your money skills masters phonics stories … · theme 13 progress test pages 121–127 ... your...

Your Money 399

Theme Resources

SKILLS MASTERS pages 121–130PHONICS STORIES It’s Time to Unpack!; What Do You Want to Be?WRITING CHARTS 51–54COMPREHENSION BRIDGE 12–13WRITING BRIDGE 25–26, 33–37, 38WRITING RESOURCE GUIDE 25–26, 45, 66–67, 70–72WRITER’S HANDBOOK pages 10, 18ESSENTIAL RESOURCE GUIDE pages 110–120

ASSESSMENT GUIDEOngoing Test Practice pages 119–120Theme 13 Progress Test pages 121–127

ASSESSMENT

Connect to Theme-Related Reading

Max and his sister Ruby run into trouble while learning the value of money.

Sam must decide how to spend the lucky money he’s received for Chinese New Year.

Exemplar Texts from the Common Core:

• The Treasure by Uri Shulevitz

• The Kid’s Guide to Money: Earning It, Saving It, Spending It, Growing It, Sharing It by Steve Otfinoski

Leveled Readers Fluency Readers

Below Level

G 4 fi ction, 4 nonfi ction 1 fi ction, 1 nonfi ction

H 4 fi ction, 4 nonfi ction 1 fi ction, 1 nonfi ction

I 4 fi ction, 4 nonfi ction 1 fi ction, 1 nonfi ction

J 4 fi ction, 4 nonfi ction 1 fi ction, 1 nonfi ction

On Level

K 4 fi ction, 4 nonfi ction 1 fi ction, 1 nonfi ction

L 4 fi ction, 4 nonfi ction 1 fi ction, 1 nonfi ction

M 4 fi ction, 4 nonfi ction 1 fi ction, 1 nonfi ction

Above Level N 4 fi ction, 4 nonfi ction 1 fi ction, 1 nonfi ction

Comprehension

Bridge

ONLINE planning support, optional theme centers, developmental phonics activities, spelling masters, e-versions of all print materialscentecente

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Your MoneyTHEME 13

Your Money

From Unit: Earning and Saving 109

398 Theme 13

THEME 13 Overview

Your

MoneyHow do you spend or save your money?

Week 1 at a Glance pp. 402–403

Week 2 at a Glance pp. 418–419

Expository Nonfiction Round and Round the

Money GoesFolktale Seeds of FortunePoem “My New Savings Account”Writer’s Model: Story A Crafty Idea

i

Selections Literacy Objectives and Standards

READING

Comprehension Infer: Cause and EffectReview Determine Importance: Supporting Details

Vocabulary Week 1 interest, earn, increase

Week 2 value, browse, spend

Phonics Prefix un-Suffixes -ful, -less, -er, -ly

Fluency Change Voice to Reflect Characters

Listening Strategic Listening

Form Story

Trait Voice

Organizational Pattern Sequence

Grammar ContractionsAdjectives

WRITING

• Describe the costs and benefits of personal spending and saving choices

• Know examples of economic choices and what is given up when making a choice

Social Studies Connections

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Comprehensive Teacher’s Guide: Theme LessonWhole Class Instruction

10 11

Connect to authentic

literature and exemplar texts

Thousands of Leveled Reader

titles onlineEverything print is also digital!

403

Monitor Fluency Progress Monitor Writing Progress Monitor Spelling ProgressMonitor Comprehension Progress

Fluency Readers Rubric: Story, Writing Bridge 25 Rubric: Infer: Cause and Effect, Comprehension Bridge 13

LESSON 3 Pages 412–413 LESSON 4 Pages 414–415 LESSON 5 Pages 416–417

Vocabulary TExplain, Restate, Show: earn, increasePhonics TPractice Prefix un-

Vocabulary TDiscuss, Reflect, RefinePhonics TPractice Prefix un-

Vocabulary TApply in Learning GamePhonics TWrite Words with Prefix un-

Shared ReadingSeeds of Fortune Big BookComprehension Strategy TTeach Infer: Cause and EffectTarget SkillTeach Genre: Folktale

Shared ReadingSeeds of Fortune Big BookComprehension Strategy TTeach Infer: Cause and Effect

Shared Reading“My New Savings Account”Whole Class Charts p. 115Target Skill TUnderstand Dialogue

Comprehension Strategy TReinforce Infer: Cause and EffectApply Determine Importance: Supporting Details

Comprehension Strategy TReinforce and Apply Infer: Cause and Effect


Comprehension StrategyDiscuss Infer: Cause and Effect



Response Writing

Discuss Shared ReadingStoryDraft: Modeled/Shared Writing

Spotlight on PhonicsPrefix un-

Draft: Interactive Writing

Spotlight on Grammar TContractions

Draft: Interactive Writing

Reinforce Form: Story T

Introduce Organizational Pattern: Sequence

Conference


Conference


Conference

Reflect on Writing Reflect on Writing Reflect on Writing

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RE

AD

ING

WR

ITIN

G

402

THEME 13 Your Money

ASSESSMENT T = Tested

Week 1 at a Glance LESSON 1 Pages 404–405 LESSON 2 Pages 410–411

Build Reading Skills

Oral LanguageIntroduce the ThemePhonics TIntroduce Prefix un-Spelling TIntroduce Word List

Vocabulary TExplain, Restate, Show: interestPhonics TTeach Prefix un-

Read and Comprehend

Modeled ReadingRound and Round the Money GoesWhole Class Charts p. 110Comprehension Strategy TModel Infer: Cause and EffectListening for a PurposeStrategic Listening

Modeled ReadingRound and Round the Money GoesWhole Class Charts p. 110Comprehension Strategy TTeach Infer: Cause and Effect

Differentiated Reading Instruction OPTIONS• Comprehension• Vocabulary• Phonics • Fluency

Comprehension StrategyIntroduce Infer: Cause and EffectAssess ProgressReview Theme 12 Progress Test

Comprehension Strategy TReinforce Infer: Cause and EffectReview Determine Importance: Supporting Details

Support ReadingIndependence



Build Writing Skills

Introduce Form: Story TWriter’s Model and ProcessInteractive Writing Charts 51–52Prewrite: Modeled/Shared WritingInteractive Writing Chart 53

Prewrite: Interactive WritingInteractive Writing Chart 53

Differentiated Writing Instruction OPTIONS

Reinforce Form: Story T Reinforce Form: Story T

Conference

SupportWritingIndependence

Reflect on Writing Reflect on Writing

BS

1

RC

2

SRIn

3

BS

4

SWIn

5

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upSm

all G

roup

Small Group

Reading

Teacher’s Guide

GO TOComprehension

Bridge

WritingBridge

GO TO

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12 13

Common Core instruction

embedded in every lesson

Your Money 405

Theme 12 Progress TestUse the reteaching suggestions provided in the Theme 12 Scoring Guide for children who scored fewer than 11 out of 15 items correct.

Assess Progress

Modeled Reading: Listening ComprehensionA. Strategic Listening: Round and Round the Money Goes Read aloud

pages 406–409 of this guide as children view page 110 of the Whole Class Charts. Have children listen for what happens when people get, save, spend, or give money.

B. Infer: Cause and Effect Use the Think Aloud provided in the margin on page 408 to model finding causes and effects.

Support Reading Have children use the Modeled Reading Text Organizer for support as you read. Then read the word bank words and guide children in using them to write key words beneath the pictures. Then help children fill in the “mostly about” box.

ELL View

C. Turn and Talk Reread the focus questions on page 406 and have children discuss the questions with a partner. Remind them to use good listening skills with their partners.

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up Differentiated Reading InstructionAs children read independently, meet with individuals or small groups to review Theme 12 Progress Test or to introduce Infer: Cause and Effect with Comprehension Bridge 13.

3 Support Reading Independence Group Share • What is the difference between a cause and an effect? • Give an example of a cause and an effect from the text or from your own life.

4 Build Writing Skills Writing Form: StoryA. Introduce Story: Writer’s Model Using Interactive Writing Charts 51–52,

define Story and introduce its key elements. • Help children identify the story’s setting and the two characters in the model. • Discuss the girls’ problem and what they did to solve it. • Review the writer’s process on Writing Chart 52. Ask children to consider the process

steps that would be helpful in their own writing.

B. Prewrite: Modeled/Shared Writing As a class, brainstorm and select a theme-related topic for a class story. Using the Story Organizer on Writing Chart 53, model prewriting as you think aloud and write or draw your ideas about the class’s topic. Then have the class share in prewriting by adding ideas as you scribe.

• Assist children in choosing a time and place for the story. Discuss what characters they might want to include.

• Prompt children to choose a problem that will be solved in the events of the story.

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Differentiated Writing InstructionAs children brainstorm topics and begin prewriting stories of their own, meet with individuals or groups. Use the options below as appropriate.• Teach Story with Writing Bridge 25.• Support Prewriting with the Story Organizer.

5 Support Writing Independence Group Share • Tell me who your characters are. How will they be a part of the story? • Where will most of your story take place? Why did you choose this location?

WRITING BRIDGE 25 WRITING RESOURCE GUIDE page 45Story Organizer

INTERACTIVE WRITING CHARTS 51–53

• Pretend you received some money. Write a story about how much you would save. Name one thing you would want to buy.

• Write a funny story about someone who lost some money but later found it.

Suggested theme-related topics

GO TO

SMALL GROUP READINGTEACHER’S GUIDE

COMPREHENSION BRIDGE 13

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404 Theme 13 • Week 1

MODELED READING

1 Build Reading SkillsDevelop Oral Language: Introduce the ThemeA. View and Discuss Have children talk about the photos on Whole Class Charts

page 109 by asking questions. • What do people do with money? (They use money to buy things.) • What are the people in the pictures doing with money? (spending, saving, giving)

B. Academic Language Discuss with children different ways to earn money. Then brainstorm different ways to save money. Write their responses on the board.

Teach Phonics: Prefix un-A. Introduce Prefix un- Tell children that a prefix is a word part added to the

beginning of a word to change the word’s meaning. Say the word pack. If we add the prefix un- to pack what is the new word? (unpack) For example, pack means “to put clothes in a suitcase” and unpack means “to take them out.” Repeat with do and safe.

B. Connect Sounds and Symbols Write the words undo, unpack, and unsafe on the board. Read each word aloud, drawing your finger underneath the letters. Have children point out the prefix. Circle it and underline the base word.

2 Read and Comprehend Modeled Reading!Comprehension Strategy Infer: Cause and Effect

Connect to Prior Knowledge: Round and Round the Money Goes • What do you know about earning and saving money? • What do people spend money on? • Set Purpose for Listening: Let’s read to learn how people earn money and what

they do with it. Listen for information that tells you what happens when people use money in different ways.

1. Build Vocabulary and Background Knowledge Distribute copies of the Modeled Reading Text Organizer. Introduce how people get or earn money by pointing to each picture and naming the method: earn, spend, save, give, borrow. Ask children to share how the people earn money. Tell them that they will be listening to a story about the different ways people earn and spend money.

2. Develop Grammar: Helping Verb can Explain to children that the word can will be used in the story they are about to hear. Tell them that the word can tells an action that someone is able to do. Have them demonstrate the meaning of the word: I can walk very fast. I can put on my sweater. I can shake Emile’s hand. Ask intermediate and advanced learners to share can sentences with the class and then complete the actions.

ELL Preview

ObjectivesVocabulary ........................ Introduce the ThemePhonics .............................. Prefix un-Spelling .............................. Introduce Word List

Listening ........................... Strategic ListeningComprehension ............... Infer: Cause and EffectWriting ............................... Form: Story

SKILLS MASTERS page 121Modeled Reading Text Organizer

WHOLE CLASS CHARTS page 109


LESSON 1

Spelling Listundo

unjust

unload

unpack

unsafe

HIGH FREQUENCYmaybe

start

CHALLENGE WORDS

understand

unicorn+ 1 PERSONAL WORD

See Spelling Routine on pages A34–A35 in this guide.

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1514

Whole C

lass Instru

ction

2GRADE

Your Money 407

—to the baker

—and back to Uncle Jack.

Balloons, brownies, pizza.

We buy the things we want with money.

People make money in different ways.

They work and earn wages.

They sell things.

They receive money as gifts.

They get an allowance.

Suppose you want to earn some money.

You can mow lawns, shovel snow, or baby sit.

You can walk dogs, weed gardens, or deliver bundles.

You can sell old, used toys, games, or books.

Can you think of other ways to earn money?

It’s fun to spend the money you earn.

You can buy something you need.

But always ask a grownup first.

Or you can give money to charity.

Charities help people who are in need.

They may be very old or homeless.

They may be children who are poor or sick.

You can also give money to

—churches or synagogues

—hospitals or animal shelters

—orchestras or museums

—and lots of other groups.

It’s also fun to save your money.

You can save for something special.

You might want

—a new CD or video

—a bike or ice skates

—a book or computer game

—or a jacket or sneakers. 1

When I listen to this section, I realize that having money can cause many things to happen. A person can spend money, give money to someone who needs it, or save money to buy something big. Any of these effects can happen as the result of having money. Listening for causes and effects helps me understand how parts of a text are related to one another.

Turn and Talk Tell your partner one way you have used money and what effect it had.

Strategic Listeningg 1

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Round and Round the Money GoesRound and Round the Money Goes

By Melvin and Gilda BergerIllustrated by Jane McCreary


It is Max’s birthday.

Uncle Jack gives him a dollar bill.

Max goes to the toy store.

He gives the dollar for a balloon.

The toy store owner goes to the bakery.

She gives the dollar for a brownie.

The baker goes to Uncle Jack’s pizzeria.

He gives the dollar for a slice of pizza.

Round and round the money goes.

From Uncle Jack

—to Max

—to the toy store owner

Modeled ReadingRead aloud Round and Round the Money Goes as children listen. Pause at the points

suggested in order to support the listening skill (Strategic Listening) and model a

Think Aloud related to the comprehension strategy (Infer: Cause and Effect).

Round and Round the Money Goes: What Money Is and How We Use It

by Melvin and Gilda BergerFocus QuestionsRead these questions to focus children as they listen for causes and effects about money.

• Listen to find out what happens when people do certain things with money. What happens when a person saves his or her money in a bank?

• What happens when you borrow money from a bank?

Strategic Listening



16 17

Your Money 409

There are a few different ways to pay for the bike.

You can take $75 out of the bank.

And you can give the store owner $75 in dollar bills.

This is called paying with cash.

Or you can ask an adult to write a check.

The check tells the bank to pay the store owner $75.

You give the check to the store owner.

The store owner takes the check to the bank.

And the bank gives the store owner $75.

Or an adult can use a credit card.

Using a credit card is like borrowing money.

The adult shows the store owner the card.

The store owner fills out a slip.

He or she sends the slip to a credit card company.

The credit card company sends the store owner $75.

The credit card company sends the adult a bill for $75.

He or she pays the credit card company $75.

Cash, check, or credit card.

Either way, you get the bike.

Either way, the store owner gets $75.

Earn money.

Save money.

Spend money.

Give the money to charity.

Round and round the money goes.

Idioms Review the meaning of “round and round.” This idiom appears in both the title and the selection. It means to go around again and again.

ELL



Start saving your money at home.

Find a good, safe place to keep it.

After awhile, bring your money to a bank.

Banks will hold your money.

They will give it back to you when you ask for it.

Banks will also give you back a little extra money.

The extra money is for letting them hold your money.

We call the extra money “interest.”

Suppose you put $100 in the bank.

A year later you want your money back.

The bank will give you back your $100—plus interest.

During the year, the bank will use your money.

It will lend the money to other people.

People borrow money from banks

—to buy a house or car

—to pay for college or go on a trip

—to buy a new TV or computer

—or to buy anything that costs more than they have.

People who borrow money must pay it back.

And they must pay back a little extra for using the money.

The extra money they pay back is also called interest.

Suppose someone borrows $100.

A year later the person pays it back.

The bank will ask for $100—plus interest.

Suppose you have $100 in the bank.

You decide to buy a new bike.

The bike costs $75.

Infer: Cause and EffectAfter listening to this part of the text, I understand why someone would keep money in a bank. If saving money in a bank is a cause, or the reason something happens, what is the effect, or result? It must be that the bank gives the person some extra money called “interest.” Getting interest is the effect of putting money in a bank. Thinking about this cause and effect helps me understand more about money.

Turn and TalkTurn to your partner and share another effect of putting your money in a bank.

!Think Aloud 22



18 19

Your Money 411

1. Retell Have children share information from their Modeled Reading Text Organizer and discuss what happened in the text. Beginning learners can first discuss the organizer with a partner in their primary language, and then report out in English.

2. Use Grammar Have partners complete the phrase I can . . . by first acting out an action, and then naming the action. For example, I can jump; I can sing.

3. Extend Language Ask intermediate and advanced learners to use words from the organizer to discuss different ways they can earn, spend, save, give, or borrow money.

ELL Review

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Differentiated Reading InstructionAs children read independently, meet with individuals or small groups. Use the options below as appropriate. • Teach Infer: Cause and Effect with Comprehension Bridge 13 and Organizer. • Review Determine Importance: Supporting Details with Comprehension Bridge 12. • Teach comprehension strategy assigned to selected leveled reading book.

3 Support Reading Independence Group Share • What effect did you read about today? What was the cause of that effect? • What supporting details were in your reading today?

4 Build Writing SkillsPrewrite: Interactive Writing Revisit the Story Organizer to continue prewriting. Invite volunteers to record their thoughts on the organizer. • Help children think about the characters in the story. Have each child pick a character

and draw pictures of what he or she thinks the character might look like. • Remind children that their story needs a plot, or events that happen. Point out that

during these events the character’s problem gets solved. Guide children to write or draw events that will take place in the story. Encourage them to consider the order in which the events will happen in the middle of the story.

• Help children write an idea for a story ending in which the character’s problem gets solved. Ask How will our story end so that readers will be satisfied?

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Differentiated Writing InstructionAs children write stories of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Teach Story with Writing Bridge 25.• Support Prewriting with the Story Organizer.• Provide clear expectations for children’s writing. Ensure children understand by

having them explain the expectations in their own words. • Conference with children to give feedback on the planning of the story events.

5 Support Writing Independence Group Share • Look at your completed Story Organizer. Which part of it do you think will be the

most helpful when you begin to write your draft? Why? • What events in the story did you draw in the boxes? How does drawing help you plan

the events of your story?

SKILLS MASTERS page 121Modeled Reading Text Organizer

INTERACTIVE WRITING CHART 53

WRITING BRIDGE 25 WRITING RESOURCE GUIDE page 45Story Organizer

GO TO


COMPREHENSION BRIDGE 12, 13 SKILLS MASTERS page 124Cause and EffectOrganizer

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MODELED READINGLESSON 2

ObjectivesVocabulary ........................ interestPhonics .............................. Prefix un-

Comprehension ............... Infer: Cause and EffectWriting ............................... Form: Story

SKILLS MASTERS page 161Vocabulary Journal Master




SKILLS MASTERS pages 127–128Prefix un-Model how to cut and fold pages to make a book. Have children buddy read the Phonics Story It’s Time to Unpack! Circulate to provide support.

Phonics Story

Infer: Cause and EffectIn this part of the text, I think about what happens and why. I read that Max’s uncle gives Max a dollar bill for his birthday. Max uses that dollar to buy a balloon at the toy store. When I think about the cause and effect of this event, I first ask myself what happened. Max buys a balloon; this is the effect, or what happened. Next I think about why this event happened, or the cause. I see that Max’s uncle gave him a dollar. Now I understand that Max’s uncle gave him money and, as a result, Max was able to buy a balloon.

!Think Aloud

1 Build Reading SkillsTeach Vocabulary: Explain, Restate, ShowA. Develop Oral Language Ask children to look at page 111 of the Whole Class

Charts and describe the pictures. Model using descriptive language such as The boy happily puts a coin in his piggy bank.

B. Explain the Word Explain the word: interest Interest is the money a bank pays you when you keep your money there. If you

borrow money from a bank, you must give the bank interest when you pay it back.

C. Restate and Show the Word Ask a volunteer to point to the word interest on page 111 of the Whole Class Charts. Have small groups discuss the meaning of interest. Then have children write their own explanations and draw pictures to support the meaning of interest in their vocabulary journals.

Teach Phonics: Prefix un-A. About the Prefix un- Remind children that a prefix is a word part that is added

to the beginning of a word to change the word’s meaning. Write the word happy on the board and read it aloud. What does the word happy mean? (to feel good) Now write the prefix un- in front of happy and read the new word. The prefix un- means “not” or “the opposite of.” When un- is added to happy, the new word unhappy means “to not feel good” or “to feel the opposite of good.” Repeat with the word tie.

B. Listen for the Prefix un- Point to each word with the prefix un- in the chart and read the words together. Ask children to listen for words with the prefix un- as you read page 112 of the Whole Class Charts. (unwise, unscrew, uneven)

C. Find Prefix un- in Text Model finding and placing a sticky note under the first word with the prefix un- (unwise). Then have volunteers place sticky notes under the rest of the skill words, saying the words as they underline the letters with their fingers.

2 Read and Comprehend Modeled Reading

!Comprehension Strategy Infer: Cause and Effect

Modeled ReadingA. Review the Text: Round and Round the Money Goes Ask children to

listen as you reread the green highlighted portion of Round and Round the Money Goes on page 406 of this guide.

B. Introduce the Strategy Infer: Cause and Effect • Model a Think Aloud to help children understand how thinking about causes and

effects can help them understand a text better. Explain that a cause is the reason something happens, and an effect is a result of the cause. Explain to children that it is often easier to find the effect first, and then look back to find the cause.

• Read the top of page 113 of the Whole Class Charts. Explain that the girl is looking for what is happening in the text (effects) and why these things are happening (causes). Track the text as you read the remainder of the chart.

C. Turn and Talk Have children discuss these questions with a partner. • What is an effect? What is a cause?

English Spanishinterest interés

(een-teh-REHS)

Spanish Cognate



20 21

Your Money 413

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3 Support Reading Independence Group Share • When you want to find the cause of something that happens, what should you look

for in the text? Why? • How can looking for causes and effects help you understand what you are reading?

4 Build Writing SkillsA. Response Writing Have children write a short response telling what they think

of the book Seeds of Fortune. Remind children to give the title of the book, an opinion about one of the characters, and a reason that supports their opinion. Prompt children to wrap up by summarizing what happens to the characters at the end of the story.

B. Reinforce Story: Reading-Writing Connection Review the Big Book as a second writer’s model, focusing on the Story form.

• Help children identify where and when the story takes place. • Ask children to tell what Luk Sun’s brothers could have done early in the story to avoid

the problem they had.

C. Draft: Modeled/Shared Writing Model drafting by turning several prewriting notes from your Story Organizer into sentences. Then have children share in drafting by making suggestions for additional sentences as you scribe.

• Remind children that the story’s beginning should introduce the characters, setting, and plot. Ask How can we draw the reader into the action?

• Pair children and have them work together to write a creative opening sentence on an index card. Collect the index cards and have a class vote about which opening sentence works best.

• Help children develop events that show how the problem gets solved. • Introduce Sequence to help children determine an order of events that makes sense for

the class’s story.

D. Spotlight on Phonics: Prefix un- Revisit the class’s Story Organizer and draft to have children identify any words with the un- prefix, such as undo or uncover.

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Differentiated Writing InstructionAs children write stories of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Teach Story with Writing Bridge 25.• Teach Organizational Pattern: Sequence with Writing Bridge 38.• Have children elaborate on the key words and phrases in their Organizers. Guide

children to focus on creating complete sentences and paragraphs. • Conference with children to listen to and discuss their story beginnings.

5 Support Writing Independence Group Share • What was challenging about writing the beginning of your story? How could you

make it easier? • What will a reader know about the characters from your story’s beginning?

BIG BOOK: Seeds of Fortune


WRITING BRIDGE 25, 38


Brenda ParkesIllustrated by Chi Chung


SHARED READINGLESSON 3

SKILLS MASTERS pages 127–128Prefix un-Have children reread the Phonics Story It’s Time to Unpack! silently.

Phonics Story

ObjectivesVocabulary ........................ earn, increasePhonics .............................. Prefix un-

Comprehension ............... Infer: Cause and EffectTarget Skill ....................... Genre: FolktaleWriting ............................... Form: Story




1 Build Reading SkillsTeach Vocabulary: Explain, Restate, ShowA. Explain the Words Explain the new words: earn When people earn money, they get money for the work they do. Some children

earn money by weeding flowerbeds for their neighbors. increase Things increase when they grow in size. The money in your savings account

will increase if you add to it each month.

B. Restate and Show the Words Have children write their own explanations and draw pictures that help them remember the meanings of the words in their vocabulary journals.

Teach Phonics: Prefix un-• Identify Prefix un- Write the word untie on the board and read it aloud. Underline

un- and identify it as a prefix. Cover up the prefix and ask What does tie mean? Show the entire word untie and ask What does untie mean? Then write the following words on the board and read them aloud with children: undo, unfair, unsafe. Ask volunteers to underline the prefix in each word and discuss the meanings of each word with and without the prefix.

2 Read and Comprehend Shared Reading


Teach Target Skill: Genre: Folktale• Genre: Folktale Explain to children that a folktale is a fiction story that people have

told and shared for many years. It usually contains good and bad characters, with the good characters winning in the end and the bad characters being punished or learning a lesson. Parts of a folktale may be fantasy, or not possible in real life. Folktales often reflect the beliefs of the country or culture from which they come.

Connect to Prior Knowledge • Why do people work? • Why is it important to save money? • Set Purpose: Let’s read to find out what three brothers do with their money.

Shared ReadingA. Big Book: Seeds of Fortune Read the book to the class.

As you read, track the text with a finger as children follow along.

B. Apply Target Skill Point out that pumpkins don’t grow in one night. Explain to children that fantastic things often happen in folktales. Ask children to identify the lesson about money: work and save to have a good life.

PHONICS PRACTICE Skills Masters page 122Prefix un- Have children complete this page for practice with words with the prefix un-.

BIG BOOK



22 23

Your Money 415

Writing: Story

Assess Progress


WRITING BRIDGE 25

WRITING RESOURCE GUIDE page 25

WRITER’S HANDBOOK page 10

Contractions

Model Comprehension OrganizerA. Identify Cause and Effect Remind children how to look for causes and effects

from the Think Aloud and Think Along as you model filling out the upper-left-hand box of the Comprehension Organizer on page 114 of the Whole Class Charts. Review Seeds of Fortune to identify causes and effects from the story.

B. Enhance Understanding Discuss how identifying causes and effects in Seeds of Fortune is helpful to understanding the story.

C. Turn and Talk Have children discuss these questions with a partner: • What was the effect of the brothers, ignoring their father’s wishes? • Describe one cause and effect that told you something about Luk Sun.

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3 Support Reading Independence Group Share • Can an event be both a cause and an effect? Why or why not? • Can a cause make more than one thing happen? Why or why not?

4 Build Writing SkillsA. Draft: Interactive Writing Invite volunteers to add sentences to the class’s draft. • Guide children in creating detail sentences about the character. Explain that good

writers describe the character’s actions, thoughts, and feelings through details. • Help children write the middle of the story, including what happens in the plot and in

which order the events happen. Ask Why is it important to the story that the events happen in a certain order?

• Remind children that they can show what characters think through what they say. Prompt children to add dialogue to help tell the story through the characters’ conversations. Then pair children and have them act out the dialogue from the story. Encourage them to use gestures and read in a voice that their character might use. Ask Does the dialogue sound like words our characters might say in real life?

B. Spotlight on Grammar: Contractions Use Writing Resource Guide page 25 to provide a lesson on contractions. Invite children to find examples of contractions in the Writer’s Model on Interactive Writing Chart 51. (That’s, Let’s)

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Differentiated Writing InstructionAs children write stories of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Teach Story with Writing Bridge 25.• Use the Story Organizer to assist struggling children in developing their

prewriting words and phrases into a draft. • Conference with children to assess their understanding of Story.

5 Support Writing Independence Group Share • What dialogue did you use to show how your character thinks or feels? • Read one of your details. What does it explain about your character or an event?


GO TO


COMPREHENSION BRIDGE 12, 13 SKILLS MASTERS page 124Cause and Effect Organizer





ObjectivesVocabulary ........................ Discuss, Reflect, Refine Phonics .............................. Prefix un-

Comprehension ............... Infer: Cause and EffectWriting ............................... Form: StoryGrammar ........................... Contractions

SKILLS MASTERS page 123Shared Reading Text Organizer

BIG BOOK pages 4–5Infer: Cause and EffectWhen I read these pages, I wonder why Luk Sun and his wife are unable to buy a house. Luk Sun’s father gave him and his brothers land and money. Then I look back and see that Luk Sun’s brothers kept almost everything for themselves. The brothers’ selfishness is what caused Luk Sun not to have enough money to buy a house.

BIG BOOK page 6Infer: Cause and EffectLuk Sun not having enough money is the effect of his brothers’ selfishness, but it is also a cause. What does being poor cause Luk Sun and his wife to do?

!Think Aloud

!Think Along

1 Build Reading SkillsTeach Vocabulary: Discuss, Reflect, RefineA. Structured Vocabulary Discussion Review the vocabulary words interest, earn,

and increase. Ask children to fill in each sentence frame with the vocabulary word that makes the most sense. Use these sentences: When people keep their money in a bank, the bank pays them _____. (interest) I _____ money by raking leaves for my neighbor. (earn) The balloons will _____ in size when they are filled with air. (increase)

B. Reflect and Refine Journal Entries Support children in refining or adding to their explanations and drawings of the three words in their vocabulary journals.

Teach Phonics: Prefix un-A. Phonics in Context Have children identify words with the prefix un- in Seeds of

Fortune. (unable, unhappy)

B. Turn and Talk Have children tell a partner some words they know with the prefix un-.



1. Build Vocabulary and Background Knowledge Distribute copies of the Shared Reading Text Organizer and point to the picture for each word as you say it. Explain that people can earn money by working. One way to work is to plant seeds to grow a crop. Explain that some people make money by selling things, such as crops. Have children tell about each picture. Then tell children that this story is about a man and his brothers and how they use the money they receive from their father.

2. Develop Grammar: Adverbs Explain to children that adverbs are words that tell how an action is done. Demonstrate by walking quickly across the room. How did I walk? I walked quickly. The word quickly is an adverb. It tells how I walked. Tell children that many adverbs end with -ly. Share and demonstrate other adverbs with children, such as smiled happily and talked quietly.

ELL Preview

Shared ReadingA. Set New Purpose: Seeds of Fortune Let’s reread Seeds

of Fortune to think about what happens to the brothers as they decide what to do with their money.

B. Choral Read the Big Book Track the text and have children choral read with you. Ask children to pay attention to natural phrasing and expression.

C. Infer: Cause and Effect Use a Think Aloud and Think Along as you reread to model inferring cause and effect.



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Your Money 417

SpellingGive a spelling test on this week’s spelling list.

Assess Progress

Comprehension: Infer: Cause and EffectFor children scoring “Little Evidence” on the rubric of Comprehension Bridge Infer: Cause and Effect, continue working on this strategy, using the “Below Level” teaching suggestions.

Assess Progress

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3 Support Reading Independence Group Share • How can you find a cause? How can you find an effect? • Are some causes or effects more important than others? Why or why not?

4 Build Writing SkillsDraft: Interactive Writing Invite volunteers to add sentences to the class’s draft. • Help children make sure the events of the plot occur in an order that makes sense.

Prompt them to use time-order words, such as first, next, then, at last, and finally, to signal the order of events for the reader. Encourage children to include details about the events that make the story interesting.

• Have children write an ending that tells how the character’s problem gets solved. Ask Does the character solve the problem by himself/herself or does an event happen that solves the problem for the character?

• Help children make sure that the ending helps the reader know that the story is over. Ask Will readers understand what happens to each of the characters at the end?

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Differentiated Writing InstructionAs children write stories of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Teach Story with Writing Bridge 25.• Meet with children to discuss what they’re trying to communicate with this piece

of writing. Ask them to point out examples that accomplish this goal. • Conference with children about their sequence of events and their story endings.

5 Support Writing Independence Group Share • What did you enjoy most about writing your story? Why? • Read your ending. How will a reader know the story is over by what you wrote?

WRITING BRIDGE 25



SHARED READING

1 Build Reading SkillsTeach Vocabulary: Apply in Learning GameStory Add-Ons • Write the vocabulary words (interest, earn, increase) and any theme-related words,

such as money, save, and work, on individual index cards. Create enough cards so that each child can have a word. Have children sit in a circle; and pass out the cards to them.

• Have one child begin a story with a sentence using the word on his or her card. The next child in the circle should then add to this story by saying a sentence using the word on his or her card.

• Play should continue in this way until all children have a turn adding to the story. If a story ends before all children have a turn, have the next child in the circle continue play by beginning a new story.

Teach Phonics: Prefix un-A. Explore Words Together Using letter tiles cut from Skills Masters pages 165–166,

have partners create words with the prefix un-. Offer support as needed.

B. Explore Words in Writing Say unlock and have children write the word, segmenting the sounds as needed to provide support: /u/ /n/ /l/ /o/ /k/. Ask, What is this word? (unlock) Repeat the routine with these words: unload, unbuckle, unpack. Ask children to write a few words with the prefix un- that they heard this week and exchange with a partner to read.

2 Read and Comprehend Shared Reading!Comprehension Strategy Infer: Cause and Effect

Teach Target Skill: Understand DialogueA. Introduce Dialogue Tell children that when characters speak in a story it is called

dialogue. The characters’ words are usually placed inside quotation marks. Point out the quotation marks on page 115 of the Whole Class Charts. Explain that the words inside the quotation marks are the words that the characters are saying.

B. Reinforce the Concept Have children search for dialogue in the Big Book by looking for the use of quotation marks. Ask them to identify which character is speaking in the examples they find.

Connect to Prior Knowledge • What do you know about banks? • Why might a person open a savings account at a bank? • Set Purpose: Let’s listen for dialogue in the poem.

Shared Reading• Read the Poem: “My New Savings Account” Read the poem, pointing to

each word as children follow along. Ask children to point to the quotation marks and to identify who is speaking.

ObjectivesVocabulary ........................ Apply in Learning GamePhonics .............................. Prefix un-Target Skill ....................... Understand Dialogue

Comprehension ............... Infer: Cause and EffectWriting ............................... Form: StorySpelling .............................. Assessment

LETTER TILES Skills Masters pages 165–166

Have children create a poster of money from around the world. Have them research currency from three or four countries. Their posters should show labeled photographs or drawings of the currency, approximately how much of this currency would be needed to buy different items, and any other interesting facts. Ask children to share what they learned with the class.

Enrichment Activity

LESSON 5




26 27

419

Monitor Writing Progress Monitor Comprehension Progress Monitor Spelling ProgressTheme 13 Progress Test

Rubric: Voice, Writing Bridge 26 Rubric: Infer: Cause and Effect, Comprehension Bridge 13 Assessment Guide, pp. 121–127

419

LESSON 8 Pages 424–425 LESSON 9 Pages 426–427 LESSON 10 Pages 428–429

Vocabulary TStructured DiscussionPhonics TPractice Suffixes -ful, -less, -er, -lyFluencyChange Voice to Reflect Characters

Vocabulary TReflect and RefinePhonics TIdentify Suffixes -ful, -less, -er, -ly

Vocabulary TApply in Learning GamePhonics TReview Prefix un- Review Suffixes -ful, -less, -er, -ly

Shared ReadingSeeds of Fortune Big BookReview Comprehension StrategyReview Determine Importance: Supporting Details

Interactive ReadingSeeds of Fortune Big Book and Interactive VersionComprehension Strategy TPractice Infer: Cause and Effect

Comprehension Strategy TReteach Infer: Cause and EffectAssessmentAdminister Theme 13 Progress Test

Review Comprehension StrategyReinforce and Apply Determine Importance: Supporting Details



Review Comprehension StrategyDiscuss Determine Importance: Supporting Details



Revise: Interactive Writing

Spotlight on Grammar TAdjectives

Edit and Publish: Modeled/Shared/Interactive Writing

Spotlight on Spelling

Writing ShareShare, Reflect, Discuss

Use Writing Traits Checklist

Conference

Use Editing Checklist

Conference

Use Writer’s Reflection Checklist

Reflect on Writing Reflect on Writing Reflect on Writing

2_LNLEWTG743899_T13G.indd 419 8/26/11 11:14:16 AM

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THEME 13 Your Money

ASSESSMENT Ongoing Test Practice

Assessment Guide, pp. 119–120T = Tested

Week 2 at a Glance LESSON 6 Pages 420–421 LESSON 7 Pages 422–423

Build Reading Skills

Vocabulary TExplain, Restate, Show: valuePhonics TIntroduce Suffixes -ful, -less, -er, -lySpelling TIntroduce Word List

Vocabulary TExplain, Restate, Show: browse, spend Phonics TTeach Suffixes -ful, -less, -er, -ly

Read and Comprehend

Shared Reading“My New Savings Account”Whole Class Charts p. 115Target Skill TUnderstand Dialogue

Shared ReadingSeeds of Fortune Big BookTarget Skill TUnderstand Metaphor

Differentiated Reading Instruction OPTIONS• Comprehension• Vocabulary• Phonics• Fluency



Support ReadingIndependence



Build Writing Skills

Introduce Trait: Voice TInteractive Writing Chart 54Revise: Modeled/Shared Writing

Reinforce Trait: Voice TModeled Reading Revise: Interactive Writing

Spotlight on PhonicsSuffixes -ful, -less, -er, -ly

Differentiated Writing Instruction OPTIONS

Reinforce Trait: Voice T

Conference

Reinforce Trait: Voice T

Conference

SupportWritingIndependence

Reflect on Writing Reflect on Writing

BS

1

RC

2

SRIn

3

BS

4

SWIn

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Teacher’s Guide

GO TOComprehension

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2_LNLEWTG743899_T13G.indd 418 8/26/11 11:12:59 AM


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Your Money 421

WRITING BRIDGE 26

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Differentiated Reading InstructionAs children read independently, meet with individuals or small groups. Use the options below as appropriate. • Teach Infer: Cause and Effect with Comprehension Bridge 13 and Organizer. • Teach comprehension strategy assigned to selected leveled reading book.

3 Support Reading Independence Group Share • Why is it helpful when you are reading to know why something happened? • If you know the effect, how can you figure out the cause?

4 Build Writing Skills Focus Trait: VoiceA. Review Voice Using Interactive Writing Chart 54, review the Voice trait of good

writing. Have children tell how they think the story’s writer may feel about saving money. Ask why the writer may have chosen to have twin sisters approach saving money differently in the story.

• Guide children to understand that Kira realizes her mistake at the end of the story while Kali buys the skateboard she wanted and saved for. Ask Why do you think the writer decided to end the story this way?

• Point out that the writer wrote in a way that feels as if he or she were telling the story aloud. Add that the writer shows his or her feelings and personality by ending the story with a lesson that can be learned.

B. Revise: Modeled/Shared Writing Using the class’s first draft, model revising by reading several sentences and offering suggestions for revision. Then have children share in revision by encouraging volunteers to make revisions as you scribe.

• Help children add details that tell more about what happens during the events of the story. Ask What details could we add or replace in order to tell readers more about the events?

• Have children read the draft aloud to see if they are pleased with the way it sounds. Discuss whether or not children think their personality as a class is shown in the story. Ask Will readers understand our feelings about the topic?

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Differentiated Writing InstructionAs children write stories of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Teach Voice with Writing Bridge 26.• Pair children, encouraging them to listen to each other’s stories. Have them note at

least one positive element, such as a strong detail. • Conference with children, assisting them with voice and adding details to their story.

5 Support Writing Independence Group Share • How will someone recognize your personality from your writing? • Read an important detail from the story. What new idea or information does it tell

your reader? Would the reader be confused if you left this detail out of the story?


GO TO


COMPREHENSION BRIDGE 13 SKILLS MASTERS page 124 Cause and Effect Organizer

2_LNLEWTG743899_T13H.indd 421 8/24/11 11:35:06 AM


SHARED READING

English Spanishvalue valor

(bah-LOHR)

Spanish Cognate

ObjectivesVocabulary ...................... valuePhonics .............................. Suffixes -ful, -less, -er, -ly

Spelling .............................. Introduce Word ListComprehension ............... Infer: Cause and EffectWriting ............................... Trait: Voice

LESSON 6

Spelling Listcareful

farmer

fearless

handful

slowly

HIGH FREQUENCYset

sometimes

CHALLENGE WORDS

heard

ruffle+ 1 PERSONAL WORD

See Spelling Routine on pages A34–A35 in this guide.



SKILLS MASTERS page 125Home ConnectionHave children complete this activity at home with a family member.

Home Activity


1 Build Reading SkillsTeach Vocabulary: Explain, Restate, ShowA. Develop Oral Language Ask children to look at page 116 of the Whole Class

Charts and describe the pictures with you. You can use these prompts: • What are the people in the pictures doing? • Do you think the people in the pictures are saving or spending money? Why? • What do you think the people in the pictures will buy?

B. Explain the Word Ask children to talk about the word value, and then explain it: value The value of something is how much it is worth. It’s important to learn the value

of good friends.

C. Restate and Show the Word Have children draw pictures and write their own explanations for the word value in their vocabulary journals.

Teach Phonics: Suffixes -ful, -less, -er, -lyA. Introduce Suffixes -ful, -less, -er, -ly Tell children that a suffix is a word part

added to the end of a word that changes the word’s meaning. Say the word farm. If we add the suffix -er, what is the new word? (farmer) Farm means a piece of land where crops and animals are raised, and farmer means a person who raises crops and animals. Repeat with care and -ful, slow and -ly, and use and -less.

B. Connect Sounds and Symbols Write the words farmer, careful, slowly, and useless on the board. Read each word aloud, drawing your finger underneath the letters. Ask children to point out the suffix in each word. Circle it and underline the base word.



Shared Reading• Reread the Poem: “My New Savings Account” Reread the poem with

children, having them echo read the selection with you. Ask a volunteer to point out the dialogue in the poem and identify who is speaking.

Think and Respond: Turn and TalkHave children turn to a partner to discuss these prompts. Encourage active listening. • Why is it important to know when a character is speaking? • How can you tell which character is speaking in a story?

Think and Respond: Critical ThinkingA. Discuss Poem’s Meaning Ask children what the girl is doing at the bank. Discuss

why the girl wants to open a savings account. A possible answer could be that she wants to save money and collect interest. Accept other logical responses.

B. Extend Understanding Ask partners to discuss whether they think they would want to open savings accounts like the girl in the poem. Have them say why they would like to save their money.




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ASSESSMENT GUIDE pages 119–120Infer: Cause and Effect

Support Reading Have children follow along on the Shared Reading Text Organizer as you read. Then read the word bank words and model using them to support the pictures on the organizer. Work together to complete the “mostly about” section.

ELL View

Have below-level readers reread the book along with the eBook audio. Encourage them to whisper read. Then have them fill in the Shared Reading Text Organizer and explain it to a partner. They can discuss: How did Luk Sun’s brothers become poor?

Struggling Readers

Ongoing Test PracticeA. Model Sample Question Distribute copies of pages 119–120 in the Assessment

Guide and work through the example question together.

B. Send Home for Practice Have children take the passage and questions home as homework. You can review the correct answers the next day.

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3 Support Reading Independence Group Share • What do you find the most challenging about finding causes and effects? • How can using the Cause and Effect Organizer help you as you read?

4 Build Writing SkillsA. Reinforce Voice Read aloud the purple highlighted text on page 407 of this guide.

Discuss with children the author’s use of voice.

B. Revise: Interactive Writing Revisit the class’s draft to continue revising. Invite volunteers to make revisions directly on the draft.

• Have children suggest where they could add time-order words that would clarify the sequence in which events in the story happen. Help them add details to the events.

• Invite children to work with a partner to replace ordinary words in the draft with more interesting, precise words.

C. Spotlight on Phonics: Suffixes -ful, -less, -er, -ly Review the sounds and spellings of the suffixes. Invite children to find examples of this phonics skill in the Writer’s Model on Interactive Writing Chart 51. (Suddenly, handful, farmers’)

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Differentiated Writing InstructionAs children write stories of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Teach Voice with Writing Bridge 26.• Support children in forming small writing groups to gather peer feedback.• Conference with children to assist them with their revisions and use of voice.

5 Support Writing Independence Group Share • How have you revised your story to improve it? • How does working with a partner help you both improve your stories?


WRITING BRIDGE 26



SHARED READING

ObjectivesVocabulary ........................ browse, spendPhonics .............................. Suffixes -ful, -less, -er, -lyComprehension ............... Infer: Cause and Effect

Target Skill ....................... Understand MetaphorWriting ............................... Trait: Voice

LESSON 7




SKILLS MASTERS pages 129–130Suffixes -ful, -less, -er, -lyModel how to cut and fold pages to make a book. Have children buddy read the Phonics Story What Do You Want to Be? Circulate to provide support.

Phonics Story

Web Site InformationModel using The Yahoo! Kids Web site or other protected search engines to search for everyday phrases that are metaphors. With children, discuss the meaning of each phrase.

Focus on New Literacy

1 Build Reading SkillsTeach Vocabulary: Explain, Restate, ShowA. Explain the Words Have children talk about the words, and then explain them:

browse When people browse, they look at different things that they might choose to buy. People browse through books at a bookstore when they aren’t sure what kind of book they want to read next.spend When you spend money, you use money to buy something.

B. Restate and Show the Words Have children write their own explanations and draw pictures in their vocabulary journals to help them remember the words.

Teach Phonics: Suffixes -ful, -less, -er, -lyA. About Suffixes -ful, -less, -er, -ly Review the meaning of a suffix. On the

board, make a three-column chart with these headings: Suffix, Meaning, Example. List these suffixes in column one: -ful, -less, -er, -ly. Write each suffix’s meaning in column two: -ful: full of _____; -less: without _____; -er: one who _____ or more _____ (two meanings); -ly: in a _____ way. Write these examples in column three: careful, careless, softer, softly. With children, read the chart aloud. Explain that the base word for each example fits in on the blank line in column two. (Example: Careful means “full of care.”)

B. Listen for Suffixes -ful, -less, -er, -ly Have children listen for words with suffixes as you read page 117 of the Whole Class Charts. Ask children to clap when they hear the first word with a suffix. (weekly) Then have them listen for other words with suffixes in the poem. (bagful, spotless, wonderful, quickly, higher, tireless, broader)

C. Find Suffixes -ful, -less, -er, -ly in Text Model finding and placing a sticky note under the first word with a suffix. Then have volunteers place sticky notes under the rest of the skill words, saying the words as they underline the letters with their fingers

2 Read and Comprehend Shared Reading!Comprehension Strategy Infer: Cause and Effect

Teach Target Skill: Understand MetaphorA. Introduce Metaphor Explain to children that writers often use their imaginations

to describe things in interesting ways. A metaphor compares two things by saying that one thing is another. If a writer uses the metaphor The girl’s eyes are jewels, it means that the girl’s eyes have a color or sparkle that reminds the writer of jewels, not that the girl’s eyes are actual jewels.

B. Reinforce the Concept Help children create several metaphors about objects found in the classroom, such as The lights are tiny suns.

Shared Reading• Reread the Text: Seeds of Fortune Choral read the Big Book together. Have

the eBook audio available for independent rereading.

BIG BOOK



32 33

Your Money 425

Writing: VoiceW iti

Assess Progress


FluencyAs you use the Fluency Readers to assess fluency in this theme, pay special attention to children changing their voices to reflect different characters.

Fl

Assess Progress

1. Retell Have children review their Shared Reading Text Organizer and tell about what Luk Sun and his wife did with their money.

2. Use Grammar Have children work with partners to use adverbs to describe actions such as walking, running, talking, singing, or playing. Beginning learners can act out the adverb and verb.

3. Extend Language Have intermediate and advanced learners work together to list four things people can do with money.

ELL Review

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Differentiated Reading InstructionAs children read independently, meet with individuals or small groups. Use the options below as appropriate. • Teach Infer: Cause and Effect with Comprehension Bridge 13 and Organizer. • Review Determine Importance: Supporting Details with Comprehension Bridge 12.

3 Support Reading Independence Group Share • Are some details more important than others? Why or why not? • How does looking for supporting details help you as you read?

4 Build Writing Skills A. Revise: Interactive Writing Continue revising the class’s story. Invite volunteers

to make suggestions and mark revisions. • Have children work with a new partner to make suggestions for revising the story.

Suggest that they consider whether readers will know what the character is like and if the character’s problem is clear. Ask Do the character’s actions, thoughts, and feelings add something helpful to the story? Ask partner groups to share what they find and suggest ways to strengthen the writing.

• Remind children about the key elements of a story—a beginning, middle, and end that tell about a character’s problem, events that happen when the character tries to solve the problem, and a solution that provides a sense of closure. Ask Have we included all the elements of a story?

B. Spotlight on Grammar: Adjectives Use Writing Resource Guide page 26 to provide a focus lesson on adjectives. Ask children to revisit the Writer’s Model on Interactive Writing Chart 51 to identify examples of adjectives. (pretty, red, black, round, ladybug (when used before “rocks,” farmers’)

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Differentiated Writing InstructionAs children write stories of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Introduce Writer’s Craft: Vary Point of View.• Reinforce the Writing Traits with the Writing Traits Checklist.• Have children read their writing aloud slowly and quietly to themselves.• Conference with children to assess their understanding of Voice.

5 Support Writing Independence Group Share • How is the Revising process making the ideas in your story clearer? • Which part of your story do you like best—the beginning, middle, or end? Why?


WRITING RESOURCE GUIDE page 26

WRITER’S HANDBOOK page 18

WRITING

Adjectives

WRITING RESOURCE GUIDE pages 66–67Vary Point of View

WRITING

Writer’s Craft

WRITING RESOURCE GUIDE page 72Writing Traits Checklist

GO TO


COMPREHENSION BRIDGE 12, 13 SKILLS MASTERS page 124 Cause and Effect Organizer




ObjectivesVocabulary ......................... Structured Vocabulary DiscussionPhonics ................................ Suffixes -ful, -less, -er, -lyFluency ................................ Change Voice to Reflect

Characters

Comprehension ................. Determine Importance: Supporting Details

Writing ....................................Trait: VoiceGrammar ................................Adjectives


BIG BOOK

Have children learn about different charities. Have them choose one charity they are most interested in and learn more about what it does. Have children create a poster about this charity’s efforts, as well as how people can donate time and money to the charity. Have children share their posters with the class.

Enrichment Activity

SKILLS MASTERS pages 129–130Suffixes -ful, -less, -er, -lyHave children reread the Phonics Story What Do You Want to Be? silently.

Phonics Story

1 Build Reading SkillsTeach Vocabulary: DiscussStructured Vocabulary Discussion Have children work with a partner to answer these questions and explain their answers. • Do you like to browse when you go to the store? Why or why not? • What do you spend money on? • How can you make money increase? • When you grow up, how do you want to earn money?

Teach Phonics: Suffixes -ful, -less, -er, -ly• Identify Suffixes -ful, -less, -er, -ly Write each suffix on the board, read it

aloud, and review its meaning. Then, after you say each of the following words, have children name and spell the suffix they hear and give the meaning of the word: useful, darker, softly, teacher, neatly, hopeless, cheerful.

Teach Fluency: Change Voice to Reflect CharactersModel reading pages 21–23 of the Big Book aloud, changing your voice to reflect the personalities of Luk Sun and his brothers. Then have children echo read the Big Book with you to practice changing their voices to reflect different characters.


!Review Comprehension Strategy Determine Importance: Supporting Details

Shared ReadingA. Review Determine Importance: Supporting Details Seeds of

Fortune Remind children that good readers look for details that support the main idea of a story. Discuss the main idea in Seeds of Fortune, such as “work and save to have a good life.” Then choose a page to read from the Big Book and ask children to identify a detail that supports the main idea.

B. Think and Respond: Turn and Talk Have children turn to a partner and discuss these prompts. Encourage active listening.

• How did paying attention to details help you understand the story? • Which details in the story do you think are the most important?

C. Think and Respond: Critical Thinking Have partners discuss the different things that the two older brothers could have done with their money instead of wasting it, and have them make a list of these possibilities. Then have partners determine which possibility they think is the best and draw a picture of the brothers using their money in this way. Have partners share their lists, drawings, and reasons for their choices with the class.

PHONICS PRACTICESkills Masters page 126-ful, -less, -er, -lyHave children complete this page for practice with words with suffixes -ful, -less, -er, and -ly.



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3 Support Reading Independence Group Share • How has looking for causes and effects changed the way you read? • How will you remember to look for causes and effects in the future?

4 Build Writing SkillsA. Edit: Modeled/Shared/Interactive Writing Using the class’s revised draft,

model editing by locating an error and marking a correction. Then have children share in editing by making suggestions and marking edits on the class’s draft.

• Direct children to check for correct capitalization and punctuation. Use an editing checklist as a guide and hold a piece of paper under a line as you proofread.

• Ask Are all of our words spelled correctly? Suggest using electronic tools, such as the spell checker.

• Prompt children to make sure they have correctly used contractions and adjectives. • Ask Did we use time-order words to signal events? Does the story have voice?

B. Spotlight on Spelling With children, review the spelling words for the theme. Invite children to identify the theme’s spelling word that appears in the Writer’s Model on Interactive Writing Chart 51. (handful) As you edit the class draft, look for spelling words and make sure they are spelled correctly.

C. Publish As a class, decide how you would like to publish your story. Model publishing by using a computer to type the story’s title and the first few sentences. Invite volunteers to participate in publishing by typing parts of the story. Consider creating a book out of the story and sharing it with another class. Use digital tools, if possible, to present the final story.

• Ask each child to write down a creative title for the class’s story on an index card. Collect the cards and have the class vote about which title works the best. Add the title to the draft.

• Invite children to add pictures to the story by selecting scenes or events to illustrate. • Suggest children act out the story as a play. A narrator can read the story aloud as

characters read the dialogue.

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Differentiated Writing InstructionAs children write stories of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Support Editing with the Editing Checklist. • Ask children to keep a log of errors to consult in order to avoid recurring errors in

their next writing assignment. • Conference with children to help them prepare for tomorrow’s writing share.

5 Support Writing Independence Group Share • Why is the editing process important in publishing your story? • In what way would you like to share your story with a family member? Why?


WRITING RESOURCE GUIDE page 70Editing Checklist

GO TO


COMPREHENSION BRIDGE 13SKILLS MASTERS page 124Cause and Effect Organizer





INTERACTIVE READING

ObjectivesVocabulary ........................ Reflect and RefinePhonics .............................. Suffixes -ful, -less, -er, -ly

Comprehension ............... Infer: Cause and EffectWriting ............................... Trait: Voice

LESSON 9

BIG BOOK

INTERACTIVE VERSION OF BIG BOOK

Infer: Cause and EffectThis part of the story is about how Luk Sun’s older brothers didn’t do any work at all. What was the effect of their behavior?

!Think Along

Infer: Cause and EffectHave children think about causes and effects as they read. Distribute copies of the Cause and Effect Organizer so children can write down the causes and effects they find. Have partners use a Think Aloud with each other to share ideas about causes and effects to record on their organizer.

!Think Together

BIG BOOK

1 Build Reading SkillsTeach Vocabulary: Reflect and Refine• Reflect and Refine Vocabulary Journals Support children in adding to or

completing their drawings and explanations of this theme’s vocabulary words in their vocabulary journals. Draw and model completing a word web for the word spend. Children can copy the model in their journals with their own web entries or make a word web for another word.

Teach Phonics: Suffixes -ful, -less, -er, -lyA. Phonics in Context Point out the word with a suffix on page 3 of the Big Book.

(careful) Write the word careful on the board and discuss the meaning of the word (full of care). Erase the suffix -ful and replace it with -less. Discuss the meaning of the new word careless. (without care) Discuss with children how the different suffixes changed the meaning of the base word care. Have children find other words with suffixes in the Big Book and give their meanings.

B. Turn and Talk Ask children to tell a partner some words with suffixes -ful, -less, -er, and -ly that they have learned this week. Have children use discriminative listening skills to listen carefully to their partner’s words.

2 Read and Comprehend Interactive Reading


Interactive ReadingA. Big Book: Seeds of Fortune Reread pages 16–17 of the Big Book as you point to

the words and ask children to choral read with you. Use a Think Along to reinforce the comprehension strategy.

B. Interactive Version of Big Book: Say Something Technique Divide the class into partners of mixed abilities, and hand out an Interactive Version to each pair. One partner reads a section of the story while the other partner follows along. The reader then stops reading, covers what was just read with his or her hand, and shares an idea, opinion, or question about that part of the text. Partners then switch roles and continue through the text.

C. Infer: Cause and Effect Together, review that a cause is the reason why something happens, and that an effect is what happens as a result. Point out how looking for causes and effects as we read can help us understand a text. Have partners read pages 19–21 of the Big Book and then use a Think Together to find causes and effects.

D. Think and Respond: Listen and Write Have partners use their Cause and Effect Organizer to write a sentence summarizing a cause and effect they found in the story. Circulate to provide assistance. Then ask pairs to share their sentences with the class. Discuss any similarities and differences among the causes and effects found.



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Your Money 429

SpellingGive a spelling test on this week’s spelling list.

Assess Progress

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up


3 Support Reading Independence Group Share • What is the difference between a cause and an effect? • How would you teach a friend how to look for causes and effects?

4 Build Writing SkillsA. Share Writing Use whole class writing time for a writing share. Have selected

children present their writing pieces to the class. Encourage presenters to read with expression and change the sound of their voice when reading what different characters say. Ask the rest of the children to listen respectfully and attentively for which character is speaking.

B. Model Critiquing As children present, offer praise for strong points and suggestions for areas that need improvement.

C. Discuss Feedback Lead a discussion in which volunteers offer feedback to writers about their work. Remind children to raise their hands if they would like to speak. Encourage children to point out what they especially liked about a classmate’s story.

Smal

l Gro

up Differentiated Writing InstructionHave children reflect on their own writing processes and experiences by completing the Writer’s Reflection Checklist.

5 Support Writing Independence Group ShareGather to discuss the shared writing pieces and children’s responses on their Writer’s Reflection Checklists. • Which story do you want to hear again? Why? • Which story had the most interesting problem and solution? Why do you feel that

way? • What did your audience especially like about your story? Did you expect that response

or were you surprised?

WRITING RESOURCE GUIDE page 71Writer’s Reflection Checklist



INTERACTIVE READINGLESSON 10

ObjectivesVocabulary ........................ Apply in Learning GamePhonics .............................. Suffixes -ful, -less, -er, -ly

Spelling ............................ AssessmentComprehension ............... Infer: Cause and EffectWriting ............................... Writing Share/Reflect

Have children pretend they are a dollar bill or other unit of money. Ask them to write a story about their adventures for a day. Are they saved or spent? Do they visit stores or charities, or do they stay in a wallet or bank account? Ask children to illustrate their stories and then share their work with the class.

Enrichment Activity

ASSESSMENT GUIDE pages 121–127Theme 13 Progress Test

INTERACTIVE VERSION OF BIG BOOK

1 Build Reading SkillsTeach Vocabulary: Apply in Learning Game• Story Add-Ons Repeat the game from Lesson 5 with the words interest, earn,

increase, value, browse, and spend. For a challenge, have children play the game with other theme-related words, such as give, account, and bank.

Teach Phonics: Suffixes -ful, -less, -er, -ly A. Explore Words Together List the suffixes -ful, -less, -er, and -ly on the board.

Point to each suffix and review its meaning. List these base words next to the suffix list: care, use, light, quiet. Have partners form as many new words as they can by adding different suffixes to each base word. Then create a master list on the board as partners share the words they made.

B. Explore Words in Writing Have partners create a sentence that includes words with at least two of the suffixes. Have children read their partner’s sentence aloud.

C. Review Prefix un- Review the prefix un- by asking children what it means and how it can be added to certain words. Say the following words with the prefix un- and ask volunteers to give the words’ meanings: unsafe, unbuckle, undo, unpack, unload.

2 Read and Comprehend Interactive Reading!Comprehension Strategy Infer: Cause and Effect

Wrap Up the Interactive ReadingA. Summarize the Selection: Seeds of Fortune Ask children to help you

summarize the important parts in Seeds of Fortune.

B. Comprehension Questions Discuss the following: LITERAL: What kind of seeds did Luk Sun and his wife plant? (pumpkin) INFERENTIAL: What does the old man mean when he says that Luk Sun and his wife will

have food and shelter for the rest of their days?

C. Reteach the Theme Strategy Infer: Cause and Effect Discuss with children how thinking about causes and effects can help them understand a text. State a cause, such as forgetting to bring your lunch to school, and ask children to think about the possible effects (buying lunch, eating part of a friend’s lunch, calling home).

Assessment: Theme 13 Progress Test Administer the Theme 13 Progress Test that assesses Comprehension, Target Skills,

Vocabulary, Phonics, Grammar, and Writing.



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