Lesson

Vocabulary
3 1
in Context
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.

TARGET VOCABULARY

afford
customers
contacted
raise
earn
figure 3
contacted 4
raise
block This girl contacted Many groups have
spreading neighbors by phone bake sales to raise
and asked for help needed money.
with projects.

Vocabulary Context
Reader Cards
1
afford afford
toys for
Kids collect
What
Does
It Mea
To affor n?
can’t d some
families who Think
thing
is to be
them. About able to

afford to buy
It. pay for
Have you it.
ever save
not affor d up for
d right something
away? you could
Talk It
Over.
Discuss
which
buy with items
you think
five dolla you could
cost more rs and
. Expla which afford
in your you think to
answers. would

Item

a book

a sand
wich
a train
ticket

a game

a pet

© Houghton
Mifflin AM
1/15/09 5:59:22
Harcourt
Publishing
Company.
All rights
reserved.
03.indd 37
3_246765RTXEAN_L 3_246765R
TXEAN_L0
3.indd
38 17

1/15/09
5:59:42
AM

L.3.6 acquire and use conver-

sational, general academic, and
domain-specific words and phrases
Go
82 Digital

3-1_RFLESE859422_U1VC03.indd 82 4/30/12 3:12 PM

 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 block 8 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

3-1_RFLESE859422_U1VC03.indd 83 4/24/2012 4:47:45 PM

 Read and
Comprehend Go
Digital

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.

RL.3.3 describe characters and explain how their actions contribute to the sequence of events

84

3-1_RFLESE859422_U1RC03.indd 84 4/30/12 3:29 PM

 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?

85

3-1_RFLESE859422_U1RC03.indd 85 4/24/2012 4:10:58 PM

 Lesson 3
MEET THE AUTHOR

ANCHOR Natasha
Anastasia
TEXT 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.

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

RL.3.2 recount stories and determine the

message, lesson or moral; RL.3.3 describe
characters and explain how their actions
contribute to the sequence of events; RL.3.10 read and
comprehend literature

Go
86 Digital

3-1_RFLESE859422_U1ATO03.indd 86 4/30/12 3:10 PM

 by
Natasha Anastasia Tarpley
illustrated by
Adjoa J. Burrowes

ESSENTIAL QUESTION

Why is volunteering
good for a community
and its people?

87

3-1_RFLESE859422_U1ATO03.indd 87 4/24/2012 4:49:28 PM

 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

3-1_RFLESE859422_U1AT03.indd 88 4/25/2012 11:44:14 AM

 “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

3-1_RFLESE859422_U1AT03.indd 89 4/25/2012 11:44:20 AM

 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

3-1_RFLESE859422_U1AT03.indd 90 4/25/2012 11:44:26 AM

 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

3-1_RFLESE859422_U1AT03.indd 91 4/25/2012 11:44:32 AM

 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

3-1_RFLESE859422_U1AT03.indd 92 4/25/2012 11:44:44 AM

 93

3-1_RFLESE859422_U1AT03.indd 93 4/25/2012 11:44:56 AM

 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

3-1_RFLESE859422_U1AT03.indd 94 4/25/2012 11:45:04 AM

 “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

3-1_RFLESE859422_U1AT03.indd 95 4/25/2012 11:45:10 AM

 “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

3-1_RFLESE859422_U1AT03.indd 96 4/25/2012 11:45:14 AM

 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

3-1_RFLESE859422_U1AT03.indd 97 4/25/2012 11:45:17 AM

 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

3-1_RFLESE859422_U1AT03.indd 98 4/25/2012 11:45:25 AM

 99

3-1_RFLESE859422_U1AT03.indd 99 4/25/2012 11:45:35 AM

 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

3-1_RFLESE859422_U1AT03.indd 100 4/25/2012 11:45:42 AM

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

101

3-1_RFLESE859422_U1AT03.indd 101 4/25/2012 11:45:47 AM

 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

3-1_RFLESE859422_U1AT03.indd 102 4/25/2012 11:45:54 AM

 “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

3-1_RFLESE859422_U1AT03.indd 103 4/25/2012 11:46:00 AM

 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

3-1_RFLESE859422_U1AT03.indd 104 4/25/2012 11:46:05 AM

 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

3-1_RFLESE859422_U1AT03.indd 105 4/25/2012 11:46:12 AM

 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

3-1_RFLESE859422_U1AT03.indd 106 4/25/2012 11:46:19 AM

 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

3-1_RFLESE859422_U1AT03.indd 107 4/25/2012 11:46:27 AM

 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

3-1_RFLESE859422_U1AT03.indd 108 4/25/2012 11:46:32 AM

 109

3-1_RFLESE859422_U1AT03.indd 109 4/25/2012 11:46:36 AM

 COMPREHENSION

Dig Deeper
How 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

RL.3.2 recount stories and determine the message, lesson or moral; RL.3.3 describe characters and explain how their actions contribute to the
sequence of events

Go
110 Digital

3-1_RFLESE859422_U1DD03.indd 110 4/30/12 3:37 PM

 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

3-1_RFLESE859422_U1DD03.indd 111 4/24/2012 4:03:16 PM

 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

3-1_RFLESE859422_U1YT03.indd 112 4/24/2012 4:17:04 PM

 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.

W ord s ar e a
p owe r fu l g i f t.
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.
Go
Digital
RL.3.1 ask and answer questions to demonstrate understanding, referring to the text; RL.3.3 describe characters and explain
how their actions contribute to the sequence of events; W.3.1a introduce the topic, state an opinion, and create an organizational
structure; W.3.1b provide reasons that support the opinion; W.3.1d provide a concluding statement or section; W.3.10 write
routinely over extended time frames or short time frames; SL.3.1a come to discussions prepared/explicitly draw on preparation and other information
about the topic; SL.3.1d explain own ideas and understanding in light of the discussion

113

3-1_RFLESE859422_U1YT03.indd 113 4/30/12 3:24 PM

 Lesson 3
INFORMATIONAL
TEXT

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.

RI.3.7 use information gained from illustrations

and words to demonstrate understanding;
RI.3.10 read and comprehend informational
texts

Go
114 Digital

3-1_RFLESE859422_U1PS03.indd 114 4/30/12 5:08 PM

 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

3-1_RFLESE859422_U1PS03.indd 115 4/24/2012 4:09:03 PM

 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

3-1_RFLESE859422_U1PS03.indd 116 4/24/2012 4:09:19 PM

 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 thoughts in
your notebook.

Go
Digital
RL.3.3 describe characters and explain how their actions contribute to the sequence of events; RI.3.9 compare and contrast important points
and details in texts on the same topic; SL.3.1c ask questions to check understanding, stay on topic, and link comments to others' remarks

117

3-1_RFLESE859422_U1PS03.indd 117 5/4/12 11:00 AM

 L.3.1h use coordinating and subordinating conjunctions; L.3.1i produce simple, compound, and complex sentences

Grammar Go
Digital

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

3-1_RFLESE859422_U1G03.indd 118 4/30/12 3:35 PM

 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

3-1_RFLESE859422_U1G03.indd 119 4/24/2012 4:04:53 PM

 W.3.3a establish a situation and introduce a narrator or characters/organize an event sequence; W.3.3b use dialogue/descriptions to develop
experiences and events or show characters' responses; W.3.3c use temporal words and phrases to signal event order; W.3.3d provide a sense
of closure; W.3.8 recall information from experiences or gather information from print and digital sources/take brief notes and sort evidence

Narrative Writing
Voice In Destiny’s Gift, when Mrs. Wade says that
words are powerful, Destiny tells us her thoughts and
feelings. She says, “I wasn’t sure what she meant, but I Go
Digital
felt very important indeed!” In your personal narrative,
you can share your thoughts and feelings just as Destiny
did.
Callie wrote about the time she helped a neighbor.
Later, she added some of her thoughts and feelings. She
also used time-order words and ended with a strong
conclusion.

Revised Draft
Writing Traits
Checklist
One day I asked my neighbor Mr.
Ideas
Did I use details that
help readers picture
Mazur where his cat was. He said, “I
the events?
Organization had an operation. Chester has to stay
Did I tell the events
in order?
at a shelter until I can take care of him
Word Choice
Did I use clear, vivid
words? again.” Then I had an idea. I asked
Voice
Did I share what I Mom if I could take care of Chester so
thought and felt?

Sentence Fluency
Mr. Mazur could keep him at home.
Did I write complete
sentences? I felt so sad for Mr. Mazur
Conventions
Did I leave space
and for myself, too, because
between each word
in my sentences?
I love Chester!

120

3-1_RFLESE859422_U1W03.indd 120 4/30/12 3:14 PM

evelop

ce
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 added my thoughts

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

121

3-1_RFLESE859422_U1W03.indd 121 4/24/2012 4:45:10 PM