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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 The Leveled Reader Teaching Guide provides page 6 to make notes about your students’ an instruction plan for each leveled reader reading skills, use of reading strategies, and based on the same instructional routine. general reading behaviors. The Introduction includes MEASURE FLUENT READING (pp. 6–7) Provides INTRODUCE THE BOOK directions for measuring a student’s fluency, suggestions for creating interest in the text by discussing the title and author, building based on words correct per minute (wcpm), background, and previewing the book and and reading accuracy using a running record. its features. OBSERVATION CHECKLIST (p. 8) Allows you Before students begin reading to note the regularity with which students READ THE BOOK demonstrate their understanding and use of the book, have them set purposes for reading and discuss how they can use the reading reading skills and strategies. 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 The Reader Response that students share their self-assessment REVISIT THE BOOK notes with their families so that family questions provide opportunities for students to demonstrate their understanding of the text, members can work with them more effectively the target comprehension skill, and vocabulary. to practice their reading skills and strategies The Response Options require students to at home. 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) Reading Strategies and Skills 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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Salt Lick 3.1.1 Boom Town REALISM AND FANTASY PRIOR KNOWLEDGE SUMMARY Shelley the turtle discovers a tasty R EAD TH E BOO K salt lick, and soon word spreads to animals SET PURPOSE Have students set a purpose for everywhere. They come to lick the salt, and reading Salt Lick Boom Town. Invite them to a boom town is born. Eventually, the animals ask questions about the title, such as, “What lick away the salt and leave the bustling is a salt lick?” and “What is a boom town?” community. A ghost town is all that’s left. Students’ curiosity about these topics should LESSON VOCABULARY guide their purpose. boom coins STRATEGY SUPPORT: PRIOR KNOWLEDGE Remind fetched laundry students that prior knowledge is what they mending pick know about a given topic and is gathered skillet spell from their reading and personal experiences. Students living in big cities or large suburbs INTRO D UCE TH E BOO K may not be familiar with a salt lick, but they Discuss with may understand the concept of a boom town. INTRODUCE THE TITLE AND AUTHOR Similarly, students with experience with farm students the title and the author of Salt Lick animals may know what a salt lick is but may Boom Town. Ask them to look at the cover not understand the concept of a boom town. illustration and talk about how it might relate Help students see that people bring different to the title. Who are the animals on the lower kinds of prior knowledge and experience to left, and what are they looking at? their reading. BUILD BACKGROUND Ask: Do you know what a salt lick is? Why might animals flock to see COMPREHENSION QUESTIONS a salt lick? Discuss reasons why towns and PAGE 4 What happens on this page to make it cities grow where they do. Ask: Why might a clear this story is a fantasy? (Fuzzy the horse town become deserted? rides by on a bicycle.) Tell students that this story focuses on PAGE 6 Is it realistic for the animals to spread an imaginary town. Help them find words from word of the salt lick all over the globe? Why or their native languages that mean the same why not? (No. Animals can’t talk.) as boom town and ghost town. Also discuss What activities described on this page the differences between a small town, the PAGE 7 suggest it is a fantasy? (animals reading suburbs, and a city. newspapers, knitting, mending, carrying coins) PREVIEW/USE TEXT FEATURES Have students What stores and places described on preview the book by looking at the illustra- PAGE 9 this page might you realistically expect to see tions. Point out that there are no photographs in a town? (laundry, market, book store, movie in the story. Ask: Why do you think the author house, hot dog stand, school, and park) used illustrations rather than photos? Have students look at page 16, which describes PAGE 12 What happens to the salt lick? the features of a successful community. (The animals lick off all the salt.) Ask students why they think this page looks different. PAGE 14 From reading this page, can you tell what a ghost town is? (Possible response: It’s a sad and empty place that was once a town.) 12 Salt Lick Boom Town
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R EVISIT TH E BOO K Skill Work READER RESPONSE 1. Possible responses: The animals talk. The TEACH/REVIEW VOCABULARY animals build a community with buildings, Read aloud the vocabulary words. Ask stores, and a roller coaster. students about words they may already 2. Possible response: The town grows very know and explain words that are not familiar. quickly around one attraction. When the Ask students what other meanings they attraction is all used up, the town is might think of for the words pick and boom. deserted. 3. Possible responses: liked/like; walked/walk; TARGET SKILL AND STRATEGY stopped/stop; rolled/roll; wanted/want; REALISM AND FANTASY Tell students that chased/chase; fetched/fetch; agreed/agree; a realistic story tells about something that happened/happen; licked/lick; sniffed/sniff; could happen while a fantasy is a story owned/own about something that could not happen. Checked words: liked, chased, agreed Have students point out specific elements 4. Possible response: They could have rationed in the illustrations for Salt Lick Boom Town the salt lick. They could have made sure the that indicate what type of story it is. Ask town had other things that would make the students to think of examples of realistic animals want to stay even after the salt lick stories they have recently read. Then ask was gone. them to share examples of fantasies. EXTEND UNDERSTANDING Invite students to PRIOR KNOWLEDGE Tell students that prior contrast the story’s illustrations and the knowledge is what they know about a given photograph on page 16. Have students topic and is gathered from their reading and discuss why the author chose each medium. personal experiences. Explain how connect- RESPONSE OPTIONS ing prior knowledge to text can help stu- dents understand what they read. Look at WRITING Ask students to pretend they are the illustrations on pages 8 and 10–11. Ask animals and to write about life in the salt lick students whether these illustrations remind town. They should describe why they came, them of anything familiar. Also help students what their friends and family are like, and understand that they can use their prior what they do during the day. knowledge to determine whether a story WORD WORK Write a speak-aloud class story. is realism or fantasy. Ask: Have you ever It can be either a realistic story or a fantasy. seen a turtle standing in slippers walking First, write the vocabulary words on the board. with a cane? Invite students to point out Then start the story by saying a sentence that how previously read books and their own life uses a word. Have students add on to the experiences suggest what type of story is story, one at a time, each using a word on told in Salt Lick Boom Town. the list. Continue the story until all students have had a turn. Make sure the story has a ADDITIONAL SKILL INSTRUCTION conclusion. THEME Tell students that as they read, they should think about the theme, or big idea, SOCIAL STUDIES of the story. After students have finished CONNECTION reading, encourage them to state the theme. Have students use the Ask: When you read this story, what did you library or the Internet to learn about how communities form and why research real ghost towns or boom they might go away? towns. Have volunteers tell about their chosen towns and why they boomed. Salt Lick Boom Town 13
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Name Salt Lick Boom Town 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. Aboom town grew around the salt lick. salt lick. She sold ribbons and skillets Animals spent their days there. They and ladders and picks. She also sold cold brought their newspapers to the salt lick. drinks. Soon the salt lick had a book Some animals brought their knitting and store, a movie house, and a hot dog stand. mending. The animals also brought coins. Animals built houses near the salt lick. A clever raccoon built a store beside the They also built a school and a park. 1. Is this paragraph a realistic story or a fantasy? 2. What is the first thing in the paragraph that makes you know what kind of story it is? 3. Why is it not realistic to say that animals brought knitting and mending to the salt lick? 4. What fantasy activity does the raccoon complete? 5. When would it be realistic to have a boom town with a book store and © Pearson Education 3 a movie house? 14
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Name Salt Lick Boom Town Vocabulary Directions Choose the word from the box that best completes each sentence. Write the word on the line. Two words are used more than once. Check the Words You Know boom coins fetched laundry mending pick skillet spell 1. Mom fried up the hamburgers in a . 2. At the , the children washed and dried their clothes. 3. At the store, the lady was the torn clothes. 4. To play the card game, everyone needed to a group of cards. 5. The children the tools they needed to build the store. 6. Johnny wanted to pay for his book using , not dollar bills. 7. The town was so quiet at night, it seemed a witch cast a over it. 8. So many animals came to the salt lick that soon a town grew. 9. If you want to learn to well, try to read more. 10. The store sold the boy a so he could break up the ice. Directions Select three vocabulary words and write a sentence using each one. 11. © Pearson Education 3 12. 13. 15
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3.1.2 Let’s Make a Trade! SEQUENCE SUMMARIZE SUMMARY This book explains the benefits and R EAD TH E BOO K the fun of bartering as an alternative to using SET PURPOSE Have students set a purpose for money. It gives a brief history of how bartering reading Let’s Make a Trade! Students’ interest began and how coins and paper money came in acquiring new things without using money into use. The book encourages students to try may guide this purpose. They might also be bartering. interested in the history of bartering. Suggest LESSON VOCABULARY that students think about how goods can be carpenter carpetmaker obtained through trade instead of with money. knowledge marketplace STRATEGY SUPPORT: SUMMARIZE As students merchant plenty read about bartering, prompt them to identify straying thread and write down the most important idea from each page. After reading, direct them to write INTRO D UCE TH E BOO K a summary paragraph, using their notes as Discuss with a guide. Invite volunteers to share their INTRODUCE THE TITLE AND AUTHOR summaries with the class. students the title and the author of Let’s Make a Trade! Based on the title and the cover COMPREHENSION QUESTIONS illustration, ask students to describe what What other things besides goods they imagine this book will be about. PAGES 8–9 can be bartered? (knowledge and skill) BUILD BACKGROUND Ask: Have you ever PAGE 9 What is a bartering plan? (a list that traded something of yours for something that details what skills or items you have to offer belonged to someone else? That’s bartering. and what skills or items you need) Discuss what other kinds of bartering students may have done and how they PAGES 10–11 How did bartering help the radio decided what something might be worth. station? (The radio station got office space in exchange for running free ads.) PREVIEW/USE TEXT FEATURES Have students look at the illustrations and read the captions. PAGES 12–13 After reading about the sequence Suggest that students consider what extra of events during “Bartering Day,” what do you information these elements provide about think the sequence of events for any trade bartering. should be? (One person selects an item he or she no longer wants or needs. He or she displays the item for trade, and another person looks at it. Both traders can barter, bargain, trade, or decide to keep their item.) 16 Let’s Make a Trade!
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R EVISIT TH E BOO K Skill Work READER RESPONSE 1. Possible responses: Students brought items TEACH/REVIEW VOCABULARY from home; students displayed their items; To reinforce the meaning of vocabulary words, students looked at items for thirty minutes; make up a simple crossword puzzle with some students bartered. clues for students to fill out. Invite students 2. The theater gave the radio station its to make up their own simple crossword unused office space, and the radio station puzzles for other students to complete. Post gave the theater free advertising in return. the completed crossword puzzles on the 3. stray; Possible sentence: Don’t let the bulletin board. puppy stray too far. 4. Possible responses: One dad could barter To help students gain familiarity his knowledge of how to start a small with vocabulary, have them write simple business. The other dad could barter his riddles for each vocabulary word. Encourage ability to do carpentry. students to share their riddles with each other. EXTEND UNDERSTANDING Suggest that students look at the diagram on pages 8–9. Diagrams TARGET SKILL AND STRATEGY are visual aids that can help you better SEQUENCE Remind students that understand the text. As students look at the sequence is the order in which events diagram, ask them to discuss how the pictures occur. Ask students to make diagrams of help them understand what is being bartered. the sequence of events for getting ready for Draw students’ attention to the arrows on and going to school, starting with “I wake pages 8–9 and ask how these arrows explain up” and ending with “I enter my classroom.” bartering more clearly. Invite students to illustrate each stage of RESPONSE OPTIONS their diagrams. WRITING Have students write scripts for SUMMARIZE Remind students that commercials that advertise something they summarizing means briefly retelling the key are willing to barter. Invite students to perform points of a story or of a series of events. their commercials for the class. Ask students to summarize a story they have recently read or a movie or TV program SOCIAL STUDIES they have recently seen. CONNECTION Have students make a ADDITIONAL SKILL INSTRUCTION bartering bulletin board. DRAW CONCLUSIONS Remind students that Decide with students ten drawing conclusions means thinking about classroom privileges, such as watering the facts and details and deciding something plants, delivering messages, and holding the about them. Before students read the book, door. Have volunteers draw a picture of each ask them to skim the pages and look at privilege, and label and post it on the board. the examples of bartering through time. Ask Next give each student three strips of colored students if they can draw any conclusions paper. Students write on the strips what about the benefits of bartering, given that services they will exchange for the classroom the ancient system of bartering still goes privileges they would like. Then students on today. thumbtack their strips to the privileges they want. Decide if you will accept each student strip in exchange for the privilege. When the barter is complete, have students take their strips off the board. Let’s Make a Trade! 17
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Name Let’s Make a Trade! Sequence • The sequence of events in a story is the order in which the events occur. 1. What is the sequence of events that goes on in bartering? 2. Describe the bartering that took place between the American colonists and Native Americans. 3. Describe the sequence of events in “Bartering Day” at school. 4. Trace the steps the community theater took to advertise its summer play. 5. Look at the bartering plan on pages 8 and 9. Write down a sequence of events for how the Smith family might barter with the Jones family. © Pearson Education 3 18
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Name Let’s Make a Trade! Vocabulary Directions Unscramble each vocabulary word. Then write it on the line provided. Check the Words You Know carpenter carpetmaker knowledge marketplace merchant plenty straying thread 1. acrpenter 2. gdnkowlee 3. ketplmarace 4. tylpen 5. ingtsray 6. readth 7. erpetcarmak 8. chantmer Directions Complete each sentence with a word from the box. 9. The is full of people buying and selling goods. 10. We have of apples to bake a pie. 11. My mom used to stitch the hole. 12. The skilled tried to persuade me to buy one of his pictures. Directions Write the definition of each vocabulary word below. 13. carpenter 14. straying © Pearson Education 3 15. carpetmaker 16. knowledge 19
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3.1.3 Let’s Save Money! SEQUENCE VISUALIZE SUMMARY Using characters as examples, R EAD TH E BOO K this nonfiction book explains the basic steps SET PURPOSE Help students set their own in saving money and describes how bank purposes for reading the book by reviewing the savings accounts work. It covers topics such unfamiliar illustrations they mentioned during as opening savings accounts, earning the Preview section of the lesson. Suggest interest, and creating savings plans. that students read to find out about those LESSON VOCABULARY unfamiliar items. college dimes STRATEGY SUPPORT: VISUALIZE To support downtown fined students’ visualizations of the text, have nickels quarters students write down the page numbers as they rich read whenever they find themselves visualizing information in the story. After students have INTRO D UCE TH E BOO K finished reading, go back to the pages they INTRODUCE THE TITLE AND AUTHOR Discuss with noted and discuss how visualizing helped them students the title and the author of Let’s Save understand the text. Money! Using the title, the cover illustration, and the genre as guides, have students COMPREHENSION QUESTIONS suggest the topic of the book. PAGES 4–5 What is the author’s purpose in describing how Kyle saved more money than BUILD BACKGROUND Discuss with students their Megan? (Possible response: It gives the author own experiences with saving money. Have a reason to explain how to save money in a volunteers describe why and how they saved it. bank.) PREVIEW/USE TEXT FEATURES Have students PAGE 7 Visualize $8,144 in one-dollar bills. look through the pictures. Draw their attention How big is the pile of money? (Possible to those on pages 6–11, particularly the responses: as tall as I am; as big as my bed) graphic on page 7. Ask: Are there any words or objects in these pictures that are unfamiliar PAGE 9 Why will Megan have more than $100 to you? (Possible responses: the word interest, in her savings account by June if she sticks the pictures of the savings books) Discuss with to her plan? (The money in her savings students what they expect to learn from the account will earn interest.) book. PAGE 12 What sequence of events does Kyle Have students look closely at the follow each week with his five dollars? (First, picture of the bank on page 9. If students are he puts two dollars into his college savings unfamiliar with the concept of banks, have account; next, he donates a dollar to a food other English-speaking students explain how bank; then he keeps two dollars to spend for a bank works. himself.) 20 Let’s Save Money!
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R EVISIT TH E BOO K Skill Work READER RESPONSE 1. Kyle receives five dollars each week. He TEACH/REVIEW VOCABULARY puts two dollars into savings. He puts one Read through the Glossary with students. dollar into the food bank. He keeps two To help them relate the vocabulary to the dollars to spend. selection, have students create sentences 2. Possible response: I saw myself at baseball that use both a vocabulary word and the camp. word money. Provide the following example: 3. Nickels, dimes, and quarters are all United I want to save money to go to college. States coins. Sentences will vary. 4. $6,381.41; $8,144.47 TARGET SKILL AND STRATEGY SEQUENCE Review with students that EXTEND UNDERSTANDING Point out that sequence is the order in which events sometimes authors use graphic sources happen in a story or selection. Remind like time lines, graphs, or maps to help the students that sometimes an author uses reader understand information in the text. clue words such as first, second, then, Have students look again at the graph on next, finally, and last to show sequence, page 7. Discuss how the graph adds to their but sometimes the author may not. Have understanding of the text. students look for sequence clue words as they read. RESPONSE OPTIONS WRITING Have students visualize savings goals VISUALIZE Remind students that when for themselves. Have them write paragraphs they visualize, they make mental pictures describing their goals and imaginary savings of the people, events, and information in plans that would allow them to save enough a text. Tell students that visualizing can money to reach their goals. help them better understand the story and follow the sequence of events. Suggest that MATHEMATICS CONNECTION students try to visualize events whenever Divide the class into three or more teams. they need to make sense of text. Have each team write math questions related to saving money on index cards, with the ADDITIONAL SKILL INSTRUCTION answers on the backs of the cards. Use the AUTHOR’S PURPOSE Remind students that cards to play a math quiz game and keep authors always have a purpose, or reason, for team scores. writing: to inform, to persuade, to entertain, or to express a mood or feeling. Point out that authors often write with more than one purpose. Based on the genre and title of the book, ask: What do you think was the author’s main purpose for writing? (to inform the reader about how to save money) Challenge students to find at least one other purpose the author may have had for writing the selection. Let’s Save Money! 21
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Name Let’s Save Money! Sequence • Sequence is the order in which things happen in a story or selection—what happens first, next, and last. Directions Read the following passage. Answer each question below. Darla wanted to go on the school trip She knew that the trip was in two months. to the beach. Darla decided she also Darla earned about ten dollars a week wanted to buy a new bathing suit. She from her allowance and babysitting. She needed to save some money, and fast! planned to save seven dollars a week. That Darla decided to make a savings would give her enough money for the trip. plan. First, she set a goal. She figured out Finally, Darla went to the bank. She opened how much money she wanted to save. She a savings account there. Her money would thought that $50 would cover everything. earn interest while it was in the bank. 1–3. How did Darla make her savings plan? Use sequence clue words to show the steps. 4–6. What is the sequence of events in the passage? Use clue words to show the order. © Pearson Education 3 22
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Name Let’s Save Money! Vocabulary Directions Choose the word from the box that best completes each sentence. Write the word on the line. Check the Words You Know college dimes downtown fined nickels quarters rich 1. There are many businesses , so the city is often crowded during the workday. 2. I didn’t have a dollar bill for the bus fare, so I gave the driver four . 3. Students who dream of going to need to plan ahead by studying hard in school. 4. The police officer the driver for leaving the car in a no-parking area. 5. A person with a lot of money may be , but that does not mean he is happy. Directions Circle the word or words in each group that do NOT belong. 6. forks, spoons, dimes, knives 7. north, downtown, south, east 8. quarters, dimes, nickels, dollar bills 9. punished, jailed, fined, rewarded 10. summer camp, elementary school, college, high school © Pearson Education 3 Directions Write a short paragraph about saving money. Use as many vocabulary words as you can. 23
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