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Introduction Scott Foresman Reading Street provides GUIDED READING APPROACH over 600 leveled readers that help children The Reading Street leveled readers are become better readers and build a lifelong leveled according to Guided Reading criteria love of reading. The Reading Street leveled by experts trained in Guided Reading. The readers are engaging texts that help children Guided Reading levels increase in difficulty practice critical reading skills and strategies. within a grade level and across grade levels. They also provide opportunities to build In addition to leveling according to Guided vocabulary, understand concepts, and develop Reading criteria, the instruction provided reading fluency. in the Leveled Reader Teaching Guide is The leveled readers were developed to be compatible with Guided Reading instruction. age-appropriate and appealing to children at An instructional routine is provided for each each grade level. The leveled readers consist leveled reader. This routine is most effective of engaging texts in a variety of genres, when working with individual children or including fantasy, folk tales, realistic fiction, small groups. historical fiction, and narrative and expository MANAGING THE CLASSROOM nonfiction. To better address real-life reading When using the leveled readers with skills that children will encounter in testing individuals or small groups, you’ll want to keep situations and beyond, a higher percentage of the other children engaged in meaningful, nonfiction texts is provided at each grade. independent learning tasks. Establishing independent work stations throughout the USING TH E LEVE LE D R EAD E RS classroom and child routines for these work You can use the leveled readers to meet the stations can help you manage the rest of diverse needs of your children. Consider using the class while you work with individuals or the readers to small groups. Possible work stations include •practice critical skills and strategies Listening, Phonics, Vocabulary, Independent • Reading, and Cross-Curricular. For classroom build fluency management, create a work board that lists •build vocabulary and concepts the work stations and which children should •build background for the main selections in be at each station. Provide instructions at the student book each station that detail the tasks to be • accomplished. Update the board and alert provide a variety of reading experiences, children when they should rotate to a new e.g., shared, group, individual, take-home, station. For additional support for managing readers’ theater your classroom, see the Reading Street Centers Survival Kit. © Pearson Education 4 Introduction
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USING TH E LEVE LE D R EAD E R ASSESSING PERFORMANCE TEACH I N G G UI D E Use the assessment forms that begin on page 6 to make notes about your students’ The Leveled Reader Teaching Guide provides reading skills, use of reading strategies, and an instruction plan for each leveled reader general reading behaviors. based on the same instructional routine. MEASURE FLUENT READING (pp. 6–7) Provides INTRODUCE THE BOOK The Introduction includes directions for measuring a student’s fluency, suggestions for creating interest in the text based on words correct per minute (wcpm), by discussing the title and author, building and reading accuracy using a running record. background, and previewing the book and its features. OBSERVATION CHECKLIST (p. 8) Allows you to note the regularity with which students READ THE BOOK Before students begin reading demonstrate their understanding and use of the book, have them set purposes for reading reading skills and strategies. and discuss how they can use the reading strategy as they read. Determine how you STUDENT SELF-ASSESSMENT (p. 9) Helps want students in a particular group to read students identify their own areas of strength the text, softly or silently, to a specific point or and areas where they need further work. This the entire text. Then use the Comprehension form (About My Reading) encourages them Questions to provide support as needed and to list steps they can take to become better to assess comprehension. readers and to set goals as readers. Suggest that students share their self-assessment REVISIT THE BOOK The Reader Response notes with their families so that family questions provide opportunities for students members can work with them more effectively to demonstrate their understanding of the text, to practice their reading skills and strategies the target comprehension skill, and vocabulary. at home. The Response Options require students to revisit the text to respond to what they’ve READING STRATEGY ASSESSMENT (p. 10) read and to move beyond the text to explore Provides criteria for evaluating each student’s related content. proficiency as a strategic reader. SKILL WORK The Skill Work box provides PROGRESS REPORT (p. 11) Provides a means to instruction and practice for the target skill and track a student’s book-reading progress over strategy and selection vocabulary. Instruction a period of time by noting the level at which a for an alternate comprehension skill allows student reads and his or her accuracy at that teachers to provide additional skill instruction level. Reading the chart from left to right gives and practice for students. you a visual model of how quickly a student is making the transition from one level to the USING THE GRAPHIC ORGANIZERS next. Share these reports with parents or Graphic organizers in blackline-master format guardians to help them see how their child’s can be found on pages 132–152. These can reading is progressing. be used as overhead transparencies or as student worksheets. © Pearson Education Introduction 5
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Measure Fluent Reading Taking a Running Record A running record is an assessment of a student’s oral reading accuracy and oral reading fluency. Reading accuracy is based on the number of words read correctly. Reading fluency is based on the reading rate (the number of words correct per minute) and the degree to which a student reads with a “natural flow.” How to Measure Reading Accuracy 1. Choose a grade-level text of about 80 to 120 words that is unfamiliar to the student. 2. Make a copy of the text for yourself. Make a copy for the student or have the student read aloud from a book. 3. Give the student the text and have the student read aloud. (You may wish to record the student's reading for later evaluation.) 4. On your copy of the text, mark any miscues or errors the student makes while reading. See the running record sample on page 7, which shows how to identify and mark miscues. 5. Count the total number of words in the text and the total number of errors made by the student. Note: If a student makes the same error more than once, such as mispronouncing the same word multiple times, count it as one error. Self-corrections do not count as actual errors. Use the following formula to calculate the percentage score, or accuracy rate: Total Number of Words – Total Number of Errors x 100 = percentage score Total Number of Words Interpreting the Results • A student who reads 95–100% of the words correctly is reading at an independent level and may need more challenging text. • A student who reads 90–94% of the words correctly is reading at an instructional level and will likely benefit from guided instruction. • A student who reads 89% or fewer of the words correctly is reading at a frustrational level and may benefit most from targeted instruction with lower-level texts and intervention. How to Measure Reading Rate (WCPM) 1. Follow Steps 1–3 above. 2. Note the exact times when the student begins and finishes reading. 3. Use the following formula to calculate the number of words correct per minute (WCPM): Total Number of Words Read Correctly x 60 = words correct per minute Total Number of Seconds Interpreting the Results By the end of the year, a third-grader should be reading approximately 110–120 WCPM. © Pearson Education 6 Measure Fluent Reading
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Running Record Sample Running Record Sample Notations Accurate Reading ✓ ✓ ✓ ✓ The student reads a word correctly. Dana had recently begun volunteering at the animal rescue✓ ✓ ✓ ✓ ✓ Omission shelter where her mom worked as a✓ ✓ ✓ ✓ ✓ ✓ ✓ The student omits words or word parts. veterinarian. The shelter was just across✓ ✓ ✓ ✓ ✓ Hesitation the bay from their house.✓ ✓ ✓ ✓ ✓ The student hesitates over a word, and the ✓ ✓ ✓ ✓ H teacher provides the word. Wait several seconds Dana was learning many different before telling the student what the word is. jobs at the shelter. She fed the dogs✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Mispronunciation/Misreading and cleaned their cages. She played The student pronounces or reads a word catch with the dogs in the shelter’s✓ ✓ ✓ ✓ ✓ ✓ ✓ incorrectly. ✓ ✓ ✓ /jo–b/ ✓ backyard. Dana’s favorite job, however, Self-correction was introducing people to the dogs✓ ✓ ✓ ✓ ✓ ✓ The student reads a word incorrectly but then corrects the error. Do not count self-corrections waiting for adoption. Whenever a dog✓ ✓ ✓ ✓ ✓ ✓ as actual errors. However, noting self-corrections ✓ ✓ ✓ ✓ ✓ ✓ sc will help you identify words the student finds found a new home, Dana was especially difficult. pleased!✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Insertion The road to the shelter crossed over The student inserts words or parts of words that ✓ ✓ ✓ ✓ ✓the ✓ ✓ ✓ are not in the text. the bay. Dana looked for boats in the channel, but there were none. Dana’s✓ ✓ ✓ ✓ ✓ ✓ Substitution ✓ ✓ ✓ ✓ ✓ ✓ hear ✓ The student substitutes words or parts of words mom turned on the radio to listen to for the words in the text. the news as they drove. The weather✓ ✓ ✓ ✓ ✓ ✓ ✓ reporter announced that a blizzard✓ ✓ ✓ ✓ ✓ © Pearson Education✓ ✓ ✓ ✓ ✓ ✓ ✓ might hit some parts of the state. —From A Day with the Dogs On-Level Reader 3.3.4 Running Record Results Reading Accuracy Reading Rate—WCPM Total Number of Words: 126 126 – 5 121 x 100 = 96.032 = 96% x 60 = 113.44 = 113 words Number of Errors: 5 126 64 correct per minute Reading Time: 64 seconds Accuracy Percentage Score: 96% Reading Rate: 113 WCPM Running Record Sample 7
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Observation Checklist Student’s Name Date Always Usually Sometimes Rarely Behaviors Observed (Proficient) (Fluent) (Developing) (Novice) Uses prior knowledge and preview to understand what book is about Makes predictions and checks them while reading Uses context clues to figure out meanings of new words Uses phonics and syllabication to decode words Self-corrects while reading Reads at an appropriate reading rate Reads with appropriate intonation and stress Uses fix-up strategies Identifies story elements: character, setting, plot, theme Summarizes plot or main ideas accurately Uses target comprehension skill to understand the text better Responds thoughtfully about the text Reading Behaviors and Attitudes Enjoys listening to stories Chooses reading as a free-time activity Reads with sustained interest and attention Participates in discussion about books General Comments © Pearson Education 8 Observation Checklist
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About My Reading Name Date 1. Compared with earlier in the year, I am enjoying reading more less about the same 2. When I read now, I understand more than I used to about the same as I used to 3. One thing that has helped me with my reading is ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 4. One thing that could make me a better reader is ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 5. Here is one selection or book that I really enjoyed reading: ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 6. Here are some reasons why I liked it: ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– © Pearson Education About My Reading 9
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Reading Strategy Assessment Student_____________________________________________Date _____________________________________________Teacher Proficient DevelopingEmerging Not showing trait Building Background Previews Comments: Asks questions Predicts Activates prior knowledge Sets own purposes for reading Other: Comprehension Retells/summarizes Comments: Questions, evaluates ideas Relates to self/other texts Paraphrases Rereads/reads ahead for meaning Visualizes Uses decoding strategies Uses vocabulary strategies Understands key ideas of a text Other: Fluency Adjusts reading rate Comments: Reads for accuracy Uses expression Other: Connections Relates text to self Comments: Relates text to text Relates text to world Other: Self-Assessment Is aware of: Strengths Comments: Needs Improvement/achievement Sets and implements learning goals Maintains logs, records, portfolio Works with others Shares ideas and materials Other: © Pearson Education 10 Reading Strategy Assessment
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Progress Report Student’s Name At the top of the chart, record the book title, its grade/unit/week (for example, 1.2.3), and the student’s accuracy percentage. See page 6 for measuring fluency, calculating accuracy and reading rates. At the bottom of the chart, record the date you took the running record. In the middle of the chart, make an X in the box across from the level of the student’s reading— frustrational level (below 89% accuracy), instructional level (90–94% accuracy), or independent level (95–100% accuracy). Record the reading rate (WCPM) in the next row. Book Title Grade/Unit/Week Reading Accuracy Percentage Frustrational (89% or below) Instructional (90–94%) LEVEL Independent (95% or above) Reading Rate (WCPM) Date © Pearson Education Progress Report 11
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3.1.1 Mr. Post’s Class REALISM AND FANTASY PRIOR KNOWLEDGE SUMMARY The new school year is underway, R EAD TH E BOO K and one class has a new teacher, Mr. Post. SET PURPOSE Have children set a purpose His experience as a summer volunteer for reading Mr. Post’s Class. They might be inspires him and his students to develop a interested in the type of teacher Mr. Post will yearlong community volunteer project through be or what kinds of students will be in his which students offer their time and skills to class. After looking at the illustrations, you members of the community. might guide students to set a purpose related LESSON VOCABULARY to learning more about volunteering or how to community enthusiasm organize a volunteer project. labor mural STRATEGY SUPPORT: PRIOR KNOWLDEGE nonprofit organization Encourage students to discuss any prior reporter sign-up experience in organizing an activity. Remind success volunteer students that their prior knowledge will help them understand the story. Their prior INTRO D UCE TH E BOO K experience as volunteers or working on simple fundraising projects might well help them INTRODUCE THE TITLE AND AUTHOR Discuss with understand some of the issues involved with students the title and the author of Mr. Post’s organizing a volunteer project that involves an Class. Ask them to look at the cover illustra- entire class. tion and talk about how it might relate to the title. Ask: Who is the man in the illustration, COMPREHENSION QUESTIONS and what is he doing? Why is his name on the PAGE 5 Why were students curious about Mr. chalkboard? Post? (It was his first year at the school.) BUILD BACKGROUND Discuss community service PAGE 10 What ideas did Mr. Post’s students and volunteering. Ask: Why do people volun- have for volunteer projects? (recycling, teer? Have you or members of your family delivering groceries for the elderly; raking volunteered? Have you ever been helped by leaves for people who couldn’t rake) volunteers? PAGE 13 How was the class project organized? Ask students to discuss what aspects (On sign-up sheets, students volunteered to do of starting a new school year are exciting things they had time for and liked to do.) and which are difficult. Ask: How can others help students who are not native English PAGES 16–17 What do the photos show? speakers? How realistic are they? (They show the students doing volunteer activities. They are PREVIEW/USE TEXT FEATURES Have students very realistic.) preview the book by looking at the illustrations. Encourage students to use the illustrations to PAGE 20 How do non-profit groups help with predict the story line. Point out the way in which community projects to build homes? (They pay the text on page 20 is set off with a heading for materials, equipment, and land, and they and includes a photo rather than a drawing. organize workers.) Ask: Why might the author have done this? 12 Mr. Post’s Class
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R EVISIT TH E BOO K Skill Work READER RESPONSE 1. It is a realistic story. The events could TEACH/REVIEW VOCABULARY happen in real life. Read aloud the vocabulary words. Ask 2. Possible responses should demonstrate students to explain words they already know an understanding of or questions about and to look up words they don’t know. Have volunteering. students practice using unfamiliar words in 3. Possible responses: The baseball player read-aloud sentences. showed dedication when he overcame his injury. A dedication was made to the TARGET SKILL AND STRATEGY soldiers who served in the war. REALISM AND FANTASY Tell students that 4. Possible response: Yes, because I would a realistic story tells about something that like to help people in my community. could happen, while a fantasy is a story about something that could not happen. Ask EXTEND UNDERSTANDING Remind students students to point out specific elements of that characters are the people or animals in Mr. Post’s Class that give clues as to which stories. Since this book focuses largely on type of story it is. Encourage students to the character of Mr. Post, invite students to note that many of the illustrations depict discuss him. Ask: What kind of person is activities that could really happen, such as Mr. Post? How do you know? Would you like a teacher introducing himself to a class, a Mr. Post to be your teacher? Ask students boy raking leaves, and girls chatting on the to describe how they have reached their telephone. conclusions about Mr. Post. PRIOR KNOWLEDGE Tell students that RESPONSE OPTIONS prior knowledge is what they know about WRITING Invite students to examine the a given topic, and it comes from their illustrations in the book closely. Assign each reading and personal experiences. Explain illustration to a small group of students, and how connecting prior knowledge to a text have each group write a caption that describes can help students understand what they what is happening in the picture. Encourage read. Read aloud sections of the story, and students to write lively captions or dialogue. pause to ask students what it reminds them of. Tell students that they can use their WORD WORK Have each student write a story prior knowledge, as well as illustrations, to about an imaginary school volunteer project. determine whether a story is a realistic story Each story should include at least six of the or a fantasy. vocabulary words. SOCIAL STUDIES ADDITIONAL SKILL INSTRUCTION CONNECTION THEME Explain to students that every story has one “big idea” called the theme. Instruct As a group, have students that they can often determine the students plan a theme by asking themselves as they read, classroom volunteer project. “What does the writer want me to learn On the board, write down the steps from reading this story?” Tell students that students feel must be done to complete that sometimes the theme will be directly the project, from start to finish. Students stated. Other times, students can look at should consider the needs of the community, the actions taken by characters in the story interests and skills of students, fundraising, to figure out the theme. Encourage students publicity opportunities, and how to celebrate to think about what the big idea might be as the project’s success. they read Mr. Post’s Class. Mr. Post’s Class 13
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Name Mr. Post’s Class Realism and Fantasy • A realistic story tells about something that could happen. • A fantasy is a story about something that could not happen. Directions Read the following passage. Then answer the questions below. Mr. Post explained to the class that could start a recycling program to reduce he spent the summer working on waste. Another pointed out that students a volunteer project. He asked the class if could help the elderly bring their groceries they would like to organize a volunteer home. Another suggested raking leaves for project to complete during the school people. Parents also were excited about the year. All the students had suggestions to project and wanted to pitch in. offer. Someone mentioned that the class 1. Is this paragraph realism or fantasy? 2. Explain your decision in Question 1. 3. What is one realistic idea proposed by the students? 4. Is it realistic for parents to want to help? Why or why not? 5. Write a new first sentence that would make this paragraph seem like a fantasy. © Pearson Education 3 14
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Name Mr. Post’s Class Vocabulary Directions Choose the word from the box that best completes each sentence. Write the word on the line. Check the Words You Know community enthusiasm labor mural nonprofit organization reporter sign-up success volunteer 1. The volunteer helped students plan and buy supplies. 2. The students were so excited, they could not contain their . 3. A gives his or her time to help others. 4. A newspaper visited the surprised students. 5. Many people from the had project ideas for the students. 6. Raking leaves required the students to perform physical . 7. The students made a big to hang on the wall. 8. A organization does not make a profit. 9. Mr. Post hung a sheet on the door so students could volunteer. 10. The community project to clean the park was a huge . Directions Use the sentence you wrote on page 14 and write a paragraph about volunteering, using as many vocabulary words as you can. Your paragraph should be fantasy. © Pearson Education 3 15
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What’s Money 3.1.2 All About? SEQUENCE SUMMARIZE SUMMARY This book gives a lively historical R EAD TH E BOO K perspective on how and why we began using SET PURPOSE Have students set a purpose money. It explains the origins of trading, for reading What’s Money All About? Students’ buying, bargaining, and selling. curiosity about how money came about or LESSON VOCABULARY their interest in having their own money should bargaining compromise guide this purpose. If students are interested, suggest that they later do research on the currency mints different kinds of money in the world. wampum STRATEGY SUPPORT: SUMMARIZE As students INTRO D UCE TH E BOO K read about bartering and how our system of Discuss with money began, prompt them to summarize. INTRODUCE THE TITLE AND AUTHOR students the title and the author of What’s Summarizing will help students zero in on the Money All About? Based on the title and the most important points in the book. Suggest cover illustrations, ask students to describe that students take notes as they read the what they imagine this book will be about. Ask story, writing down what they consider to be students if they can identify any of the kinds the key points. of money on the cover. COMPREHENSION QUESTIONS BUILD BACKGROUND Ask students to discuss PAGE 7 What is the major problem that how they get money for the things they want arises when people barter? (Sometimes and how they use their money once they have people cannot agree on the value of goods.) it. Discuss the different kinds of money, such What is the benefit of a coin-based as coins, bills, and checks. Ask students PAGE 13 which kind of money is easier for them to system of money? (Coins are small and easy to handle, which kind is safest, and which kind is carry.) more valuable to them. PAGE 15 What was the sequence of events Have students in the development of money during colonial PREVIEW/USE TEXT FEATURES times and the early days of independence? look at the chapter headings and the (Each colony had its own money; the country illustrations and discuss how these text needed its own money; Congress began making elements help organize the information in the money so the states could trade with each book. Ask students how the chapter headings other more easily.) help them predict what this book is about. PAGE 16 How many mints are in the United States? (four) 16 What’s Money All About?
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R EVISIT TH E BOO K Skill Work READER RESPONSE 1. Traveling traders call out to local traders; TEACH/REVIEW VOCABULARY traveling traders leave their goods on the Tell students you have chosen a word from beach; local traders leave their goods on the list of vocabulary words. It is their job the beach; each group returns and decides to guess what the word is, based on clues if the trade is fair; different items are then you give. For example, “What word has three added or removed to make trade fair. words in it?” (bargaining, which has bar, 2. The ancient Egyptians sent stones, copper, gain, and bargain in it) grains, and papyrus to ancient Lebanon. In return, they received wood such as fir, cedar, TARGET SKILL AND STRATEGY and pine. SEQUENCE Remind students that the 3. Possible response: Sometimes two people sequence in a story is the order in which who are bargaining have to compromise events occur. To illustrate, ask students to about a price. write a short paragraph about how to get 4. Possible response: I could see the color and from home to school, keeping the steps design of the coin. in sequence. Have students read their sequences to the class. EXTEND UNDERSTANDING Discuss with students how chapters in books can help organize SUMMARIZE Remind students that complicated material. Go over the four summarizing means boiling down the main chapters with students and discuss what idea of a story or text into a sentence or information is in each chapter and why. Ask two. In order to do this, students must students how they can tell what each chapter identify the most important ideas or events. is going to be about and how each chapter Ask students to summarize their last is a progression of the last. vacation or what they did over the weekend. RESPONSE OPTIONS ADDITIONAL SKILL INSTRUCTION WRITING Have students imagine that for one DRAW CONCLUSIONS Remind students that day no money is available, so people must drawing conclusions means to think about barter. Ask students to write a paragraph each the facts and details that are presented about what that day would be like. and, sometimes with the benefit of personal Have students discuss whether experience, to decide something about bartering is common in their home country them. By drawing conclusions, students can and, if so, whether it is used for certain enhance their understanding of the text. types of goods and services or as a general Encourage students to draw conclusions as practice. they read. SOCIAL STUDIES CONNECTION Have students make up a new kind of money. Discuss whether their money will be coins or bills or something altogether different. Ask students how they will determine the value of their money and what it should look like. Once students have decided these things, ask them to make a grocery list showing what bread, milk, and fruit might cost with this new money. What’s Money All About? 17
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Name What’s Money All About? Sequence • The sequence of events in a story is the order in which the events occur. Directions Answer the questions on the lines below. 1. What is the sequence of events that goes on in bartering? 2. What was the sequence of events in the trade between the Egyptians and the Lebanese? 3. What happens during a silent trade? Summarize the steps. 4. Trace the steps from bartering to the invention of coin money. 5. Summarize why salt eventually was no longer used for money. © Pearson Education 3 18
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Name What’s Money All About? Vocabulary Directions Write the words from the box in the proper boxes. Note: There are three words that can go in both boxes. Check the Words You Know bargaining compromise currency mints wampum Nouns Verbs Directions Draw a line from the vocabulary word to its correct definition. 1. bargaining a. to give up some of your demands to reach an agreement 2. compromise b. money 3. currency c. beads made from shells © Pearson Education 3 4. mints d. places where money is made 5. wampum e. when two people work together to come up with an agreement 19
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Maggie McGee and 3.1.3 Me at the Mint SEQUENCE VISUALIZE SUMMARY Chris Chen and his friend Maggie R EAD TH E BOO K McGee have a job to do in this fictional tale: SET PURPOSE Based on the genre and title of They want to be the first students on their the book, have students tell why they would class field trip to answer ten questions about like to read it. Remind students that they may the U.S. mint. The sequence of events leads have more than one reason for wanting to read them on an interesting journey behind the a book. scenes of America’s coin maker. STRATEGY SUPPORT: VISUALIZE Read with LESSON VOCABULARY students question 1 in the Reader Response brainstormed detectors section of the book. To help students visualize engrave grooves the order of events in the story, have them jot precious recited down notes about the order in which Chris and replicas Maggie answer the questions. INTRO D UCE TH E BOO K Have students use a sequence of Discuss with events flow chart (see page 138) to complete INTRODUCE THE TITLE AND AUTHOR the Strategy Support activity above. To check students the title and the author of Maggie their understanding of the text, have pairs McGee and Me at the Mint. Ask if any students of students exchange charts when they have collect coins. If so, what kinds of coins do they finished reading. collect? Ask students what they know about the U.S. mint. COMPREHENSION QUESTIONS BUILD BACKGROUND Discuss with students PAGE 4 What sequence of events leads to Chris what they know about U.S. coins. Talk about and Maggie’s becoming friends?(Johnnie Jaspers subjects such as what the coins are made of, had been bothering Chris; Maggie beats their denominations, and the different pictures Johnnie in the battle of the minds; Johnnie stops on them. bothering Chris; Maggie tells Chris to stick with her.) PREVIEW/USE ILLUSTRATIONS Point out that the genre of the book is fiction. Then have PAGE 5 On this page, Chris starts to tell the students look through the illustrations in the story of the class trip to the mint. When did book. Discuss with students what they can the trip take place—before, during, or after tell about the boy and girl in the pictures and Chris tells the story? (Before—he is telling what they think the two are doing. about something that happened in the past.) PAGE 6 How did the contest at the mint get started? (Maggie suggested it, and Ms. Chesterfield agreed to it.) PAGE 12 What words does the author use to help you visualize the original image of the eagle on American coins? (pigeon, laughed, majestic bird of prey) 20 Maggie McGee and Me at the Mint
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R EVISIT TH E BOO K Skill Work READER RESPONSE 1. 1, 4, 5, 9, 8, 10, 2, 3, 6, 7 TEACH/REVIEW VOCABULARY 2. Possible response: sharp corners, dozens Write a matching activity on the board with of tiny windows, bright white walls; the vocabulary words in one column and the responses will vary. definitions in another. Direct students to the 3. Possible responses: exhibit: things locations of the words in the book and shown together in a museum; a display have them try to match each word to its or presentation. Other answers should correct definition using context clues. include appropriate words, use context clues correctly, and contain dictionary definitions. TARGET SKILL AND STRATEGY 4. Possible response: When was the SEQUENCE Review with students that Philadelphia mint built? a sequence is the order in which events occur. Remind them that, in a story, events EXTEND UNDERSTANDING Point out to students are sometimes told out of their proper that sometimes the author changes the setting sequence. Sometimes the sequence of within a story. Have students reread the first events may be interrupted to tell about three pages of the book. Ask: What clue words events that happened earlier. Tell students does the author use to tell the reader the time to stop and reread parts of the story if they and place of the story? (Possible responses: are not sure they are following the sequence outside the United States mint, after we won of events correctly. the class contest, on the day she challenged and beat the bully, afterwards). Does the set- VISUALIZE Remind students that to ting change in these pages? What makes you visualize means to create pictures in their think this? (Yes; Chris starts his story in the minds as they read. Visualizing may also present at an unknown place, then he shifts to help them better follow the sequence of the day Maggie beat Johnnie in the battle of the events in a story. Suggest that as they minds, then he shifts again to the day of the read, students create mental pictures of the class trip to the mint.) events. RESPONSE OPTIONS ADDITIONAL SKILL INSTRUCTION WRITING Have students work in pairs to write SETTING Review with students that setting is short stories about other, new adventures with the time and place in which events occur in Chris and Maggie. Tell students to write the a story. Have students point out the most events in sequence, so that there is a time likely place setting for the selection—the order to what happens. mint. Invite students to guess when the events take place, either with a specific or SOCIAL STUDIES general time. Remind them that an author CONNECTION may not state an exact time and place. Tell Provide students with students to look for clues to the time and information about how place of the action in the story as they read. coins are made by the mint. Have groups create diagrams showing the stages in the minting process and then share their drawings with the class. Maggie McGee and Me at the Mint 21
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Name Maggie McGee and Me Sequence • Sequence is the order in which things happen in a story—what happens first, next, and last. Directions Read the following passage. Then list the sequence of events that leads to Sam and Nathan’s buying their video game. My name is Sam, which is short for I think my parents thought they were being Samantha. I want to tell you about a tricky. They know I am not a good saver. Once time my friend Nathan and I outsmarted our when I wanted a dress they didn’t like, they own parents. We didn’t do anything wrong. made me save for it. The store stopped selling We just proved that we were more creative the dress by the time I had enough money to than they thought we were. buy it. My parents were hoping the same thing Let me start from the beginning. Nathan would happen with the video game. and I wanted to buy a video game together. We But Nathan and I knew we had to act had a great plan. We would take turns keeping quickly. Instead of saving money, we opened the game at each other’s houses. The problem a lemonade stand. It was so hot that summer, was that our parents did not want us to have people came to the stand by the dozens! the game. They thought it was too expensive Within two weeks we had enough money for and that we would fight over it. So they made the game. Now we play it all the time. And us a deal. They said if we could save the our parents have to admit we’re two pretty money ourselves, then we could buy it. smart friends! First, Next, Next, © Pearson Education 3 Then, Finally, 22
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Name Maggie McGee and Me Vocabulary Directions Choose the word from the box that best matches each definition. Write the word on the line. Check the Words You Know brainstormed detectors engrave grooves precious recited replicas 1. to cut deeply into 2. copies of original pieces of art or other objects 3. long, narrow channels cut with tools 4. repeated or said aloud from memory 5. costly; valuable Directions Choose all the words from the box that fit each category. Write the words on the lines. 6. Verbs 7. Nouns 8. Plural Words Directions Write a news article on the lines. Use as many of the vocabulary words as you can. © Pearson Education 3 23
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