steps.
1 Hold the bat between your
thumb and index finger, just
below the knob.
2 Have a friend use
the hammer to
tap the bat,
starting at the
bottom and
moving up
inch by inch.
3 The entire bat
should vibrate
with each tap,
but you won’t
feel a thing when
your friend taps
the sweet spot.

What’s Happening?
The bat hardly vibrates when you
hit the ball at the sweet spot.
Instead, more energy goes into
the baseball, sending it farther.

419
 Mastering the Ollie
Every skateboard competitor knows how to do
an ollie. This trick allows skaters to jump over things.
When airborne, the board seems glued to their feet.
This trick isn’t magic. It’s science. A skater pushes
down with one foot on the back of the board when he
or she jumps. This force raises the front of the board.
Next, the skater pushes the front of the board
down. As the skateboard levels, the skater seems to fly
through the air without losing contact with the board.

420
 Compare Texts

TEXT TO TEXT

Compare Sports Science Compare and contrast the key

ideas about sports-related science presented in Technology
Wins the Game and Science for Sports Fans. How are the
ideas alike? How are they different? Discuss your answers
with a partner. Use text evidence to support your responses.

TEXT TO SELF

Choose a Sport Think about the sports described in

Technology Wins the Game. If you could choose just one
of those sports, which would you most like to try? Tell
why, using details from the text to support your opinion.

TEXT TO WORLD

Compare Processes Think about the process that

Thomas Edison used to create his inventions in Young
Thomas Edison from Lesson 10. How is his process the
same as the one sports engineers use in Technology
Wins the Game? How is it different? Use text evidence
to write two paragraphs that compare these processes.

EL A RI.3.1, RI.3.2, RI.3.3, RI.3.9, W.3.2a, W.3.2b, W.3.10

421
 Digital Resources
Multimedia
Grammar Glossary

Grammar
More Plural Nouns If a noun ends with a consonant
and y, change y to i, and add -es.

Singular: Marta picked a berry.

Plural: Marta picked berries.

Most nouns can be made plural by adding -s or -es. These

are regular plural nouns. Sometimes the spelling of a
noun changes in a special way to make it a plural. These
are irregular plural nouns.

Singular Plural
woman women

child children

mouse mice

tooth teeth

half halves

Change each singular noun to a plural

Try This! noun. Write your answer.
1 city 4 body
2 loaf goose
3 child man

422 EL A W.3.5, L.3.1b, L.3.2e, L.3.2f

 Good writers pay attention to the spellings of plural
nouns. Your writing will be clearer if you spell plural
nouns correctly. Remember that not every noun is made
plural by adding -s or -es.

Singular Plural

We stopped in one city on We stopped in three cities

our basketball trip. on our basketball trip.

Singular: The player stood on one foot to take her

foul shot.

Plural: The player stood on two feet to take her

foul shot.

Connect Grammar to Writing

As you edit your cause-and-effect paragraph, check that
you have spelled all plural nouns correctly.

423
 Interactive Lessons
Writing
Informative Texts:

Informative Writing
Use Facts and
Examples

A good cause-and-effect paragraph

Elaboration
begins by stating the topic. Next, the writer may explain
what causes an event, or the writer may explain the effect.
Linking words and phrases, such as so, because, and if, are
used to connect causes and their effects.
Jessica wrote a first draft of a cause-and-effect
paragraph about soccer shoes. Then she revised her draft.
She added a definition, a new cause and an effect, and
linking words to connect her ideas.

Revised Draft
However,
The bottoms of soccer shoes are
Writing Checklist The soles have rounded spikes called cleats. The
different. Cleats cover the whole bottom
Elaboration
Did I use linking of the shoe. They grip the ground slightly
words to connect
causes and effects?
so soccer players can change direction
Purpose
Did I begin with a
clear topic sentence?
without slipping. Engineers have designed
Organization soccer shoes so well., Soccer is an exciting
Did I group related
information?
Evidence
game to play and watch.
Did I develop my
topic with facts,
definitions, and
If the soles were flat, then soccer
details? players' feet could slide out from
Conventions underneath them! Because
Do my sentences flow
smoothly?

424 EL A W.3.2a, W.3.2b, W.3.2c, W.3.2d, W.3.8, W.3.10, L.3.6

 Final Copy

Special Shoes for a

Special Sport
by Jessica Olsen
Every athlete needs special shoes, and soccer players
are no exception. Soccer players have to move quickly
in every direction — left, right, forward, and backward.
So they need shoes that will allow them to do this. The
tops of soccer shoes look like many other sports shoes.
They are ankle high and tie with laces. However, the
bottoms of soccer shoes are different. The soles have
rounded spikes called cleats. The cleats cover the whole
bottom of the shoe. They grip the ground slightly so
soccer players can change direction without slipping.
If the soles were flat, then soccer players’ feet could slide
out from underneath them! Because engineers have
designed soccer shoes so well, soccer is an exciting game
to play and watch.

Reading as a Writer I added another cause and effect to

Jessica added an idea, a help explain why cleats
definition, and linking words are important. I also
added the linking words
to help make her paragraph
however and because.
stronger. What can you add
to improve your cause-and-
effect paragraph?

425
 Le sson
Vocabulary
in Context
1 risky 2 grunted
Picking fruit from Instead of
a tall tree can be a squealing, the piglet
risky job. Don’t fall! grunted when it
was picked up.

LANGUAGE DETECTIVE

Talk About the

Writer's Words
Verbs are words that
name actions. Work
with a partner. Find
the Vocabulary words
that are verbs. What
are your clues? Use the
verbs in new sentences. 3 4
profit crops
To make a profit, Wheat is just one of
sell your products the crops grown on
for more than it this farm.
costs to make them.

EL A L.3.1a, L.3.1d, L.3.1i, L.3.4a,

426 L.3.6
 Lesson 12
Study each Context Card.
Make up a new context sentence that uses
two Vocabulary words.

5 plucked 6 scowled
The girl plucked, or The children
picked, a flower to scowled at the idea
give to her mother. of gardening in
their good clothes.

7 8
tugged hollered
The puppy tugged The children
on the toy, trying hollered loudly.
to pull it from the They yelled, “Come
boy’s hands. play with us!”

427
 Read and
Comprehend
TARGET SKILL
Theme As you read Tops and Bottoms, notice what
the characters do and what happens as a result.
What message about life can you learn from
the story? That message is the theme. Use an
organizer like this one to keep track of important
details about the plot and characters. This text
evidence will help you identify the theme.

Story Story Story

Details Details Details

Theme

TARGET STRATEGY
Visualize Pay attention to words that describe
characters, setting, and story events. They will
help you visualize, or picture, what you read.

428 EL A RL.3.2, W.3.10, SL.3.1a, SL.3.1d

PREVIEW THE TOPIC

Agriculture

The business of agriculture includes growing,

harvesting, and selling crops. Vegetables are
common crops. All over the world, people grow
thousands of different kinds of vegetables.
Some vegetables, like lettuce, are leafy. You
eat the part of the plant that grows above the
ground. Other vegetables, like carrots, are
roots. You eat the part that grows under the
ground. There are even fruit vegetables, such as
tomatoes and cucumbers.
In Tops and Bottoms, you’ll find out why
knowing about vegetables is a smart way to do
business.

Talk About It

Think about a fruit or

vegetable that you recently
ate for the first time. What
did it look and taste like?
Write about what you liked
or didn’t like about it. Then
share your experience with
your classmates.

429
 MEET THE AUTHOR AND ILLUSTRATOR

Janet Stevens
As a child, Janet Stevens loved to draw!
She wasn’t very good at drawing, but
she kept practicing anyway. By the
time she had finished high school, Janet
Stevens decided that she would study
art in college. She eventually started to illustrate
children’s books.
Janet Stevens is also a writer. She wrote and
illustrated Tops and Bottoms on her own. She never
imagined she would be a writer, as she found
reading difficult when she was at school.

GENRE

A trickster tale is an
imaginative story in which
one character tricks another.
As you read, look for:
animals that act like
people
humorous events
a lesson, or moral,
about life

430 EL A RL.3.2, RL.3.6, RL.3.10, RF.3.4a, RF.3.4b

Tops
and
Bottoms
adapted and illustrated
by Janet Stevens

ESSENTIAL QUESTION

Why is it important to
grow food crops?

431
 Once upon a time there lived a very lazy
bear who had lots of money and lots of land.
His father had been a hard worker and a smart
business bear, and he had given all of his
wealth to his son.
But all Bear wanted to do was sleep.

432
 Not far down the road lived a hare. Although Hare was
clever, he sometimes got into trouble. He had once owned
land, too, but now he had nothing. He had lost a risky bet
with a tortoise and had sold all of his land to Bear to pay
off the debt.
Hare and his family were in very bad shape.
“The children are so hungry, Father Hare! We must
think of something!” Mrs. Hare cried one day. So Hare and
Mrs. Hare put their heads together and cooked up a plan.

433
 The next day Hare hopped down the road to Bear’s
house. Bear, of course, was asleep.
“Hello, Bear, wake up! It’s your neighbor, Hare, and
I have an idea!”
Bear opened one eye and grunted.
“We can be business partners!” Hare said. “All we
need is this field right here in front of your house. I’ll
do the hard work of planting and harvesting, and we
can split the profit right down the middle. Yes, sir,
Bear, we’re in this together. I’ll work and you sleep.”
“Huh?” said Bear.
“So, what will it be, Bear?” asked Hare. “The top half
or the bottom half ? It’s up to you—tops or bottoms?”
“Uh, let’s see,” Bear said with a yawn. “I’ll take the
top half, Hare. Right—tops.”
Hare smiled. “It’s a done deal, Bear.”

434
 So bear went back to sleep, and Hare and his
family went to work. Hare planted, Mrs. Hare
watered, and everyone weeded.

435
 Bear slept as the crops grew.

436
 When it was time for the harvest, Hare
called out, “Wake up, Bear! You get the
tops and I get the bottoms.”

437
 Hare and his family dug up the carrots, the
radishes, and the beets. Hare plucked off all
the tops, tossed them into a pile for Bear, and
put the bottoms aside for himself.

438
 Bear stared at his pile. “But, Hare, all the best
parts are in your half !”
“You chose the tops, Bear,” Hare said.
“Now, Hare, you’ve tricked me. You plant this
field again—and this season I want the bottoms!”
Hare agreed. “It’s a done deal, Bear.”

ANALYZE THE TEXT

Point of View From Bear's
point of view, is Rabbit giving
him a good deal? What is your
point of view?

439
 So bear went back to sleep, and Hare and his family
went to work. They planted, watered, and weeded.

440
Bear slept as the crops grew.

441
 When it was time for the harvest,
Hare called out, “Wake up, Bear! You
get the bottoms and I get the tops.”

442
 Hare and his family gathered up the lettuce, the
broccoli, and the celery. Hare pulled off the bottoms
for Bear and put the tops in his own pile.

443
 Bear looked at his pile and scowled. “Hare, you have
cheated me again.”
“But, Bear,” Hare said, “you wanted the bottoms this time.”
Bear growled. “You plant this field again, Hare. You’ve
tricked me twice, and you owe me one season of both tops
and bottoms!”
“You’re right, poor old Bear,” sighed Hare. “It’s only fair
that you get both tops and bottoms this time. It’s a done
deal, Bear.”

444
 So Bear went back to sleep, and Hare and his
family went to work. They planted, watered, and
weeded, then watered and weeded some more.

445
 Bear slept as the crops grew.

446
 When it was time for the harvest, Hare called
out, “Wake up, Bear! This time you get the tops
and the bottoms!”

447
 Assess It Online!
Assessment
Language Workshop
Assessment Handbook

Formative Assessment Intervention

Assessments

for ELD and Intervention

Formative Assessment for English Learners

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Intervention Assessments

J**.š Unit 1 Lesson 5

Performance Task

Discuss Writing to a Prompt SHARE OBJECTIVES

š B[WhdWdZWffboijhWj[]_[i\ehmh_j_d]jeW
Fe_djekjj^[JWiabWX[bedStudent Book p. 202.J[bbijkZ[djij^Wje\j[dj^[om_bb prompt.
X[]_l[dWmh_j_d]jWiaj^WjX[]_dim_j^Wfhecfjj^Wj[nfbW_dij^[mh_j_d]jWia$
š Mh_j[WdWhhWj_l[j^Wj[ijWXb_i^[iWi_jkWj_ed
;nfbW_dj^Wjj^[fhecfjj[bbi[nWYjbom^WjijkZ[dji^Wl[jeZeWdZj^Wj_j_i
WdZ_djheZkY[ij^[dWhhWjeh"Z[iYh_X[i[l[dji_d
_cfehjWdjjekdZ[hijWdZWbbj^[fWhjie\j^[fhecfjX[\eh[X[]_dd_d]jemh_j[$J[bb
Wi[gk[dY[j^Wjkd\ebZidWjkhWbbo"_dYbkZ[i
ijkZ[djij^Wjj^[oYWd\ebbemj^[ij[fiX[bemje^[bfj^[ch[ifedZjemh_j_d]
Z[jW_bij^Wj[nfh[iij^ek]^jiWdZ\[[b_d]i"WdZ
prompts.
[dZim_j^Wi[di[e\Ybeikh[$
1  H[WZj^[fhecfjYWh[\kbbo$
š =Wj^[h_d\ehcWj_ed\heciekhY[ijeki[_d
2  7iaoekhi[b\"¹M^Wj_ij^[fhecfjWia_d]c[jeZe5M^WjWc?ikffei[Zje mh_j_d]$
mh_j[5ºCWa[ikh[oekkdZ[hijWdZm^[j^[hoekWh[X[_d]Wia[Zjemh_j[W
š <ebbemj^[ij[fie\j^[mh_j_d]fheY[ii0fbWd"
ijeho"Wdef_d_ed[iiWo"ehWd_d\ehcWj_edWb[iiWo$
ZhW\j"h[l_i["WdZfh[i[dj$
3  H[ijWj[j^[fhecfj_doekhemdmehZijecWa[ikh[oekkdZ[hijWdZ_j$
4  :[Y_Z[m^_Y^j[njioekcWod[[ZjebeeaXWYaWjjeki[_doekhmh_j_d]$ Unit Performance Tasks
5  9ecfb[j[j^[fWhjie\j^[mh_j_d]fheY[ii0fbWd"ZhW\j"h[l_i["WdZfh[i[dj$ Unit 1: Write a Story
Unit 2: Write an Opinion Essay
ENGLISH LANGUAGE SUPPORT >[bfijkZ[dji_Z[dj_\oj^[fhecfjed Student
Book p. 202,ehfhe`[Yj_j\hecj^[eBook,WdZh[WZ_jWbekZ$CeZ[b^emjeXh[Wa Unit 3: Write an Explanatory Essay
WfWhjj^[fhecfjWdZ^_]^b_]^jj^[a[omehZije^[bfijkZ[dji\_]kh[ekjj^[jWia$ Unit 4: Write an Opinion Essay
KdZ[hb_d[a[omehZiWioekj^_daWbekZ$L[hj_YWbibWi^cWhai_dZ_YWj[_dZ_l_ZkWb Unit 5: Write a Literary Analysis
fWhjije\eYkiedWdZZ_iYkiied[WjWj_c[$

BeeaXWYaWjRoberto Clemente: Pride of the Pittsburgh PiratesWdZKids Making

a Difference. / <_dZ[nWcfb[ie\^emHeX[hje9b[c[dj[WdZj^[a_Zi^[bf[Z
i[hl[WYecckd_jo$J^[dY^eei[ed[e\j^ei[[nWcfb[ijemh_j[WijehoWXekj
cWa_d]WZ_\\[h[dY[_doekhYecckd_jo$

Think Aloud
The first sentence of the prompt tells me to look back at two
texts¸HeX[hje9b[c[dj[0Fh_Z[e\j^[F_jjiXkh]^F_hWj[i and A_ZiCWa_d]W
:_\\[h[dY[. The prompt also tells me to look for ways that these people made a
difference in their communities. The last sentence tells me to write a story about
making a difference in my community. I will look back over those texts to get ideas
for my story. Then I will choose one of those ideas to write about in my story.

Performance Task šJ**/

Performance Task Interactive Lessons
Performance Task Writing to Sources

Writing Narratives:
Introduction
Writing Narratives:
Dialogue and
Description

Digital Resources Write a Story Writing as a

Process: Plan and
Draft
To support students before they start this task,
use the following digital resources. TASK In Roberto Clemente: Pride of the Pittsburgh
Interactive Lessons: Writing to Sources. Writing Narratives: Pirates, you read a biography about Roberto Clemente
Introduction. Writing Narratives: Dialogue and Description. and the things he did that made him a hero. In Kids
Interactive Whiteboard Lessons: Text Analysis, Narrative Making a Difference, you read an informational text
Writing
about how kids help serve their communities.
Look back at the texts. Find examples of how Roberto
Write a Story Clemente and the kids helped serve a community. Then
choose one of those examples to write a story about
š ?djheZkY[j^[F[h\ehcWdY[JWiaedStudent Book
p. 202Xoh[WZ_d]j^[jWiam_j^ijkZ[dji$>[bf making a difference in your community.
j^[c_Z[dj_\oj^[a[ofWhjie\j^[fhecfj$Ki[
Ij[fi'·*edf$J**/je]k_Z[ijkZ[dji_d Make sure your story
WdWbop_d]j^[fhecfj$ ¥ establishes a situation and introduces the narrator.
¥ describes events in a sequence that unfolds naturally.
Plan ¥ includes details that tell your thoughts and feelings.
š FW][j^hek]^Roberto Clemente: Pride of the ¥ provides a sense of closure.
Pittsburgh PiratesWdZKids Making a Difference
m_j^ijkZ[dji$7iaijkZ[djijeh[YWbbWdZ_Z[dj_\o PLAN
j^[i_jkWj_edi_dm^_Y^HeX[hje9b[c[dj[ehj^[
Use the annotation
a_Zi^[bf[Zj^[_hYecckd_j_[i$B_ijj^[i_jkWj_edi tools in your eBook
Gather Information In what ways did Roberto
edj^[XeWhZ$HeX[hje9b[c[dj[0Clemente helped to find evidence to
Clemente make a difference in his support your ideas.
the people of Pittsburgh be proud of their
community? How did the kids in Event:
baseball team, and he helped the poor people of Details:
Puerto Rico through charities he started. A_Zi Kids Making a Difference serve
CWa_d]W:_\\[h[dY[0 Students visited nursing their communities? Which example Event:
Details:
homes, planted flowers, picked up trash, and can you use in your story? Use the
made outdoor murals. events chart to plan your story. Event:
Details:
š Ik]][ijj^WjijkZ[dji_cW]_d[j^[ci[bl[i_ded[
e\j^ei[i_jkWj_edi$J^[oc_]^jWbieY^eei[W
f[hied_ded[e\j^ei[i_jkWj_ediWdZ_cW]_d[j^[
i_jkWj_ed\hecj^Wjfe_dje\l_[m$?dl_j[ijkZ[dji 202 EL A RI.3.1, W.3.3a, W.3.3b, W.3.3c, W.3.3d, W.3.4, W.3.5, W.3.6, W.3.10, SL.3.4, L.3.1i, L.3.2c, L.3.3a, L.3.6

je_cW]_d[WdZYh[Wj[j^[i_jkWj_ediWdZdWhhWjehi
\ehj^[_hijeh_[i$
ENGLISH LANGUAGE SUPPORT
Think Aloud
I read about how Roberto Unpack the Prompt
Clemente lost his life on his way to help
earthquake victims. I also learned about some Emerging To help Expanding Have students Bridging Have students
interesting ways that kids can help the students complete the story fill out the sentence discuss with a partner which
community. I’ve decided to use the story about map, have them work with a frames independently. In narrators, situations, and
the kids who created public art to make their partner to complete these mixed-ability groups, have events would be interesting in
community beautiful as the situation for my story. sentence frames: them discuss their sentences a story and why. Then have
My narrator will organize a group of volunteers and exchange suggestions students discuss what
The narrator is .
who will help clean up a community playground before completing their happens at the beginning,
by painting different parts of it. The first event that happens story maps. middle, and ending of their
is . stories.
š :_ijh_Xkj[=hWf^_YEh]Wd_p[h'& jeijkZ[dji$
=k_Z[j^[cjeYecfb[j[j^[ijehocWfm_j^[l[dj The next thing that happens
Z[jW_bi\ehj^[_hijeho$H[c_dZijkZ[djij^WjW is .
ijehod[[ZiWX[]_dd_d]"Wc_ZZb["WdZWd[dZ_d]$ Two key details about these
EL A W.3.3a, W.3.5, W.3.8
events are and
.
The last event that happens
is .

J*+&š Unit 1 (SB p. 202)

DRAFT

Write Your Story Now begin working on your story.

Write your rough draft
in myWriteSmart. Draft
Focus on getting your
Use the flow chart and what you already learned about ideas down rather Write Your Story Read aloud with students the
than perfecting your
writing a story to write your draft. word choices.
information on Student Book p. 203, one section at a
time. Remind them to use the information in their
BEGINNING completed story maps to help them write a draft of
their stories.
Write a strong, interesting beginning that will
grab readers’ attention. Introduce yourself as š ;nfbW_djeijkZ[djij^Wjj^[oi^ekbZ_djheZkY[
the narrator and any other characters you want their narrators and situations in an interesting way.
They can use colorful details to help readers
to include. Describe the setting using clear, vivid
picture the characters and to describe the problems
words. Establish the situation by explaining how
the characters face.
and why you will make a difference.
š ?dj^[c_ZZb[e\j^[_hijeh_[i"ijkZ[djii^ekbZ
Yb[WhboZ[l[befj^[_hfbeji$;nfbW_djeijkZ[dji^em
they can use descriptive details to make their
MIDDLE [l[djiYec[Wb_l[$;dYekhW][j^[cjeki[Z_Wbe]k[
In the middle of your story, use descriptive so that readers understand what the narrator and
details to tell about the events that happen as other characters think and feel.
you help in your community. Include dialogue to š ;nfbW_djeijkZ[djij^Wjj^[_h[dZ_d]"eh
express what you and the other characters think YedYbki_ed"i^ekbZj[bbh[WZ[hiWXekjj^[h[ikbje\
and how you feel. Time-order words can help j^[[l[djiZkh_d]j^[c_ZZb[e\j^[ijeho$?j_i
your readers follow the order of events. important that the conclusion makes sense and
satisfies readers. Remind students to include
information about how the events made the
narrator feel.
ENDING
9_hYkbWj["Wid[[Z[Z"jefhel_Z[Wii_ijWdY[m^_b[
In the ending, provide a sense of closure. Think
students write their drafts. EL A W.3.3a, W.3.3b, W.3.3c, W.3.3d,
about how you might encourage others to help
W.3.4, W.3.5, W.3.8, W.3.10
in their communities. Explain how you felt after
helping in your community, and tell the readers ENGLISH LANGUAGE SUPPORT ;nfbW_dj^WjW
how you know you made a difference. sequence is the order in which events occurred. As a
YbWii"mehaje][j^[hje][d[hWj[Wb_ije\[l[hoZWo
Yedd[Yj_d]mehZiehf^hWi[ij^Wji^emi[gk[dY["
203 such as before, after, first, and then. Have students
look through Roberto Clemente or Kids Making a
Difference\eh[nWcfb[ie\i[gk[dY[mehZi$
;dYekhW][ijkZ[djijeki[j^ei[mehZijeWhhWd][
the events in their stories in a clear order.

Performance Task (SB pp. 202–203)šJ*+'

Performance Task

REVISE
Have your partner
Revise Review Your Draft Remember that the revision and review your story in
myWriteSmart and
Review Your Draft Read the top of p. 204 with editing steps give you a chance to look carefully at your note where the events
and details are not
students. writing and make changes. Work with a partner to clear. Discuss how to
make improvements.
š >Wl[fWhjd[hijWa[jkhdih[WZ_d]WbekZ[WY^ determine whether your story includes interesting details
ej^[h¼iijeho$;nfbW_dj^Wjh[WZ_d]WbekZ_iW]eeZ that tell your thoughts and feelings and describes events
mWo^[bfWmh_j[hi[[^emjecWa[j^[Z_Wbee]k[ in a sequence that unfolds naturally. Use these questions
ceh[_dj[h[ij_d]$Fe_djekjj^Wj]eeZmh_j[hi to help you evaluate and improve your story.
mh_j[j^[mWof[efb[WYjkWbboif[Wa$
Purpose and Development and
š 8ej^fWhjd[hii^ekbZfWoif[Y_WbWjj[dj_edje Conventions
Organization Elaboration
m^[j^[hj^[mh_j_d]_i_dj[h[ij_d]WdZ^em_j
Will the start of my story Have I used dialogue to Does my story include
c_]^jX[cWZ[ceh[_dj[h[ij_d]$ grab readers’ attention? show how my characters feel a variety of complete
and think? sentences?
Does the beginning
š H[c_dZfWhjd[hijeWiagk[ij_edijeYb[WhkfWdo introduce the narrator Did I use time-order words Did I use quotation
Yed\ki_edWXekjijeho[l[dji"[if[Y_WbboWXekjj^[ and establish the to show the order of events? marks to show when
situation? a character starts and
i[gk[dY[e\[l[dji$;dYekhW][fWhjd[hije Have I included clear,
stops speaking?
Do my events unfold in concrete descriptions and
XhW_dijehcmWoijeh[l_i[$ a logical order? details for each event? Is my spelling,
punctuation, and
ENGLISH LANGUAGE SUPPORT CeZ[bW Do I have a strong Have I used vivid descriptive
capitalization
ending that provides a words?
Yedl[hiWj_edje^[bfijkZ[djim_j^f[[hh[l_[m$ correct?
sense of closure?

Think Aloud
I like the way you described how
excited you felt when you first decided to PRESENT
organize the group of volunteers. However, I was
curious about what made you so excited. Can you Create a Finished Copy Write or type a final copy of
add some dialogue that describes what you are your story. Choose a way to share your story with your
excited about? classmates. Consider these options.
Fhel_Z[i[dj[dY[\hWc[iWid[[Z[Z"ikY^Wi0 I liked 1. Read your story aloud to your classmates, being sure
the scene in which your narrator ________. I think
to use appropriate expression.
you wrote very clearly about ________. I want to
know why ________. 2. Publish your story on a school website or social
networking page and ask for feedback from readers.
š H[c_dZijkZ[djijeYedd[Yjj^[[l[dji_dj^[_h
ijeh_[iki_d]Yedd[Yj_d]mehZiehf^hWi[i$
204
š H[c_dZijkZ[djijecWa[j^[_hmh_j_d]ceh[
_dj[h[ij_d]XoWZZ_d]l_l_ZZ[jW_bij^WjfW_djmehZ
f_Yjkh[i\ehh[WZ[hi$Ik]][ijj^Wjj^[obeeaWjj^[
f^ejeij^WjWYYecfWdoj^[h[WZ_d]i[b[Yj_edi\eh
_Z[WiWXekjZ[jW_bij^Wjj^[oc_]^jZ[iYh_X[$

š H[c_dZijkZ[djijefhee\h[WZj^[_hZhW\ji\eh
Yehh[Yjif[bb_d]"YWf_jWb_pWj_ed"WdZfkdYjkWj_ed$
EL A W.3.3a–d, W.3.4, W.3.5, W.3.6

š Je[lWbkWj[ijkZ[djmh_j_d]"i[[Writing Traits
Scoring Rubric: Narrative"f$H'*$

Present
Create a Finished Copy ?\ijkZ[djih[WZj^[_h
ijeh_[iWbekZjeej^[hi"h[c_dZj^[cjeh[WZm_j^
Wffhefh_Wj[[nfh[ii_ed$

?\ijkZ[djifkXb_i^j^[_hijeh_[iedj^[iY^eeb
m[Xi_j["]k_Z[j^[cjemh_j[W\[mi^ehji[dj[dY[i
je]_l[Wd_dl_j_d]_djheZkYj_edjej^[ijehoWdZ
_djheZkY[j^[mh_j[hjeh[WZ[hi$H[c_dZj^[cjeWia
\eh\[[ZXWYaedj^[ijeho$ EL A W.3.6

J*+(š Unit 1 (SB p. 204)

 Weekly
Weekly
SmallGroup
Small Group Instruction
Instruction
Differentiate Phonics
 šBed]i Spelled i, ie, igh

Vocabulary Reader
 šMia and Nomar

Differentiate Comprehension
 šJWh][jIa_bb09Wki[WdZ;\\[Yj
 šJWh][jIjhWj[]o0L_ikWb_p[

Differentiate
Phonics & Fluency
 šF^ed_Yi0Bed]i Spelled i, ie, igh
 š<bk[dYo0?djedWj_ed

Leveled Readers
Willie Mays
The Home-Run King
Babe Ruth
Hank Aaron

Differentiate
Vocabulary Strategies
 šFh[\_nmis-

Options for Reteaching

 šF^ed_Yi0Bed]i Spelled i, ie, igh
 šBWd]kW][7hji0FbkhWbDekdim_j^-sWdZ-es%DWhhWj_l[Mh_j_d]
 šLeYWXkbWhoIjhWj[]_[i0Fh[\_nmis-
 š9ecfh[^[di_edIa_bb09Wki[WdZ;\\[Yj

Use Different

Literacy Centers
You will need:
Student Book,

Tones
Reading Log,
pencil or pen

the first few

turns reading aloud
With a partner, take for how you each
Clemente. Listen
pages of Roberto different parts of
the
of your reading in
change the tone your partner.
these changes with
selection. Discuss
Think about how

Independent Practice
selection silently.
Finish reading the tone. When
with expression and
you read this passage When did you
how did you read?
the tone was exciting, responses in your
voice? Record your
raise or lower your
Reading Log.

šMehZIjkZo"J).&
šJ^_daWdZMh_j["J).&
š9ecfh[^[di_edWdZ<bk[dYo"J).'
Lesson 5

Weekly Small Group InstructionšT453

 BE A READING DETECTIVE

Dig Deeper
Use Clues to Analyze the Text
Use these pages to learn about Theme and Point of
View. Then read Tops and Bottoms again to apply
what you learned.

Theme
A story like Tops and Bottoms has an important
message for the reader. This message is the theme. A
theme is a lesson about life. It is not stated directly, but
can be figured out by how the characters act and what
happens to them. Pay attention to these details.
Look at page 432 in Tops and Bottoms. What do you
learn about Bear from the text evidence and the picture?
Using this information and details that you read later in
the story will help you figure out the theme of the story.

Story Story Story

Details Details Details

Theme

454 EL A RL.3.2, RL.3.6, RL.3.10, RF.3.4a, RF.3.4b

Point of View
Authors choose a point of view for their stories. The
point of view is the author’s message for the reader. This
message is delivered through the actions, thoughts, words,
and feelings of the story’s narrator or characters. Authors
may use the point of view to focus their readers’ attention
on an important idea, opinion, or feeling from the story.
Readers usually have their own point of view about
what happens in a story. In Tops and Bottoms, Bear says
that Hare tricked him. Hare says that Bear chose what he
wanted. As a reader, you should decide if you agree with
one character or if you have a completely different
opinion about what happened.

455
 Your Turn
RETURN TO THE ESSENTIAL QUESTION

Turn Review the story

and with a partner to Classroom
Talk Conversation
prepare to discuss
this question: Why is it Continue your discussion of Tops
important to grow food and Bottoms by using text
crops? As you discuss, take evidence to explain your answers
turns speaking. Explain your to these questions:
own ideas as they relate to
1 What type of character is
what your partner has said.
Bear? What type of character
is Hare?
2 How does the author let you
know that Hare intends to
trick Bear?
3 Do you think Bear deserves to
be tricked? Why or why not?

456 EL A RL.3.1, RL.3.3, W.3.1a, W.3.1b, W.3.10, SL.3.1a, SL.3.1b, SL.3.1d

Performance Task

WRITE ABOUT READING

Response In Tops and Bottoms, Hare tricks Bear.

Do you agree with what Hare does? Write a
paragraph explaining what you think. Use
evidence from the text to support your opinion.

Writing Tip
State your opinion clearly. Then give
reasons to support it. Use parts of
the text to explain your reasons.
Finally, add a concluding statement
that summarizes your ideas.

457
 Goodness Grows in
G
by Tina Brigham
Community gardens come in many
shapes and sizes. They are found in big
cities, suburbs, and small country towns.
These gardens are tended by people of all
ages. Some gardeners grow beautiful
flowers, but many choose to grow food.
GENRE
There are good reasons for having
Informational text gives
community gardens.
facts and information about
a topic.

TEXT FOCUS
Headings tell the reader
what a section of text is
mostly about.

458 EL A RI.3.5, RI.3.10, RF.3.4a, RF.3.4b

 Good for You
You know that fruits and vegetables
are good for you. You can buy these
foods in grocery stores, so why take the
trouble to grow them yourself? Instead
of sitting inside while other people
grow the food you eat, you can enjoy
being outdoors. Growing a garden is a
lot of work, so you get lots of exercise.
Many people say they are more excited
about eating food that they have grown
themselves.

Good for Communities

There are thousands of community
gardens in the United States. They can be
found in cities like Boston, Massachusetts,
and small towns like Winter Garden,
Florida. Wherever they are, community
gardens help people make new friends
and grow good food to eat. Gardens
improve communities by turning empty or
overgrown plots of land into something
useful and attractive. Children and
adults work together and learn from one
another. Volunteer gardeners provide
food for those in need.

459
Good for Our Country
In the spring of 2009, a community garden sprang up
at the White House. The White House is the official home
of the President. Soon after Barack Obama and his family
moved into the White House, Mrs. Obama decided to
plant a garden. Everyone would share the garden, and
that meant sharing the work that went with it. Even the
President would have to help.
White House gardeners prepared the land, and
elementary students from Washington, D.C., helped Mrs.
Obama to plant seeds. They planted carrots, potatoes,
strawberries, tomatoes, and other foods. The White House
Kitchen Garden has fed the President and his family, special
guests, and also homeless families in Washington, D.C. Our
nation’s Kitchen Garden has set a good example for others
to follow.

Mrs. Obama believes it is important

to get children involved in growing
fresh fruits and vegetables.

460
 Compare Texts

TEXT TO TEXT

Compare Gardens Think about the gardens in

Tops and Bottoms and Goodness Grows in
Gardens. How are they alike? How are they
different? Talk with a partner about your ideas.
Listen to your partner’s ideas. Use evidence
from both texts to support your discussion.

TEXT TO SELF

Learn a Lesson What lesson does Tops and

Bottoms teach you about life? How do you know
whether Bear learns the same lesson? Write a
paragraph that answers these questions.

TEXT TO WORLD

Plan a Garden With a partner, review Tops

and Bottoms and Goodness Grows in Gardens.
Use the information from these texts to create
a plan for a garden at your school.

EL A RL.3.1, RL.3.2, RI.3.1, RI.3.9, W.3.10, SL.3.1a, SL.3.1b, SL.3.1d

461
 Digital Resources
Multimedia
Grammar Glossary

Grammar
Writing Quotations Use quotation marks (“ ”) to show
the exact words a person says. Quotation marks are put at
the beginning and end of the words a person says. The
quotation within the marks starts with a capital letter.
It ends with a period inside the quotation marks.
When the tag, such as Dad said, comes before the
quotation, use a comma before the quotation mark.

Dad said, “Please pass the potatoes.”

When the tag comes after the quotation mark, use a

comma instead of a period at the end of the quotation.

“Please pass the potatoes,” Dad said.

Copy and write each sentence correctly

Try This! by adding quotation marks and commas
or periods.
1 Lana said I’m hungry
2 I hope dinner will be ready soon Josh said
3 We’re having stew Dad said
4 Lana replied A good stew has lots of vegetables

462 EL A W.3.5, L.3.2c

 Questions and exclamations can be quoted, too. The
question mark or the exclamation point goes inside the
quotation marks.

“Would you like some “These potatoes are

potatoes?” Mom asked. hot!” exclaimed Josh.

Mom asked, “Would you Josh exclaimed, “These

like some potatoes?” potatoes are hot!”

Connect Grammar to Writing

As you edit your compare-and-contrast paragraph, be
sure to use quotation marks if you are using someone’s
exact words. Check that you correctly use other
punctuation with quotation marks.
463
 Interactive Lessons
Writing
Informative Texts:

Informative Writing
Use Facts and
Examples

A good compare-and-contrast paragraph

Evidence
begins with a topic sentence that tells which two things
are being compared and contrasted. Next, the writer
may tell how the things are similar. Then the writer may
explain how they are different. The paragraph ends with
a concluding statement.
Ben wrote a first draft of a compare-and-contrast
paragraph about his favorite foods. Then he revised his
draft. He added details to make his writing stronger.

Revised Draft
Writing Checklist

Yet in other ways,

Evidence
Did I use details The two foods are alike. My
to compare and
contrast?
vegetable
family grows both in our
Purpose
Did I state my topic
clearly?
garden. Both are good for you.
Organization
My dad says, “Corn and carrots have a
Did I group related lot of nutrients.”
information
together?
Nutrients help your body grow and stay
Elaboration
Did I use linking
healthy. Finally, both taste great.
words to connect
ideas?
Conventions
Did I write complete
sentences?
Did I use punctuation
marks correctly?

464 EL A W.3.2a, W.3.2b, W.3.2c, W.3.2d, W.3.8, W.3.10, L.3.1i, L.3.6

 Final Copy

Corn and Carrots—Yum!

by Ben Alvarez
Two of my favorite foods are corn and carrots.
In some ways, they are very different. It’s not just that
corn is yellow and carrots are orange. Corn grows above
the ground, but carrots grow underground. Also, you
have to cook corn, but you can eat carrots cooked or raw.
Yet in other ways, the two foods are alike. My family
grows both in our vegetable garden. Both are good for
you. My dad says, “Corn and carrots have a lot of
nutrients.” Nutrients help your body grow and stay
healthy. Finally, both taste great. Raw carrots have a
crunch that makes them fun to eat, and the thought of
eating sweet corn makes my mouth water!

Reading as a Writer In my final paper, I

Which details did Ben add to added details to better
make his writing stronger? explain my topic.
What details can you add to
your own paragraph?

465
 Le sson
Vocabulary
in Context
1 examined 2 peak
The hiker examined This goat lives near
the tree and saw the peak, or top, of
claw marks left by a mountain. It likes
bears. high, rocky cliffs.

LANGUAGE DETECTIVE

Talk About the

Writer's Words
Work with a partner.
Choose one of the
sentences. Take out the
Vocabulary word. Put
in a word that means
the same or almost the
same thing. Tell how 3 4
the sentences are the
fondly steep
same and different. Wolf mothers treat This mountain is
their pups fondly. steep. It reaches
They are always straight up into
kind and gentle. the sky!

466 EL A L.3.3a, L.3.4a, L.3.5c, L.3.6

 Lesson 13
Study each Context Card.
Make up a new context sentence that uses
two Vocabulary words.

5 rugged 6 mist
Riders on rugged Most animals enjoy
trails go slowly to a gentle mist but
avoid bumps, rocks, look for shelter in
and holes. pouring rain.

7 8
pausing pleaded
The buffalo in this This hungry eaglet
stream is pausing, pleaded with, or
or stopping briefly, begged, its mother
to drink. for food.

467
 Read and
Comprehend
TARGET SKILL
Compare and Contrast When you compare
characters in a story, you look for details that
tell how they are alike. When you contrast
characters, you look for details that tell how they
are different.
As you read Yonder Mountain, pay attention
to how the three young men in the story deal
with the challenge they face. Use a chart like this
one to record text evidence about these three
characters and their experiences.

Character 1 Character 2 Character 3

TARGET STRATEGY
Analyze/Evaluate When you think about what
you read, you analyze the information. This helps
you evaluate the characters, or form an opinion
about what they are like.

468 EL A RL.3.3, W.3.8, SL.3.1a, SL.3.1d

PREVIEW THE TOPIC

American Indian History

The Cherokee are American Indians whose

ancestors lived in the mountains and valleys of
the southeastern United States. Each village
was ruled by a chief. Like many cultures, the
Cherokee have legends. These stories are from
long ago and tell of important deeds.
In a Cherokee legend called Yonder Mountain,
you will read about an old chief who tests three
young men to decide which one of them will
replace him as leader of their people.

Talk About It

What do you know about

American Indian history?
What would you like to
know? Share your ideas
with your classmates, and
answer any questions they
may have. What did you
learn from others?

469
 MEET THE AUTHOR

Robert H. Bushyhead
Yonder Mountain is a story that was
passed down in the Bushyhead family.
Robert H. Bushyhead grew up speaking the
Cherokee language, a language so beautiful
that he once compared it to the sound of
“a waterfall flowing.” He worked to
record the language so future generations
could enjoy its beauty as much as he does.

GENRE
MEET THE ILLUSTRATOR
A legend is an old story that
people have told for many Kristina Rodanas
years. The events in the story
Kristina Rodanas uses
may or may not be true. As
you read, look for: watercolors, pastels, and
a character who does an colored pencils to create
important deed her illustrations. After reading one of the
a setting that is long ago
books that Rodanas illustrated, a student
once wrote her a letter, saying, “I can still
see the pictures in my mind long after I
closed the book.”

470 EL A RL.3.2, RL.3.3, RL.3.10, RF.3.4a, RF.3.4b

Yonder Mountain
A Cherokee Legend
by Robert H. Bushyhead
illustrated by Kristina Rodanas

ESSENTIAL QUESTION

Why are stories from

different cultures
important?

471
472
Chief Sky has grown too old to lead his people, and
he’s looking for someone to replace him. What is he
looking for in a new chief? Find out by reading this
Cherokee legend.

O nce in the land of the Cherokee people, there lived

a beloved chief called Sky. Chief Sky had seen many
summers and winters. He had led his people through long
seasons of peace. He had seen their warriors go through
great battles with enemies. But now his step was slow, and
his hand trembled on the bow. He could no longer spot
brother deer among the trees. He was no longer able to
lead his people.

473
 One day in the season of falling leaves, the chief called
three young men to him and said, “One of you will take
my place and become chief and lead our people. But first,
I must put you to the test.”
Chief Sky turned slowly, looking into the distance. “Do
you see yonder mountain?”

474
 The three young men followed the gaze of their chief
and saw a great mountain rising out of the mist in the
distance. “Yes,” they answered. “We see the mountain.”
Chief Sky pointed toward the highest peak. “I want you
to go to the mountaintop. Bring back to me what you find
there.”

475
 The first young man called Black Bear quickly started
up the side of the mountain. After the sun reached the
middle of the day, Black Bear came to a wide place in the
trail where he stopped to rest. He leaned his head upon
a rock, and his eyes grew heavy. Just as his eyes were
closing, he caught sight of a thousand lights twinkling
in the sun. Black Bear sat up straight and saw stones of
great beauty lining each side of the trail. They sparkled
and glowed in the sunlight. Black Bear examined a stone,
carefully turning it over and over in his hand and watching
the sun dance on each surface. “If my people had these
stones, they would never be hungry again,” he said. “We
could trade them for food and our lives would be better.”

476
477
 Black Bear gathered many sparkling stones and ran
down the mountain and back to his village. The people
saw him coming and lined the path as he entered the
village. The children pointed to the sparkling stones and
said, “See the pretty stones Black Bear has found.” Black
Bear handed the stones to Chief Sky and said, “My chief,
look what I have found—beautiful stones! We can trade
them for food and will never go hungry. We will be safe
through many winters.”
The chief smiled fondly upon the young man and said,
“You have done well, my son. You have done well. Let us
now wait for the others.”

478
 The second young man called Gray Wolf climbed the
mountain and went past the place of the sparkling stones.
He climbed higher and higher. The trail became steep and
rugged. Finally, he came to an open place where he rested
beside the trail. He picked an herb, looking closely at
its pointed leaves and long roots. “These are the healing
plants of our medicine man,” he said. “If my people have
these herbs and roots, they will no longer be sick and
suffer. We could be healed with these plants.” Gray Wolf
gathered one of each of the plants and hurried down
the mountain.

479
 The people saw him coming and lined the pathway. The
children waved and the elders said, “See all the herbs Gray
Wolf has found. We will never be sick again!”
Gray Wolf ran to his chief and spread the plants before
him. “Look, my chief, what I have found. We no longer
need to suffer. I have found all kinds of herbs, and we can
be healed.”
The old chief smiled fondly on Gray Wolf and said,
“You have done well, my son. You have done well. Now
let us wait for Soaring Eagle, our last young man.”

480
 They waited. Days went by and Soaring Eagle did not
return. Still the village waited. After six days, the people
began to murmur. “Something must have happened to
Soaring Eagle. Why wait any longer?” But Chief Sky
said to his people, “We will wait one day longer.” And
so they waited.
On the seventh day, as the sun cast its long shadow
over the village, the people saw Soaring Eagle coming.
He stumbled with bleeding feet. His clothes were ripped
and torn. He held nothing in his hands.

481
 The people were quiet as Soaring Eagle fell at the feet of
his chief. Soaring Eagle spoke softly to Chief Sky. “I went
to the top of the mountain, my chief. But I bring back
nothing in my hands. I passed a place where there were
sparkling stones, but I remembered you said go to the top
of the mountain. I passed a place where all sorts of herbs
grew, but I remembered your words. The path was rough.
There were great cliffs and sharp rocks. I have nothing in
my hands to show you, but I bring back a story from the
top of the mountain.”

ANALYZE THE TEXT

Compare and Contrast How are
the journeys of the three young men
the same? How are they different?
Compare and contrast how each
man’s actions affect the story’s events.

482
483
 The old chief put his hand on the shoulder of the young
man. “Tell us your story, my son.”
Soaring Eagle began. “As I stood on yonder mountain
and looked across the valley and beyond the farthest
mountain, I saw a smoke signal. It was a signal calling for
help. The signal said ‘We are dying,’ and then ‘Come and
help us.’”
Soaring Eagle rose to his feet. “Chief Sky,”
he pleaded. “We need to go to them
quickly. They are in trouble.”

484
 Chief Sky stood straight before his people and the three
young men. Pausing for a time, he lifted his eyes to the
mountains and watched the mist settle on the peaks. He
then turned to his people and spoke. “We need a leader
who has climbed to the top of the mountain. We need one
who has seen beyond the mountain to other people who
are in need.”

485
486
 The people watched as Chief Sky carefully began to
remove his robe. He turned to face Soaring Eagle. “You,
my son, shall wear the chief’s robe,” the beloved old leader
declared. Chief Sky placed the robe over the torn clothing
of the chosen young man. “You shall be our next chief,
Soaring Eagle. You will lead our people and help those
in need. Yes, you will be our chief and help us climb
yonder mountain.”

ANALYZE THE TEXT

Story Message What message
does the author want readers to
understand?

487
 BE A READING DETECTIVE

Dig Deeper
Use Clues to Analyze the Text
Use these pages to learn about Comparing and
Contrasting and Story Message. Then read Yonder
Mountain again to apply what you learned.

Compare and Contrast

The legend Yonder Mountain tells the story of Chief Sky
and three young men. The characters’ actions contribute
to the story’s sequence of events. These characters and
their experiences can be compared and contrasted.
When you compare, you describe how two or more
things are alike. When you contrast, you describe how
they are different.
Look back at pages 474 and 475 of Yonder Mountain.
In this part of the story, you find out what Chief Sky wants
the three young men to do. As you read, look for text
evidence about what each man finds on his journey.
Notice what is the same and what is different about how
each character affects the story plot.

Character 1 Character 2 Character 3

488 EL A RL.3.1, RL.3.2, RL.3.3, RL.3.10, RF.3.4a, RF.3.4b

Story Message
A story like this legend is told over and over again for
many years because it has an important message. The
message is a lesson about life. It is not stated in the story.
Instead, the characters and events help show what the
lesson is. Readers can look at what happens and why it
happens to learn the story’s message.

489
 Your Turn
RETURN TO THE ESSENTIAL QUESTION

Turn Review the story

and with a partner to Classroom
Talk prepare to discuss
Conversation
this question: Why are Continue your discussion of
stories from different Yonder Mountain. Use text
cultures important? As you evidence to explain your answers
talk, use evidence from to these questions:
Yonder Mountain to explain
1 Why does Chief Sky feel he
the key ideas in your
must choose someone else to
discussion.
be chief? Do you agree with
him? Why or why not?
2 How do the Cherokee feel
about helping people? How
can you tell?
3 If you were Chief Sky, which
young man would you choose
to be chief? Why?

490 EL A RL.3.1, RL.3.3, RL.3.6, W.3.1a, W.3.1b, W.3.1d, W.3.10, SL.3.1a, SL.3.1d
Performance Task

WRITE ABOUT READING

Response What makes a person a great leader?

Write a paragraph about this topic. Describe the
qualities that Chief Sky thinks a leader should
have. Then explain the qualities you think are
important in a leader. Give reasons for your ideas.
End with a concluding statement.

Writing Tip
Organize the ideas in your
paragraph. First, state the leadership
qualities Chief Sky thinks are
important. Then compare or contrast
them with the qualities you think are
important.

491
 by Samuel Winters

The Cherokee Homeland

In 1830, the Cherokee lived in the
GENRE southeast part of the United States.
Informational text gives White settlers wanted Cherokee land.
factual information about a They wanted it to farm. They wanted
topic. to look for gold on it. Why? People
had found gold in Georgia. Most of
the gold was on Cherokee land.

TEXT FOCUS

A map is a drawing of an
area, such as a neighborhood,
town, or state.

Most Cherokee did not want to

move west. The U.S. army watched
them closely as they marched to
make sure no Cherokee escaped.

492 EL A RI.3.7, RI.3.10, RF.3.4a, RF.3.4b

Loss of Land
The U.S. government passed a law in 1830 called the
Indian Removal Act. The law let the President give land
to Native Americans. The land was west of the Mississippi
River. In return, Native Americans would give up their
land in the east. Then white settlers could have it.
In 1835, a small group of Cherokee signed a treaty.
They sold their land to the U.S. government. They would
move west. Most Cherokee did not want to give up their
land, but the U.S. government said the treaty meant that
all Cherokee had to move.

493
 The Hard Journey
In 1838, the U.S. Army forced about sixteen thousand
Cherokee from their homes. They left the farms they had
tended fondly. They moved to what is now Oklahoma. Some
went by boat. Most of them marched.
Parts of the trail were steep and rugged. Women carried
their babies over each mountain peak. The weak and very
young rode. Mist swirled around them. Rain and snow
lashed at them. The Cherokee marched on, pausing only
briefly for rest. Many people became ill. They had little food.
Thousands died. The Cherokee pleaded with the soldiers to
stop long enough to allow them to bury those who had died.
A survivor told what the sad journey was like. “Children cry
and many men cry . . . . Many days pass and people die . . . .”
The Cherokee reached Oklahoma in the winter. They
called the hard journey The Trail Where They Cried.
The U.S. government created the Trail of Tears National
Historic Trail in 1987 to honor the Cherokee. It stretches for
2,200 miles across nine states.

The Trail of Tears

Key INDIANA
ILLINOIS
Land route

r
Rive
KANSAS MISSOURI Ohio
TRA
IL
OF
TE KENTUCKY
AR
Springfield S
INDIAN TERRITORY Nashville
Tenness ee

NORTH
CAROLINA
ARKANSAS TENNESSEE
r

Arkan
ive

sas
iR

Ri New
v Rive
pp

r Echota
er

ssi

CHEROKEE
ssi

N
HOMELAND
Mi

W E
MISSISSIPPI GEORGIA
ALABAMA
S
0 100 200 Miles
0 100 200 Kilometers

This map shows the route the Cherokee traveled in 1838.

What made the journey so difficult?

494
 Compare Texts

TEXT TO TEXT

Compare Experiences How were the journeys of

the Cherokee men in Yonder Mountain similar to
the journey of the Cherokee described in The Trail
of Tears? How were they different? With a partner,
compare and contrast the reasons each group had
for traveling. Discuss the challenges they faced.

TEXT TO SELF

Write About Legends Yonder Mountain is a legend that

teaches a lesson and also teaches about the Cherokee
people. Think about a time when you learned a lesson.
Write about it as a story so that it teaches the reader
about you and about what you learned.

TEXT TO WORLD

Connect to Social Studies Identify three historical details

about the Cherokee people. Use Yonder Mountain, The
Trail of Tears, and your own research to find the
information. Make a list to show the information, and
display it for the class.

EL A RL.3.1, RL.3.3, RI.3.1, RI.3.3, RI.3.9, W.3.3a, W.3.3b, W.3.7, W.3.8, W.3.10, SL.3.1a, SL.3.1d

495
 Digital Resources
Multimedia
Grammar Glossary
GrammarSnap

Grammar
Video

Subject-Verb Agreement Verbs in the present tense

have two forms. When the subject is singular, add -s or
-es to the verb. When the subject is plural, do not add -s
or -es to the verb.

Singular Plural
The boy climbs a mountain. The boys climb a mountain.

The group waits below. The groups wait below.

One scout returns. The scouts return.

He watches the boys. They watch the boys.

Work with a partner. Read each sentence

Try This! aloud. Choose the correct verb for
each sentence. What function, or job, does the verb
have in each sentence?

The scouts (start, starts) their hike.

A hill (rise, rises) sharply.

They (struggle, struggles) over the rocks.

The hot sun (shine, shines) down on them.

David (get, gets) to the top first.

496 EL A W.3.5, L.3.1a, L.3.1d, L.3.1f, L.3.2e, L.3.2f

 In your writing, pay attention to the endings of the
verbs you use. The correct form to use depends on what
the subject of the sentence is. Always check the spelling
of each verb ending.

Singular Subject Plural Subject

The hiker climbs the mountain. The hikers climb the mountain.

Singular Subject: The man watches an eagle.

The eagle carries a fish in its talons.
Plural Subject: The men watch an eagle.
Eagles carry fish in their talons.

Connect Grammar to Writing

As you edit your informative paragraph, look for
incorrect spellings of verbs in the present tense. Be
sure the verb form agrees with the subject.

497
 Interactive Lessons
Writing
Informative Texts:

Informative Writing
Organize Your
Information

Informative writing explains or gives

Organization
information about a topic. A good informative paragraph
begins by clearly stating the topic. Using experience or
information gathered from a source, the writer then
presents facts, examples, and other details. The writer also
defines, or explains, special words for readers. Related
information should be grouped together.
Chloe wrote a first draft of her informative paragraph
about legends. Then she revised her draft. She added a
detail to make her writing stronger. She made sure to
place the new detail with related information.

Revised Draft
Legends often have heroes.
Writing Checklist
In Yonder Mountain , one young man
Organization climbs to the top of a mountain and
Did I group related
information?
comes back to say he saw a smoke signal
Purpose
Did I maintain my
focus? for help. He becomes the new chief.
Evidence
Did I develop my Yonder Mountain shows us the Cherokee
topic with facts,
examples, and
details? thought helping other people was
Elaboration
Did I include important. So, legends are not just
vocabulary
appropriate to my
topic?
interesting stories. They show us what is
Conventions important to the people who tell them.
Did I write complete
sentences?

498 EL A W.3.2a, W.3.2b, W.3.2d, W.3.8, W.3.10, L.3.1i, L.3.6

 Final Copy

Legends
by Chloe Williams
Some people think legends are the same as fairytales,
but they are not. A legend is an old story that a group
of people have told for many years. Some parts of the
story might really have happened. The Cherokee legend
in Yonder Mountain has been told in Robert Bushyhead’s
family for a long time. Legends often have heroes.
In Yonder Mountain, one young man climbs to the top
of a mountain and comes back to say he saw a smoke
signal for help. He becomes the new chief. Yonder
Mountain shows us that the Cherokee thought helping
other people was important. So, legends are not just
interesting stories. They show us what is important to
the people who tell them.

Reading as a Writer In my final paper, I added another

Chloe added an important important detail about
detail near information legends near related
information.
related to the detail. Where
can you add related details in
your paragraph?

499
 Le sson
Vocabulary
in Context
1 lying 2 loyal
This dog is lying Dogs are usually
down. It is loyal pets. They
stretched out on stick by their human
the floor. friends.

LANGUAGE DETECTIVE

Talk About the

Writer's Words
Work with a partner.
Take turns asking and
answering questions
about the photos. Use
the blue Vocabulary
words in your questions
and answers. 3 4
partners shift
Many police officers A shift is a period
have partners they of working time. A
work with daily. shift may be during
the day or at night.

500 EL A SL.3.1c, SL.3.1d, L.3.6

 Lesson 14
Study each Context Card.
Discuss one picture. Use a different
Vocabulary word from the one on the card.

5 quiver 6 patrol
A dog has a strong When police officers
sense of smell. Its patrol, they watch
nose may quiver, or over an area to
twitch, when it sniffs. make sure it is safe.

7 8
ability snap
An ability is a Never pet a strange
special skill. Dogs dog without asking
have the ability to permission. It might
run fast. snap at you.

501
 Read and
Comprehend
TARGET SKILL
Author’s Purpose As you read Aero and Officer
Mike, think about the author’s purpose for
writing. Is it to inform, to persuade, or to
entertain readers? Look for text evidence about
the topic and think about how the author presents
her ideas. Use a graphic organizer like this one to
list clues from the text that help you identify the
author’s purpose.

Clue Clue Clue

Author’s Purpose

TARGET STRATEGY
Summarize As you read Aero and Officer Mike,
pay close attention to main ideas and events.
Then retell these ideas in your own words to
summarize the text.

502 EL A RI.3.1, RI.3.2, SL.3.1a, SL.3.1b, SL.3.1d

PREVIEW THE TOPIC

People and Animals

Dogs and humans have always had a special

relationship. In fact, dogs were probably the
first real pets that humans had. People in
ancient times realized that dogs could help and
protect them. They also learned that dogs often
had strong affection for people.
Dogs truly are good partners. They have an
incredible sense of smell, they are fast, and they
are loyal. When they are well trained, dogs are
also determined to do what their humans want
them to do. They will not give up. In Aero and
Officer Mike, you’ll see what incredible things a
dog can do.

Think Pair Share

Think about a time when

you interacted with an
animal. What type of
animal was it? Where were
you? What happened?
Share your experience
with a partner. Then
discuss with your partner
how your experiences are
alike and different. Take
turns speaking, and listen
carefully to each other.

503
 MEET THE AUTHOR

Joan Plummer Russell

To prepare to write this
book, Joan Plummer Russell
rode along with Officer
Mike and Aero twice a
month for two years. She
took notes and some
photographs as part of her research, and
GENRE she recorded many conversations. Some
of her recordings are filled with Aero’s
Informational text gives
barking!
facts and information about a
topic. As you read, look for:
headings that tell about the
content of the sections
photographs
clues that tell how the
author feels about the topic

504 EL A RI.3.1, RI.3.6, RI.3.10, RF.3.4a, RF.3.4b

by ESSENTIAL QUESTION
Joan Plummer Russell
What are some benefits
photographs by of dogs interacting
Kris Turner Sinnenberg with people?

505
506
work and play
Officer Mike and Aero are partners. They work together.
They practice together. They play together.
Aero, with his powerful nose, can do many things Officer Mike
cannot. He can sniff and find lost children. He can sniff and find
lost things.
Police dogs are very strong and well trained. They have to be
ready to go anywhere they are needed. They can be very fierce
when they are helping to catch criminals. They can run faster
than any human being. But when police dogs are not working,
they are gentle pets that like to have their tummies scratched.
Aero’s most important jobs are to help and to protect his
partner, Officer Mike. Together, Aero and Officer Mike patrol
in all kinds of weather. Some weeks they patrol from early
morning until dinnertime. Some weeks they sleep in the daytime
and work all night.

507
 on duty
Aero is always eager to jump into the
back of the police car. Officer Mike’s car is
different from other police cars. There is
no back seat. The floor is flat and covered
with carpet for Aero to lie on. There is a
water bowl built into the floor and a small
fan keeps Aero cool in the summer. Screens
cover the windows so no one can reach in
and pet him.

508
 When Aero is on duty, he’s not allowed to play.
Officer Mike sits in the driver’s seat, but Aero will
not let anyone else sit in the front until Officer
Mike tells Aero it is OK.
Aero knows that one of his jobs is to protect
the police car. When Officer Mike leaves the car,
he either opens the front window for Aero to
jump through or uses a remote control to open
the back door when he needs Aero’s help.

509
 time for a
break
When Aero and Officer Mike have been in the police
car for a few hours, Aero will need to take a break. Aero
pushes his head against his partner’s head to let him
know. Officer Mike parks the cruiser as soon as he can
and says to Aero, “Go be a dog!” Aero knows he’ll also
have time to explore a little and maybe chase a tennis
ball while they are stopped.

510
signals
and commands
Officer Mike can talk to Aero
in different ways. One way is to
use hand and arm signals. When
Mike’s hand is outstretched, it means
“stay.” When Mike’s arm is raised, it
means “sit.” When his hand is flat,
it means “down.”
Aero is very loyal to Officer Mike
and wants to obey him. He likes to
hear the words “Good dog!” He
tries to please his partner all the
time.
Aero can understand short
commands like “Find him!” or “Stop
him!” and “No barking!” Aero can
also understand some commands in
Czech, the language spoken where
he was born and where he began his
training as a police dog.

ANALYZE THE TEXT

Author’s Purpose How
has the author organized
information? How does
it support her purpose for
writing?

511
 K-9 Training
Aero’s training never ends. Several times a month
Aero and Officer Mike train with other officers and
their K-9 partners. One exercise the police dogs do is
to run through an obstacle course. The dogs practice
getting over, under, around, and through difficult
spots.
Aero had to learn how to walk up and down very
steep, open stairs. He also had to learn to walk over
a large, open grating, the kind you often see on city
streets. At first he spread his paws to help keep his
balance. His legs began to quiver, and he whined
a frightened cry. He had to practice over and over.
Officer Mike kept saying, “Good boy, you can do it.”
Aero was brave and trusted his partner, but he still
does not like open gratings or steep stairs.

512
513
 Aero’s
sense of smell
K-9s have very powerful noses—
hundreds of times more powerful
than human noses. That’s why one
of Aero’s most helpful talents on the
police force is his ability to find things
by smell.
When children play hide-and-seek,
they may think they are well hidden.
Their dog can find them right away.
The same is true when a child is lost
or wanders away from home. Aero
can find the child by using his sense
of smell. Each person has a scent
that is different from everyone else’s
scent. Even twins do not smell the
same. A person’s unique smell comes
from the food he or she eats, the
soap and shampoo he or she uses, the
clothes he or she wears, and the place
he or she lives.

514
At the vet’s
Aero goes to Dr. Morse, a
veterinarian, for regular checkups.
Aero must lie still on a table while
the doctor examines him. Once
Aero had a small infection on his
neck. Dr. Morse gave him some
medicine so he would get better.
Because a police dog works so hard
and has such an important job, he
needs to be healthy. At the end of
the checkup, Dr. Morse lifts Aero
to the floor, pets him, and says,
“Good dog.”

515
 visiting in
the community
Nurses and teachers often write
to the chief of police to ask if Aero
can visit children in their hospital
or school. Aero likes children and is
always gentle with them. He is even
gentler when visiting a sick child.
He lies down, staying very still and
quiet so the child won’t be afraid
of him.
When Officer Mike and Aero
visit schools, Aero rests on the floor
beside Officer Mike. Together
they demonstrate the different
commands Aero will obey. The
children ask many questions. Why
is there a police badge on Aero’s
collar? How high can Aero jump?
How fast can Aero run?

516
 Officer Mike carefully answers the questions.
Aero’s badge shows everyone that he is a working
police dog. He can jump over an eight-foot wall
when he is chasing a criminal. He can run very fast,
about forty miles an hour. Even the fastest person
can only run about twenty-four miles an hour.

517
 Petting aero
Children often want to pet Aero. Officer Mike tells
them the rules. Never try to pet a strange dog until
you ask permission from the owner. Never come up
behind Aero. He might get frightened and snap at
you. Never ever hug a K-9 around the neck. Walk up
to a police dog slowly from the front so he can see
you. Let him sniff your hand. Pet his head and ears
gently. Talk to him softly.

518
Back at the Station
At the end of a twelve-hour work shift, there is
always a final job to be done at the police station.
After talking with his friends on the force, Officer
Mike sits down and writes a report for the police chief
about the whole day or night. Aero lies down by
Officer Mike’s chair.

519
520
FELLOW OFFICERS
After the report is written, Officer Mike and Aero
go home together. When Officer Mike goes to bed,
Aero will plop down on the floor near the bed. He
lays his head on his paws, and with a sigh goes to
sleep near his best friend. Neither of them knows
what surprises tomorrow’s patrol will bring, but
they are well prepared. They both love being police
officers.

ANALYZE THE TEXT

Point of View What is the
author’s point of view about K-9
officers? Do you share her point
of view? Why or why not?

521
 BE A READING DETECTIVE

Dig Deeper
Use Clues to Analyze the Text
Use these pages to learn about Author ’s Purpose and
Point of View. Then read Aero and Officer Mike again
to apply what you learned.

Author’s Purpose
The author’s purpose is the reason an author has for
writing. Authors who write to inform give facts and
details about a subject. They might use photos or
illustrations to help readers understand the subject.
The author’s purpose is not usually stated directly.
Readers have to figure out the purpose by looking for
evidence in the text. As you read, ask yourself what the
author wants you to understand from reading. Then list
the clues that help you determine the author’s purpose.

Clue Clue Clue

Author’s Purpose

522 EL A RI.3.1, RI.3.6, RI.3.10, RF.3.4a, RF.3.4b

Point of View
Authors usually have a point of view about their
subject. A point of view is how the author “sees,” or
thinks and feels about, a subject. Look at the words the
author uses. This can help you identify the point of view.
Review the second paragraph on page 507. The author
says that Aero has a “powerful nose” and “can do many
things Officer Mike cannot.” These words show that the
author’s point of view in this section is that Aero has
valuable skills. You may have a point of view that is
different from the author’s, or it may be the same.

523
 RETURN TO THE ESSENTIAL QUESTION

Turn Review the

and selection with a Classroom
Talk partner to prepare
Conversation
to discuss this question: Continue your discussion of Aero
What are some benefits of and Officer Mike by explaining
dogs interacting with your answers to these questions:
people? Talk about your
1 What benefits do you think
response using text evidence
both Officer Mike and Aero
and your own experiences.
get from their relationship?
Use terms such as in my
opinion. 2 Why do you think trust
between a police officer and
a police dog is so important?
3 How would you describe Aero
to a friend who hasn’t read
the selection?

524 EL A RI.3.1, RI.3.2, RI.3.3, W.3.2a, W.3.2b, W.3.2c, W.3.2d, W.3.10, SL.3.1a, SL.3.1d
Performance Task

WRITE ABOUT READING

Response Officer Mike and Aero work hard

together and make a good team. What other
animals could help police officers do their job?
How do you think these other animals could help
their human partners? Write a paragraph to
explain your ideas.

Writing Tip
Introduce your topic and then support
it with text evidence such as facts,
definitions, and details from the
selection. Use linking words and
phrases to connect your ideas. End
with a strong conclusion.

525
 Kids and
Critters A NATURE NEWSLETTER

What Is 4-H?
4-H is a program for boys and girls
ages eight to eighteen. In a 4-H
GENRE club, you’ll make new friends and find
Informational text gives new interests. You might care for
factual information about a animals, work with partners
topic. to plant a community
garden, or patrol a
park to pick up litter.
You’ll learn the 4-H
TEXT FOCUS motto, “To Make the
Headings help readers Best Better.”
locate information. They tell All fifty states
what each section of text is have 4-H
about.
programs.
Look for a
club near
you.

A NATURE NEWSLETTER

526 EL A RI.3.5, RI.3.10, RF.3.4a, RF.3.4b

 G e t t he R abb it Habi t
4-H boys and girls in Bell County, Texas,
have the rabbit habit. Each year they show
their rabbits at 4-H fairs.
You don’t need any special skill or ability
to care for a rabbit. Just give your pet plenty
of love, food, and water, and a clean, cozy
place to live. Your rabbit will quiver its nose
with delight!

A City Nature Walk

There’s so much to see on a city nature walk. Your
4-H leader can supervise the walk. Be attentive
to what you see. You may spot a bird’s
nest, some squirrels, or even a coyote!

A NATURE NEWSLETTER

527
 Use What You Learn!
In 4-H, you use what you learn to help your
community. Maybe you can use what you
learn about animals to work a shift in a local
animal shelter.
Shelter animals can’t spend all day lying in
their cages. They need exercise and attention.
By walking dogs or cuddling cats, a loyal
volunteer can make a big difference. With
your help, an animal that used to be shy can
become a friendly tail-wagger!

August 10, at 1:00 P.M.

Juniper Park
Do not miss this exciting summer event!
Groom your pet.
Pick your biggest tomato.
Choose something you’ve made.
Show off your hard work!

Blue ribbons in these groups:

Animals
Vegetables
Handicrafts

A NATURE NEWSLETTER

528
 Compare Texts

TEXT TO TEXT

Compare Relationships Think about the people

and the animals in Aero and Officer Mike and
Kids and Critters. Talk with a partner about how
Aero and the animals in a 4-H program are similar.
Then talk about how they are different. Which of
the animals would make good pets? Explain your reasons.

TEXT TO SELF

Write a Letter Imagine that you would like to be a

police officer who works with a K-9 like Aero.
Write a letter to 4-H asking if you may join. Use
text evidence from both selections to explain how
4-H will help prepare you for this job.

TEXT TO WORLD

Connect to Social Studies With a small group, find out different

ways animals work to help people. Use reference books or the
Internet, or interview someone. Make a poster that shows the
animals and their jobs.

EL A RI.3.1, RI.3.9, W.3.7, W.3.8, W.3.10, SL.3.1a, SL.3.1d

529
 Digital Resources
Multimedia
Grammar Glossary

Grammar
Pronoun–Verb Agreement You know that a pronoun
can be the subject of a sentence. Remember that verbs
in the present have two forms. The correct form of the
verb to use depends on the subject pronoun. The
pronoun and the verb should agree.

Subject Present-Tense Verb

he, she, it Add -s or -es
He places the collar
on the dog.
It fits the dog perfectly.

I, you, we, they Do not add -s or -es

I like the collar.
They wear their collars
proudly.

Work with a partner. Read each sentence

Try This! aloud. Decide which verb form completes
each sentence.

They (train, trains) police dogs.

She (watch, watches) them learn.

We (like, likes) our police officers.

They (keep, keeps) us safe.

530 EL A W.3.5, L.3.1a, L.3.1f

 Be careful not to repeat a noun too many times. When
two sentences have the same noun as the subject, you can
put the sentences together. Change one noun to a
pronoun. Then join the two subjects and use the word
and between them.

Short, Choppy Sentences

Mack barks at birds. Mack chases them.

Longer, Smoother Sentence

Mack barks at birds, and he chases them.

Connect Grammar to Writing

As you revise your explanatory essay next week, look
for short, choppy sentences that repeat a noun. Replace
one of the repeated nouns with a pronoun and combine
the sentences. Check that the verb and pronoun agree.
531
 Interactive Lessons
Writing
Reading-Writing Workshop: Prewrite Informative Texts:

Informative Writing
Introduction
Writing as a
Process: Plan and
Draft:

PurposeAn explanatory essay gives ideas and details,

along with facts, to clearly explain a topic to readers.
The first step is to decide what you want to write
about. This is your topic. The topic should not be too
general. It is easier to give good information about a
smaller idea. Then take notes about the main ideas and
details you want to include. Next, organize the main ideas
and details in an outline.
Jill wants to write about how dogs help people. Her
topic is too big, so she works to make it more focused.

Exploring a Topic

Writing Process
Dogs that help people
Checklist K-9s, rescue workers, service dogs, farming
Prewrite
Is my topic the right
size?
Service dogs
Is there one idea I can
focus on to make my
guide dogs, hearing dogs, mobility dogs,
topic smaller? therapy dogs
Did I take notes on
facts and details
I found on my topic?
Did I organize my
Mobility dogs
notes in an outline? for people who have trouble walking
Draft
Revise
Edit
Publish and Share

532 EL A W.3.2a, W.3.2b, W.3.5, W.3.8

 Explanatory Essay Outline

An Amazing Helper
by Jill F. Baugh

I. Service dogs
A. What are service dogs?
B. A guide dog is a service dog.
II. Mobility dogs
A. What are mobility dogs?
B. What they can do
III. Mobility dogs and people
A. What training do they need?
B. How they are matched with people
IV. Conclusion

Reading as a Writer At first, I had too many kinds of

How can you narrow your working dogs that help
people. Then I focused
topic and organize your ideas
on service dogs. Finally,
for your explanatory essay?
I chose one kind of
service dog.

533
 Le sson
Vocabulary
in Context
1 festive 2 ingredients
Everybody felt The ingredients in
happy and merry at this salad include
the festive birthday tomatoes, lettuce,
dinner. and cucumbers.

LANGUAGE DETECTIVE

Talk About the

Writer's Words
Work with a partner.
Choose one of the
Vocabulary words. Add
words to the sentence
below it to explain
more details about the
photo. 3 4
degrees recommended
This snack was It is recommended
baked in a hot that pizza cool
oven. It was set to before you eat it.
350 degrees. That is good advice.

534 EL A L.3.1i, L.3.5b, L.3.6

 Lesson 15
Study each Context Card.
Use two Vocabulary words to tell about
an experience you had.

5 anxiously 6 cross
This boy anxiously Children often feel
measured the sugar. cross, or angry,
He was afraid of when asked to eat
making a mistake. food they dislike.

7 8
remarked tense
The guest Relax when you frost
remarked, or said, a cake. If you’re
that the meal was tense, your hand will
delicious. shake and ruin it.

535
 Read and
Comprehend
TARGET SKILL
Understanding Characters As you read The Extra-
good Sunday, notice the characters’ thoughts,
actions, and words. These are clues to the
characters’ traits, or what the characters are
like, and their motivations, or reasons for their
actions. Use a graphic organizer like this one to
help you list details about a character. You can
then use the text evidence to describe his or her
traits, motivations, and feelings.

Traits Motivations Feelings

TARGET STRATEGY
Infer/Predict Use what you know about the
characters to think more about, or infer, why they
think, speak, and act as they do. Use text evidence
to predict, or figure out, what the characters
might do next.

536 EL A RL.3.1, RL.3.3, W.3.10, SL.3.1a, SL.3.1d

PREVIEW THE TOPIC

Cooking

To make a good and healthful meal, cooks

need to know many things. For example, they
need to store, prepare, and cook different foods
so they are safe to eat as well as tasty. Good
cooks also know how to safely operate cooking
tools and equipment such as stoves, ovens,
mixers, knives, and graters. All this makes
preparing and cooking good meals hard work.
In The Extra-good Sunday, two sisters learn
just how challenging it can be to prepare a
good meal.

Think Write Pair Share

Think about a time when you helped

cook a meal. What did you make?
What ingredients did you include? How
did you help? Write a paragraph that
answers these questions. Then share
your story with a partner. Discuss how
your experiences are alike and different.

537
 Lesson 15

Meet the Author

Beverly Cleary
One day, while working
on one of her first stories
about Klickitat Street,
Beverly Cleary couldn’t
come up with a name for
the bothersome younger sister. “At the
moment when I needed a name,” says
Cleary, “a neighbor called out ‘Ramona!’
to another neighbor, and so I just named
her Ramona.”
GENRE

Humorous fiction is a
funny, imaginative story. As Meet the Illustrator
you read, look for:
story events that are
meant to be funny
Sam Valentino
characters that act in Sam Valentino is an illustrator and a dad.
amusing ways His three kids are learning how to cook,
a plot with a beginning,
so the scenes Sam drew for The Extra-
a middle, and an ending
good Sunday are very familiar!

538 EL A RL.3.3, RL.3.10, RF.3.4a, RF.3.4b, L.3.3b

THE EXTRA-GOOD
SUNDAY
from Ramona Quimby, Age 8
by Beverly Cleary
selection illustrated by Sam Valentino

ESSENTIAL QUESTION

Why are safety rules

important?

539
 After Beezus and Ramona refuse to eat tongue for dinner,
Mr. Quimby suggests the girls cook dinner themselves
the very next night. Can Beezus and Ramona make their
parents forget this request by acting on their best behavior?

Sunday morning Ramona and Beezus were still

resolved to be perfect until dinnertime. They got up
without being called, avoided arguing over who should
read Dear Abby’s advice first in the paper, complimented
their mother on her French toast, and went off through
the drizzly rain to Sunday school neat, combed, and
bravely smiling.
Later they cleaned up their rooms without being told.
At lunchtime they ate without complaint the sandwiches
they knew were made of ground-up tongue. A little
added pickle relish did not fool them, but it did help.
They dried the dishes and carefully avoided looking
in the direction of the refrigerator lest their mother be
reminded they were supposed to cook the evening meal.

540
 Mr. and Mrs. Quimby were good-humored. In fact,
everyone was so unnaturally pleasant that Ramona
almost wished someone would say something cross. By
early afternoon the question was still hanging in the air.
Would the girls really have to prepare dinner?
Why doesn’t somebody say something? Ramona
thought, weary of being so good.
“Well, back to the old foot,” said Mr. Quimby, as he
once more settled himself on the couch with the drawing
pad and pencil and pulled off his shoe and sock.
The rain finally stopped. Ramona watched for dry
spots to appear on the sidewalk and thought of her roller
skates in the closet. She looked into Beezus’s room and
found her sister reading. The day dragged on.

541
 When dry spots on the concrete in front of the
Quimbys’ house widened until moisture remained only
in the cracks of the sidewalk, Ramona pulled her skates
out of her closet. To her father, who was holding
a drawing of his foot at arm’s length to study it, she said,
“Well, I guess I’ll go out and skate.”
“Aren’t you forgetting something?” he asked.
“What?” asked Ramona, knowing very well what.
“Dinner,” he said.
The question that had hung in the air all day was
answered. The matter was settled.

542
 “We’re stuck,” Ramona told Beezus. “Now we can
stop being so good.”
The sisters went into the kitchen, shut the door, and
opened the refrigerator.
“A package of chicken thighs,” said Beezus with a
groan. “And a package of frozen peas. And yogurt, one
carton of plain and one of banana. There must have been
a special on yogurt.” She closed the refrigerator and
reached for a cookbook.
“I could make place cards,” said Ramona, as Beezus
frantically flipped pages.
“We can’t eat place cards,” said Beezus. “Besides,
corn bread is your job because you brought it up.” Both
girls spoke in whispers. There was no need to let their
parents, their mean old parents, know what was going on
in the kitchen.

543
 In her mother’s recipe file, Ramona found the card for
corn bread written in Mr. Quimby’s grandmother’s shaky
handwriting, which Ramona found difficult to read.
“I can’t find a recipe for chicken thighs,” said Beezus,
“just whole chicken. All I know is that Mother bakes
thighs in the flat glass dish with some kind of sauce.”
“Mushroom soup mixed with something and
with some kind of little specks stirred in.” Ramona
remembered that much from watching her mother.
Beezus opened the cupboard of canned goods.
“But there isn’t any mushroom soup,” she said. “What
are we going to do?”
“Mix up something wet,” suggested Ramona. “It
would serve them right if it tasted awful.”

544
 “Why don’t we make something awful?” asked
Beezus. “So they will know how we feel when we have
to eat tongue.”
“What tastes really awful?” Ramona was eager to go
along with the suggestion, united with her sister against
their enemy—for the moment, their parents.
Beezus, always practical, changed her mind. “It
wouldn’t work. We have to eat it too, and they’re so
mean we’ll probably have to do the dishes besides.
Anyway, I guess you might say our honor is at stake,
because they think we can’t cook a good meal.”
Ramona was ready with another solution. “Throw
everything in one dish.”

545
 Beezus opened the package of chicken thighs and
stared at them with distaste. “I can’t stand touching
raw meat,” she said, as she picked up a thigh between
two forks.
“Do we have to eat the skin?” asked Ramona. “All
those yucky little bumps.”
Beezus found a pair of kitchen tongs. She tried
holding down a thigh with a fork and pulling off the skin
with the tongs.
“Here, let me hold it,” said Ramona, who was not
squeamish about touching such things as worms or raw
meat. She took a firm hold on the thigh while Beezus
grasped the skin with the tongs. Both pulled, and the
skin peeled away. They played tug-of-war with each
thigh, leaving a sad-looking heap of skins on the counter
and a layer of chicken thighs in the glass dish.
“Can’t you remember what little specks Mother
uses?” asked Beezus. Ramona could not. The girls
studied the spice shelf, unscrewed jar lids and sniffed.
Nutmeg? No. Cloves? Terrible. Cinnamon? Uh-uh.
Chili powder? Well. . . . Yes, that must be it. Ramona
remembered that the specks were red. Beezus stirred
half a teaspoon of the dark red powder into the yogurt,
which she poured over the chicken. She slid the dish into
the oven set at 350 degrees, the temperature for chicken
recommended by the cookbook.

ANALYZE THE TEXT

Formal and Informal Language Which parts of the story sound informal?
Why do other words or phrases sound more formal?

546
547
 From the living room came the sound of their
parents’ conversation, sometimes serious and sometimes
highlighted by laughter. While we’re slaving out here,
thought Ramona, as she climbed up on the counter to
reach a box of cornmeal. After she climbed down, she
discovered she had to climb up again for baking powder
and soda. She finally knelt on the counter to save time
and asked Beezus to bring her an egg.
“It’s a good thing Mother can’t see you up there,”
remarked Beezus, as she handed Ramona an egg.
“How else am I supposed to reach things?” Ramona
successfully broke the egg and tossed the shell onto the
counter. “Now I need buttermilk.”

548
 Beezus broke the news. There was no buttermilk
in the refrigerator. “What’ll I do?” whispered Ramona
in a panic.
“Here. Use this.” Beezus thrust the carton of banana
yogurt at her sister. “Yogurt is sort of sour, so it might
work.”
The kitchen door opened a crack. “What’s going on
in there?” inquired Mr. Quimby.
Beezus hurled herself against the door. “You stay
out!” she ordered. “Dinner is going to be a—surprise!”
For a moment Ramona thought Beezus had been
going to say a mess. She stirred egg and yogurt together,
measured flour, spilling some on the floor, and then
discovered she was short of cornmeal. More panic.
“My cooking teacher says you should always check
to see if you have all the ingredients before you start to
cook,” said Beezus.
“Oh, shut up.” Ramona reached for a package of hot
breakfast cereal, because its grains were about the same
size as cornmeal. She scattered only a little on the floor.

ANALYZE THE TEXT

Understanding Characters Does Beezus answer truthfully when Mr. Quimby asks
what’s going on? Why is Beezus so determined to keep him out of the kitchen?

549
 Something was needed to sop up the sauce with the
little red specks when the chicken was served. Rice!
The spilled cereal gritted underneath Beezus’s feet as
she measured rice and boiled water according to the
directions on the package. When the rice was cooking,
she slipped into the dining room to set the table and
then remembered they had forgotten salad. Salad!
Carrot sticks were quickest. Beezus began to scrape
carrots into the sink.
“Yipe!” yelped Ramona from the counter. “The rice!”
The lid of the pan was chittering. Beezus snatched a
larger pan from the cupboard and transferred the rice.

550
 “Do you girls need any help?” Mrs. Quimby called
from the living room.
“No!” answered her daughters.
Another calamity. The corn bread should bake at 400
degrees, a higher temperature than that needed for the
chicken. What was Ramona to do?
“Stick it in the oven anyway.” Beezus’s face was
flushed.
In went the corn bread beside the chicken.
“Dessert!” whispered Beezus. All she could find was
a can of boring pear halves. Back to the cookbook. “Heat
with a little butter and serve with jelly in each half,” she
read. Jelly. Half a jar of apricot jam would have to do.
The pears and butter went into the saucepan. Never
mind the syrup spilled on the floor.
“Beezus!” Ramona held up the package of peas.
Beezus groaned. Out came the partially cooked
chicken while she stirred the thawing peas into the
yogurt and shoved the dish back into the oven.

551
 The rice! They had forgotten the rice, which was
only beginning to stick to the pan. Quick! Take it off the
burner. How did their mother manage to get everything
cooked at the right time? Put the carrot sticks on a dish.
Pour the milk. “Candles!” Beezus whispered. “Dinner
might look better if we have candles.”
Ramona found two candle holders and two partly
melted candles of uneven length. Beezus struck the
match to light them, because although Ramona was
brave about touching raw meat, she was skittish about
lighting matches.
Was the chicken done? The girls anxiously examined
their main dish, bubbling and brown around the edges.
Beezus stabbed a thigh with a fork, and when it did not
bleed, she decided it must be done. A toothpick pricked
into the corn bread came out clean. The corn bread was
done — flat, but done.

552
 Grit, grit, grit sounded the girls’ feet. It was amazing
how a tiny bit of spilled cereal could make the entire
kitchen floor gritty. At last their dinner was served, the
dining-room light turned off, dinner announced, and the
cooks, tense with anxiety that was hidden by candlelight,
fell into their chairs as their parents seated themselves.
Was this dinner going to be edible?

553
 “Candles!” exclaimed Mrs. Quimby. “What a
festive meal!”
“Let’s taste it before we decide,” said Mr. Quimby
with his most wicked grin.
The girls watched anxiously as their father took his
first bite of chicken. He chewed thoughtfully and said
with more surprise than necessary, “Why this is good!”
“It really is,” agreed Mrs. Quimby, and took a bit of
corn bread. “Very good, Ramona,” she said.
Mr. Quimby tasted the corn bread. “Just like
Grandmother used to make,” he pronounced.
The girls exchanged suppressed smiles. They could
not taste the banana yogurt, and by candlelight no one
could tell that the corn bread was a little pale. The
chicken, Ramona decided, was not as good as her parents
thought— or pretended to think— but she could eat it
without gagging.

554
 Everyone relaxed, and Mrs. Quimby said chili
powder was more interesting than paprika and asked
which recipe they used for the chicken.
Ramona answered, “Our own,” as she exchanged
another look with Beezus. Paprika! Those little specks
in the sauce should have been paprika.
“We wanted to be creative,” said Beezus.
Conversation was more comfortable than it had been
the previous evening. Mr. Quimby said he was finally
satisfied with his drawing, which looked like a real foot.
Beezus said her cooking class was studying the food
groups everyone should eat every day. Ramona said
there was this boy at school who called her Egghead.
Mr. Quimby explained that Egghead was slang for a
very smart person.
The meal was a success. If the chicken did not taste
as good as the girls had hoped and the corn bread did
not rise like their mother’s, both were edible. Beezus
and Ramona were silently grateful to their parents for
enjoying— or pretending to enjoy—their cooking. The
whole family cheered up.

555
556
 When they had finished their pears with apricot jam,
Ramona gave her mother a shy smile. Mrs. Quimby
smiled back and patted Ramona’s hand. Ramona felt
much lighter.
“You cooks have worked so hard,” said Mr. Quimby,
“that I’m going to wash the dishes. I’ll even finish
clearing the table.”
“I’ll help,” volunteered Mrs. Quimby.
The girls exchanged another secret smile as they
excused themselves and skipped off to their rooms before
their parents discovered the pile of chicken skins and the
broken eggshell on the counter, the carrot scrapings in the
sink, and the cereal, flour, and pear syrup on the floor.

557
 BE A READING DETECTIVE

Dig Deeper
Use Clues to Analyze the Text
Use these pages to learn about Understanding Characters
and Formal and Informal Language. Then read The
Extra-good Sunday again to apply what you learned.

Understanding Characters
In fiction stories like The Extra-good Sunday,
characters can seem like real people. They have traits,
or qualities, such as kindness that show what kind of
people they are. Their motivations, or reasons for their
actions, are like those that real people have. The
characters also have feelings such as happiness. Readers
can identify these traits, motivations, and feelings through
a character’s actions, words, and thoughts, and use them
to describe the character.
Look at page 545 in The Extra-good Sunday. Beezus
suggests that she and Ramona make an awful dinner.
Their motivation is that they feel upset with their parents.
The author says that Beezus is practical. How does this
trait affect the girls’ decision?

Traits Motivations Feelings

558 EL A RL.3.3, RL.3.10, RF.3.4a, RF.3.4b, L.3.3b

Formal and Informal Language
Written language and spoken language often sound
different. Written language can be formal. Writers
decide what they want to say and then carefully choose
their words to create sentences. Spoken language is
usually more relaxed, or informal. People are not as
careful when they speak, especially when talking to
friends.
Think of examples of formal and informal language in
The Extra-good Sunday. Which does the author use when
she tells what the characters do? Which does she use
when she shows what the characters say?

559
 Your Turn
RETURN TO THE ESSENTIAL QUESTION

Turn Review the story

and with a partner to Classroom
Talk prepare to discuss
Conversation
this question: Why are Continue your discussion of The
safety rules important? Extra-good Sunday by explaining
During your discussion, take your answers to these questions:
turns speaking, listen
1 What safety rules do you think
carefully, and ask each other
Ramona and Beezus might not
questions. Use text evidence
have followed in The Extra-
to support your ideas, and
good Sunday?
add to what your partner
has said. 2 How do you think Mr. and
Mrs. Quimby will react when
they see the kitchen after
dinner?
3 Would you eat a meal cooked
by Ramona and Beezus?

560 EL A RL.3.1, RL.3.3, RL.3.7, W.3.1a, W.3.1b, W.3.1d, W.3.10, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d
Performance Task

WRITE ABOUT READING

Response Mr. and Mrs. Quimby make Beezus and

Ramona cook because they complained about
what they had to eat. Do you think that was a
good idea? Write a paragraph that states your
opinion. Give reasons for your opinion, using text
evidence and what you see in the pictures.

Writing Tip
State your opinion at the beginning
of your response. Provide reasons for
your opinion and examples from the
story to support it. Finish your
paragraph with a strong concluding
statement.

561
 magine a
Recipe
by Cameron Hart

Being a chef is a lot like being an artist. A

chef’s materials are the foods in a kitchen. To
be a chef, you need to express yourself in many
different ways. Chefs combine f lavors that taste
delicious. They present food that smells good
GENRE
and that looks good, too.
Informational text Sometimes, chefs use their imaginations to
gives facts and information
about a topic. It can include
make up a recipe for a new dish. At other times,
directions for making they start with a recipe that has been around
something. for ages. Then they change a few ingredients or
cook it in a different way.
TEXT FOCUS
The steps in a procedure
are written in time order.
This helps readers understand
how a process works.

562 EL A RI.3.3, RI.3.10, RF.3.4a, RF.3.4b

 You can be a chef in your own kitchen.
Follow the steps in this recipe to make f lan. Flan
is a popular dessert in many Spanish-speaking
countries, including Puerto Rico. The traditional
f lavor is caramel. There are also different flavors,
such as orange or vanilla. Use your imagination
to add flavor and make this recipe your own.

PUERTO RICAN FLAN

Ingredients:
1 c. sugar
4 eggs
1 (14 oz.) can condensed milk
1 3/4 c. water
1/4 tsp. salt
1 tsp. vanilla or other flavoring

563
 1. Ask an adult to heat the oven to 4. Pour warm water into a large
350 degrees. baking pan until it is about one
inch deep. Set the pie dish in the
warm water. Have an adult help
you put the whole thing in the
oven. Bake for one hour.

2. Have an adult help you slowly

melt the sugar until it is the color
of caramel. Swirl the melted
sugar onto the sides of a pie dish.
Then set the dish on a wire rack. 5. Have an adult help you take
the pie dish out of the oven.
Let it cool and then put it in the
refrigerator. When the f lan is
cold, carefully turn the f lan
onto a plate and serve
in slices.

3. Mix the other ingredients in a

bowl. Pour the mixture through
a strainer to make it smooth.
Then pour it into the dish.

564
 Compare Texts

TEXT TO TEXT

Compare Recipes Think about how Beezus and

Ramona created recipes. Compare and contrast
their methods to the chef’s in Imagine a Recipe.
Use text evidence to list three ways the methods
are the same and three ways they are different.
Explain your ideas to a partner.

TEXT TO SELF

Perform a Skit Perform a short skit that shows

what happened when you made something in
the kitchen. Tell how you put ingredients
together and how the food turned out.

TEXT TO WORLD

Use Digital Sources Use the Internet to find a

recipe for a food from another country. Copy the
ingredients and directions. Print out a picture to
put with your recipe. Put your recipe in a class
cookbook.

EL A RL.3.1, RL.3.3, RI.3.1, RI.3.3, RI.3.5, RI.3.9, W.3.7, W.3.8, SL.3.1a, SL.3.1d, SL.3.4, L.3.6

565
 Digital Resources
Multimedia
Grammar Glossary
GrammarSnap

Grammar
Video

Verb Tenses A verb’s tense shows when action takes

place. Present tense shows action happening now.
Present tense verbs that tell about he, she, or it often end
with -s. For verbs that end in y, change the y to an i and
add -es.
Past tense shows action that has happened. Past tense
verbs often end with -ed. For verbs that end with e, drop
the e and add -ed. For verbs that end in y, change the y to
an i and add -ed. For verbs that end with a vowel and one
consonant, double the consonant before adding -ed.
Future tense shows action that will happen. The word
will before a verb shows future tense.

Present Tense Past Tense Future Tense

drop dropped will drop
study studied will study
smile smiled will smile

Work with a partner. Choose the correct

Try This! verb tense for each sentence.
1 The rabbits (escape, escaped) from the cage. (past
tense)
2 Our plane (flies, will fly) at noon. (future tense)
3 He (carries, carried) a heavy backpack. (present tense)

566 EL A W.3.5, L.3.1d, L.3.1e

 An incorrect verb tense can confuse your readers.
Think about an action that you want to write about. Then
decide when it should happen. Check that you have used
the correct tense to show present, past, or future action.

Future Tense Present Tense

Greg will stir the Greg stirs the mix for

bread mix. three minutes.
Past Tense

Greg is glad he stirred

the bread so well.

Connect Grammar to Writing

As you revise your explanatory essay, look closely at the
verbs you use. Correct any errors you notice. Using
verb tenses correctly is an important part of good
writing.
567
 Interactive Lessons
Writing
Reading-Writing Workshop: Revise Informative Texts:

Informative Writing
Use Facts and
Examples
Writing as a
Process: Revise
and Edit

In an explanatory essay, good writers focus

Elaboration
on giving information to explain a topic. Using formal
language, they provide facts, definitions, and details
that tell what readers should understand. As you revise
your explanatory essay, check that you have used formal
language to clearly state facts, definitions, and details.
Jill wrote a first draft of her explanatory essay on
mobility dogs. As she revised her draft, she added a fact
and strengthened her definition of a mobility dog.

Revised Draft

A mobility dog is a service dog.

“Mobility” is the ability to move around.
Writing Process Some people who are physically disabled
Checklist
Prewrite are in wheelchairs. Others cannot do
Draft
Revise things like change clothes or pick things
Did I develop my
topic with facts, up. Mobility dogs help.
definitions, and
details?
Mobility dogs are well trained. They
Did I use linking
words to connect my open doors,
ideas? can turn lights off and on, push elevator
Did I use formal
language to explain buttons, and more.
my topic?
Did I provide
a concluding
statement?
Edit
Publish and Share

568 EL A W.3.2a, W.3.2b, W.3.2c, W.3.2d, W.3.5, W.3.8, W.3.10, L.3.6

 Final Copy

An Amazing Helper
by Jill F. Baugh
Have you ever seen a guide dog help a person cross a
street? A guide dog is the best-known kind of service
dog. A guide dog helps a person who has vision loss.
Other service dogs do different things to help people.
A mobility dog is a service dog. “Mobility” is the
ability to move around. Some people who are physically
disabled are in wheelchairs. Others cannot do things like
change clothes or pick things up. Mobility dogs help.
Mobility dogs are well trained. They can open doors,
turn lights off and on, push elevator buttons, and more.
They also can help people walk without falling and help
them get in and out of a wheelchair.
Each mobility dog is paired with a person who is
disabled. The dog is trained to do what that person
needs. That means the skills of each dog are different.
Mobility dogs are not pets, but people love them as if
they were.

Reading as a Writer In my final paper, I added facts and

Jill used formal language as details. I strengthened
she added facts, definitions, definitions. I also used
formal language to
and details. Where could you
explain my ideas.
use more formal language in
your essay?

569
 Interactive Lessons
Performance Task Writing to Sources

Writing Informative
Texts: Introduction

Writing Informative
Texts: Use Facts and
Examples

Write an Explanatory Essay Writing Informative

Texts: Organize Your
Information

TASK In Technology Wins the Game, you read a

technical text about how sports engineers have used
technology to improve sports. In Aero and Officer Mike,
you read about a partnership between a police officer
and his police dog, Aero. It takes a lot of training to
make this kind of partnership work.
Look back at the texts. How might technology be
applied to Aero's and Officer Mike’s training? Write an
explanatory essay about how technology might improve
K-9 training.

Make sure your explanatory essay:

¥ introduces the topic.
¥ develops the topic with facts, definitions, and details.
¥ provides a concluding section.

PLAN
Use the annotation
Gather Information What are some examples of how tools in your eBook
to find evidence to
sports engineers use technology to improve different support your ideas.

sports? What types of training do Aero and Officer Mike

have to complete? What does their daily routine consist
of? How might technology improve K-9
Details Details
training?
Use the answers to these questions to Main Idea

help you complete a web for each main Details Details

idea that supports your topic.

570 EL A RI.3.1, RI.3.3, W.3.2a, W.3.2b, W.3.2c, W.3.2d, W.3.4, W.3.5, W.3.6, W.3.10, SL.3.4, L.3.1f, L.3.1i, L.3.3b, L.3.6
DRAFT
Write your draft in
Write Your Explanatory Essay Now begin writing your myWriteSmart. Focus
on getting your ideas
explanatory essay. Use the flow chart and what you down rather than
perfecting your word
already learned about writing an explanatory essay to choices.

write your draft.

INTRODUCTION

Write the introduction to your essay. Introduce

the topic in a way that will grab readers’
attention. Tell what your essay will be about and
list the main ideas you will discuss.

BODY

Develop your topic with facts, definitions, and

details from the texts. As you develop your topic,
group related information together and vary the
structure and length of the sentences to make
your writing flow. Remember to use linking
words and phrases, such as also, another, and,
more, and but, to connect ideas within categories
of information.

CONCLUSION
Write a strong concluding section. A good
concluding section sums up the topic in an
interesting way and lets the reader know the
essay has ended.

571
 REVISE
Have a partner review
your explanatory
Review Your Draft Remember that the revision and essay in myWriteSmart
editing steps will give you a chance to look carefully at and note where
your ideas need
your writing and make changes. Work with a partner to more elaboration.
Discuss how to make
determine whether your explanatory essay includes facts, improvements.

definitions, and details that develop your topic.

Use these questions to help you evaluate and improve
your explanatory essay.

Purpose and Evidence and

Conventions
Organization Elaboration

Have I clearly introduced Did I use facts, definitions, Does my paper

my topic? and details from the texts to include a variety of
develop my topic? complete sentences?
Is my explanatory essay
organized in a logical Did I use linking words Do my sentences
way? to connect ideas within have correct subject-
categories of information? verb agreement?
Did I group related
information? Did I use formal language to Is my spelling,
explain my topic? punctuation, and
capitalization
correct?

PRESENT

Share Write or type a final copy of your explanatory

essay. You may want to include an illustration to aid
comprehension. Choose a way to share your essay with
your classmates. Consider these options.
1. Read your explanatory essay to your classmates,
being sure to use an appropriate reading rate.
2. Publish your essay on a school website or social
networking page and ask for feedback from readers.

572
This glossary contains meanings and pronunciations for some of the words in this
book. The Full Pronunciation Key shows how to pronounce each consonant and
vowel in a special spelling. At the bottom of the glossary pages is a shortened
form of the full key.

Full Pronunciation Key

Consonant Sounds
b bib, cabbage kw choir, quick t tight, stopped
ch church, stitch l lid, needle, tall th bath, thin
d deed, mailed, m am, man, dumb th bathe, this
puddle n no, sudden v cave, valve, vine
f fast, fife, off, phrase, ng thing, ink w with, wolf
rough p pop, happy y yes, yolk, onion
g gag, get, finger r roar, rhyme z rose, size, xylophone,
h hat, who zebra
s miss, sauce, scene,
hw which, where see zh garage, pleasure,
j judge, gem sh dish, ship, sugar, vision
k cat, kick, school tissue
Vowel Sounds
a pat, laugh o horrible, pot u cut, flood, rough,
A ape, aid, pay O go, row, toe, though some
â air, care, wear ô all, caught, for, paw û circle, fur, heard,
term, turn, urge,
ä father, koala, yard oi boy, noise, oil
word
e pet, pleasure, any ou cow, out
yB cure
E be, bee, easy, piano B full, book, wolf
yM abuse, use
i if, pit, busy M boot, rude, fruit,
S ago, silent, pencil,
I ride, by, pie, high flew
lemon, circus
î dear, deer, fierce,
mere
Stress Marks
Primary Stress ´ : bi•ol•o•gy [bI ol´ S jE]
Secondary Stress ´ : bi•o•log•i•cal [bI´ S loj´ i kSl]

Pronunciation key and definitions copyright (c) 2007 by Houghton Miff lin
Harcourt Publishing Company. Reproduced by permission from The American
Heritage Children’s Dictionary and The American Heritage Student Dictionary.
G1
ability • cling

A B
a·bil•i•ty (S bil´ S tE´) bal•ance (bal´ Sns) verb To
noun The quality of being put in a steady or stable
able to do something: Most condition: That girl is
cats have the ability to land on balancing a ball on her head.
their feet.
blast (blast) verb To give off
ad·vice (ad vIs´ ) noun An a loud noise: The sound of a
idea or suggestion about how siren blasted through the air.
to solve a problem: Josh gave
block (blok) noun A part of
me advice about writing well.
a street marked off by the two
af•ford (S fôrd´ ) verb To be nearest cross streets: Everyone
able to pay for or spare: We who lives on our block is
can’t afford a new car. coming to the party.
an•nounce (S nouns´ ) verb blur•ry (blûr´ E) adjective
To officially make known: The Dim or hard to see:
mayor announced the date of Everything looks blurry if I’m
the parade. not wearing my glasses.
anx•ious•ly (angk´ shSs lE) bor·der (bôr´ dSr) noun Outer
adverb Nervously or fearfully: parts or edges: White lines
I waited anxiously for the bus mark the field’s borders.
on my first day of school.
ap•plause (S plôz´) noun bor·row (bor´ O) verb To get
Enjoyment or approval shown something from someone else
especially by clapping hands: and plan to return or replace
The audience gave the actors a it later: You can borrow my
long round of applause. notebook for an hour.

C
a•shamed (S shAmd´ )
adjective Feeling shame or
guilt: The team was ashamed
of its poor performance at the cer•tain•ly (sûr´ tn lE) adverb
soccer game. Surely; without a doubt: I will
certainly be there by noon.
athlete ath•lete (ath´ lEt´) noun A
The word person who is trained in or cling (kling) verb To stick or
athlete comes is good at physical exercises, hold tight to: Dirt will cling to
from the Greek games, or sports: Athletes a wet rug.
word athlon, train hard to do well in their
meaning “prize.” sport.

a rat / A pay / â care / ä father / e pet / E be / i pit / I pie / î fierce / o pot /

O go / ô paw, for / oi oil / B book
G2
 compete • electric

D
com•pete (kSm pEt') verb To
take part in a race or contest
against another person: Ava
will compete in the school de•gree (di grE´ ) noun One
spelling bee. of the units into which a
measuring instrument, such
con•tact (kon´ takt´) verb To as a thermometer, is divided:
get in touch with: Every Water boils at a temperature of
parent was contacted and 212 degrees.
invited to the meeting.
de•tail (dE´ tAl) noun A small
con•tri•b•ute (kSn trib' yMt) piece of information: John
verb To give your part towards noticed an unusual detail
a group effort: The students about the new doors.
each contribute their talents
to the group project. dis•ap•pear (dis´ S pîr´ ) disappear
verb To pass out of sight; Disappear
con•vince (kSn vins´) verb vanish: My dog disappears contains the prefix
To persuade to do or to when it is time for her bath. dis-, which means
believe: Have you convinced “not” or “opposite
your sister to go on the trip? doze (dOz) verb To sleep of.” The prefix
lightly: Grandpa dozes on the un- also means
crew (krM) noun A group of sofa while we watch football. “not” or “opposite
people who work together: It of,” as in unkind.

E
took a large crew to build this
skyscraper.
crop (krop) noun A farm
earn (ûrn) verb To gain
product grown to be harvested,
often for food: The tomato by working or by supplying
service: I earn money each electric
and melon crops grew well this
summer. week by doing chores.
echo (ek´ O) noun The
cross (krôs) adjective In a
bad mood; grumpy; grouchy: repetition of a sound, sent back
Mom calls me an old grump by sound waves: We heard
when I am feeling cross. echoes when we yelled in the
empty room.
cus•tom•er (kus´ tS mSr)
e•lec•tric ( i lek´ trik) adjective
noun A person who buys
goods or services: Many Of, relating to, or produced by
customers were shocked to electricity: An electric current
learn the store was closing. runs through the wiring of a
house.

M boot / ou out / u cut / û fur / hw which / th thin / th this / zh vision /

S ago, silent, pencil, lemon, circus
G3
examine • guilty
ex•am•ine (ig zam´ in) verb fog•gy (fô´ gE) adjective Full
To look at carefully: We of, having, or covered by fog:
examined the plant cells Lighthouses are a big help to
under a microscope. ships on foggy nights.
ex•cite•ment (ik sIt´ mSnt) fond•ly (fond´ lE) adverb
noun The state of being Lovingly or tenderly: Mom
excited: As the game went on, always looks at me fondly.
the excitement grew.
frac•tion (frak´ shSn´) noun
ex•per•i•ment Part of a whole unit: Learning
( ik sper´ S mSnt´) noun A test new things takes a large
to find out or prove something: fraction of the school day.
Let’s try an experiment to see
if our idea works.
G
F gadg•et (gaj´ it) noun A
small mechanical device: A
fa•mil•iar (fS mil´ ySr) can opener is a gadget.
adjective Well known, as
gen•ius ( jEn´ ySs)
from repeated experience: I
noun Extraordinary
heard the familiar voice of the
intellectual power, especially
announcer.
seen in creative ability: Her
fan (fan) noun A person with winning idea for the science
a keen interest in or admiration fair project was pure genius!
for someone or something: My
grunt (grunt) verb To make a
friends are basketball fans.
short, deep sound with one’s
fes•tive (fes´ tiv) adjective voice: Max grunted as he
Merry; joyous: We were in a tried to lift the heavy log.
festive mood at the parade.
guilt•y (gil´ tE) adjective
fig•ure (f ig´ ySr) verb To Having committed a crime or
work out by thinking: The bad deed: The jury found them
guide will figure out a way guilty of stealing.
to cross the mountains.
fine (f In) adjective Excellent;
of high quality: This shop sells
only fine foods.
flex•i•ble (f lek´ sS bSl´)
adjective Easily bent;
bendable: For running, choose
shoes with f lexible soles.

a rat / A pay / â care / ä father / e pet / E be / i pit / I pie / î fierce / o pot /

O go / ô paw, for / oi oil / B book
G4
 harvest • loyal

H
in•ven•tion (in ven´ shSn)
noun An original device,
system, or process: The
har•vest (här´ vist) noun washing machine was a useful
Crops that are gathered or invention.
ready to be gathered: We pick

J
the corn harvest each summer.
hol•ler (hol´ lûr) verb To
shout, yell: “Come back here!”
jerk•y ( jûr´ kE) adjective jerky
my brother hollered.
Marked by sudden, sharp The word jerky
hon•est (on´ ist) motions: We had a jerky ride can also be a
adjective Not lying, stealing, over the rough road. noun. Jerky is
or cheating: I admire people meat cut into
ju•ry ( jBr´ E) noun A group
who are honest, and I don’t strips and dried or
of citizens chosen to listen to cured. The noun
like liars.
the facts and proof on cases jerky comes from

I
presented in a court of law: the Spanish word
The jury listened carefully charqui, which in
as the lawyers summed up turn came from
il•lus•trate (il´ S strAt´ ) their cases. the Quechua word
verb To add photographs, ch’arki.
drawings, diagrams, or maps
that explain or decorate books
or magazines: Let’s illustrate
L
lab•o•ra•to•ry (lab´ rS tôr´ E )
the book about their journey
noun A room or building
with a map of their travels.
holding special equipment for
i•mag•ine ( i maj´ in) verb To doing scientif ic tests, research,
form a mental picture or idea and experiments: You’ll find
of: Can you imagine a blue some test tubes and droppers
horse with a yellow mane? in the science laboratory.
im•prove ( im prMv´) verb league (lEg) noun A group
To get better: The more you of sports teams that compete
practice, the more quickly your mainly among themselves:
skills will improve. All the teams in our baseball
league are here in the city.
in•gre•di•ent ( in grE´ dE Snt)
noun One of the parts lie (lI) verb To take or be in a
that make up a mixture or f lat or resting position: He is
combination: Flour is one of lying on the couch and resting.
the ingredients of bread.
loy•al (loi´ Sl) adjective
Faithful: She is a loyal friend
who always helps me.
M boot / ou out / u cut / û fur / hw which / th thin / th this / zh vision /
S ago, silent, pencil, lemon, circus
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mist • principal

M
pause (pôz) verb To stop
brief ly: The players are
pausing because one team has
mist (mist) noun A mass of called a time-out.
tiny drops of water in the air:
Fog is a kind of mist. peak (pEk) noun The top of
a mountain: We can see for
mur•mur (mûr´ mSr) noun A miles from the mountain peak.
low, continuous sound: I could
hear a murmur of voices from plead (plEd) verb To make
the next room. an urgent request; appeal: The
boy pleaded for candy, but his

O
mother said no.
pluck (pluk) verb To remove
by pulling quickly: Lucas
oc•ca•sion•al (S kA´ zhS nSl)
plucked the weeds from his
adjective Happening or f lower garden.
encountered from time to time:
Except for an occasional cold, point (point) verb To call
I have been well this winter. attention to something with the
f inger: The librarian pointed

P
to the sign that said “Quiet.”
pol•ish (pol´ ish) verb To
part•ner (pärt´ nSr) make smooth and shiny,
noun One of two or more especially by rubbing: We
people working or playing polish the f loor weekly.
together: As tennis partners, pow•er (pou´ Sr) noun The
Leah and Josh hit the ball to force, strength, or ability to
each other. do something: It took all my
point patch (pach) noun A small power to lift the heavy couch.
area: Only one patch of snow prin•ci•pal (prin´ sS pSl)
is left on the ground. noun The head of a school:
pa•trol (pS trOl´) verb To Our principal read the new
move about an area to watch or rules to each class.
guard: We will patrol the halls
to make sure they are empty.

a rat / A pay / â care / ä father / e pet / E be / i pit / I pie / î fierce / o pot /

O go / ô paw, for / oi oil / B book
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 process • scribble
proc•ess (pro´ ses´) noun A re•mark (ri märk´ ) verb To
series of steps needed to do say or write casually: They
something: I am teaching my remarked about the weather.
little brother the process of
re•search (ri sûrch´) noun
tying shoe laces.
Careful study of a subject or
prof•it (pro' f it) noun The problem: Medical research
money made from selling has saved many lives.
something: Tanesha made a
rick•et•y (rik´ i tE)
profit from selling cupcakes.
adjective Likely to fall apart
pro•nounce (prS nouns´ ) or break: Don’t sit in that
verb To say clearly, correctly, rickety old chair.
or in a given manner: I’m
risk•y (ris' kE) adjective
afraid I pronounced your last
Having a chance of danger: It
name incorrectly.
is risky to skateboard without
proud (proud) adjective a helmet.
Feeling pleased and satisf ied
rude (rMd) adjective Not
over something owned, made,
considerate of others; impolite:
or done: You should be proud
It is rude to break into
of how well you can sing.
someone else’s conversation.

Q rug•ged (rug´ id) adjective rugged

Having a rough surface or
jagged outline: We flew over
quiv•er (kwiv´ Sr) verb the rugged mountains.
To shake with a slight

S
vibrating motion: My voice
may quiver if I get nervous.

R score (skôr) verb To gain

a point or points in a game,
contest, or test: Did you really
raise (rAz) verb To gather score ten points in the game?
together; collect: We’re trying
to raise money for a new scowl (skoul) verb To wrinkle
animal shelter. the forehead in anger: Liam
scowled when he saw that the
rec•om•mend (rek´ S mend´ ) ball park was closed.
verb To advise: My dentist
recommended that I f loss scrib•ble (skrib´ Sl) noun
every day. Careless writing or drawing:
Don’t hand in homework that
has sloppy scribbles on it.

M boot / ou out / u cut / û fur / hw which / th thin / th this / zh vision /

S ago, silent, pencil, lemon, circus
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separate • style
sep•ar•ate (sep´ S rAt´ ) verb soar (sôr) verb To rise or f ly
Divide into parts or sections: high in the air: My kite soared
We can separate these apples into the sky when the wind
into four piles. picked up.
ser•i•ous (sî r´ E Ss) adjective spread (spred) verb To
Not joking or fooling: I’m open out wide or wider: The
serious when I tell you I want children are spreading the
to be an astronaut. blanket on the ground.
shift (shift) noun A period of squeak (skwEk) noun A
working time: Dad works the short, high sound like that
late shift at the hospital. made by a mouse: The door
made a squeak when I closed
sig•nal (sig´ nSl) noun A
it.
sign, gesture, or device that
gives a command, a warning, stand (stand) noun The place
or other information: The taken by a witness in court: An
traffic signal was not working expert witness was called to the
properly. stand during the trial.
sketch (skech) noun A rough stands (standz) noun The
drawing or outline: An artist bleachers at a playing f ield or
might do many sketches before stadium: Wild cheers arose from
making a final drawing. fans in the playing field’s stands.
slam (slam) verb To strike steep (stEp) adjective Rising
with force; crash: One of the or falling sharply: We climbed
cars slammed into the wall of a steep hill.
the racetrack.
stretch (strech) verb To
slither (slith´ ûr) verb To extend: After sitting for a long
move in a slippery way: This time, I get up and stretch my
gooey paste slithers through arms and legs.
our fingers!
stroll (strOl) verb To walk in
snap (snap) verb To bite, a slow, relaxed way: I ran to
seize, or grasp with a snatching school but strolled home.
motion: A wild animal may
style (stIl) noun A way
snap at you if you touch it.
of dressing or acting: Our
snuggle (snug´ gSl) verb To teacher has a special style that
curl up closely, cuddle: The makes learning fun.
mother cat snuggles with her
kittens.

a rat / A pay / â care / ä father / e pet / E be / i pit / I pie / î fierce / o pot /

O go / ô paw, for / oi oil / B book
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 swoop • worried
swoop (swMp) verb To drop twitch (twich) verb To make
suddenly, especially when a sudden, jumpy movement:
flying: The eagle swoops down Have you ever seen a rabbit’s
to grab a fish from the lake. nose twitch as it sniffs the air?

T V
tense (tens) adjective va•cant (vA´ kSnt) adjective
Anxious or nervous: Taking a Not occupied or rented: The
deep breath can help you relax house was vacant for a year.
when you’re feeling tense.
tex•ture (teks´ chSr) noun
The look or feel of a surface: W
Both silk and velvet have soft, wor•ried (wûr´ Ed)
smooth textures. adjective Uneasy; anxious: I
tide (tId) noun The regular am worried about my sick dog. tide
rising and falling of the surface
level of the oceans, caused by
the pull of the moon and the
sun: Each high tide carries
new seashells to the shore.
tool (tMl) noun A device,
such as a hammer or an ax, that
is specially made or shaped to
help a person do work: Dad’s
electric screwdriver is one of
his favorite tools.
trac•ing (trAs´ ing) adjective
Used to copy, or trace, lines:
Try using tracing paper to
copy something exactly.
tri•al (trI´ Sl) noun The
studying and deciding of a
case in a court of law: The
judge called the trial to order.
tug (tug) verb To pull at with
force: The gardener tugged at
the roots of the dead shrub.

M boot / ou out / u cut / û fur / hw which / th thin / th this / zh vision /

S ago, silent, pencil, lemon, circus
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 Acknowledgments
Main Literature Selections Christelow. Text and illustrations copyright © 1999 by Eileen
Aero and Officer Mike: Police Partners by Joan Plummer Christelow. All rights reserved. Reprinted by permission of
Russell, photographs by Kris Turner Sinnenberg. (Caroline Houghton Mifflin Harcourt Publishing Company.
House, an imprint of Boyds Mills Press, Inc. 2001) Text © Yonder Mountain: A Cherokee Legend as told by Robert H.
2001 by Joan Plummer Russell. Photographs © 2001 by Bushyhead, written by Kay Thorpe Bannon, illustrated
Kris Turner Sinnenberg. Reprinted by permission of Boyds by Kristina Rodanas. Copyright © 2002 by Kay Thorpe
Mills Press, Inc. Bannon. Illustrations copyright © 2002 by Kristina
“A Bat Is Born” from The Bat-Poet by Randall Jarrell. Rodanas. All rights reserved. Reprinted by permission of
Text copyright © 1964 by Randall Jarrell. Reprinted by Marshall Cavendish Corporation.
permission of The Estate of Randall Jarrell. Young Thomas Edison written and illustrated by Michael Dooling.
“The Ball Game Is Over” from Good Sports: Rhymes About Copyright © 2005 by Michael Dooling. All rights reserved.
Running, Jumping, Throwing, and More by Jack Prelutsky and Adapted by permission of Holiday House, New York.
Chris Raschka. Copyright © 2007 Jack Prelutsky. Reprinted
by permission of Alfred A. Knopf, an imprint of Random
House Children’s Books, a division of Random House, Inc.
Excerpt from Bat Loves the Night by Nicola Davies, illustrated
Credits
by Sarah Fox-Davies. Text copyright © 2001 by Nicola Photo Credits
Davies. Illustrations copyright © 2001 by Sarah Fox-Davies. Placement Key: (r) right, (l) left, (c) center, (t) top, (b) bottom,
Reprinted by permission of Candlewick Press. (bg) background
Destiny’s Gift by Natasha Anastasia Tarpley, illustrated by 2 (tl) ©Joseph Sohm/Getty Images; 2 (bl) ©Youth Service of
Adjoa J. Burrowes. Text copyright © 2004 by Natasha America; 3 (tl) ©Gary Crabbe/Alamy Images; 3 (cl) ©David
Anastasia Tarpley. Illustrations copyright © 2004 by Adjoa Bergman/Corbis; 3 (cl) ©Photodisc/Getty Images; 5 (cl)
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A Fine, Fine School by Sharon Creech, illustrated by Images; 10 (br) ©Kate Powers/ Getty Images; 11 (cl) ©Dirk
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What Do Illustrators Do? written and illustrated by Eileen

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