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BEFORE READING
Tech Files ONLINE
For a Web site that explores aspects of economics, do an Internet search using the keywords investing or money tips.
ELL
Build Background Use ELL Poster 3 to build background and vocabulary for the lesson concept of making sound economic choices.
ELL Poster 3
ELL Poster 3
Lesson Vocabulary
WORDS TO KNOW
Tested Word college a school of higher
learning
Tested Word dimes coins in the United
States and Canada worth ten cents
Tested Word downtown the main part or
business part of a town or city
Tested Word fined made someone pay
money as punishment for breaking a law or regulation
Tested Word nickels coins in the United
States and Canada worth five cents
Tested Word quarters coins in the United
States and Canada worth twenty-five cents
Tested Word rich having a great deal of
money
MORE WORDS TO KNOW
positively absolutely; surely
token pieces of metal shaped like coins; used on some buses and subways instead of money
Tested Word = Tested Word
Practice Book
Practice Book 3.1 p. 24
with | without Answers
Build Background
ACTIVATE PRIOR KNOWLEDGE
BEGIN A T-CHART about making sound economic choices.
  • Give students two to three minutes to write as many things as they can about how they spend and save money. Prompt them with categories from the Budgeting Concept Web from p. 64l. Record what students know on the T-chart.
  • Tell students that, as they read, they should look for events that remind them of common mistakes people make when making decisions about saving and spending money. Have students use short phrases or sentences to summarize what they learn. Add their phrases and sentences to the chart.
Graphic Organizer 25
BACKGROUND BUILDING AUDIO This week's audio explores saving money and
making sound economic choices. After students listen, discuss why it is
important to save money and why people need to be careful when making
particular economic choices.
Audio CD Background Building Audio
Introduce Vocabulary
DEFINITION CARDS
Write each of the Words to Know on an index card. On separate cards, write a
definition of each word. Read each word aloud to students, and then read the
definitions. Have students think about where they may have seen or heard these
words.
Activate Prior Knowledge
Distribute the definition and word cards to students. Have one student hold up and
read a definition card. The student with the correct word match stands up and says
the word. Repeat with reading the word first and then the matching definition.
If time permits, have students play a memory game with the index cards. Shuffle
all the cards and place them in rows face down. Have students take turns placing
two cards face up, trying to match each word with its definition.
Point out to students that two of this week's words are multiple-meaning words
(rich and quarters). Make students aware that they may learn new definitions for
these words.
Multiple-Meaning Words
Have students pay special attention to the words in this week's list that are names
for different coins (nickels, dimes, quarters). Encourage them to think of other
names for coins or bills, such as pennies, half-dollars, and dollars.
Have students use these steps for reading any troublesome multisyllabic words.
(See the Multisyllabic Word Routine on p. DI•1.)
1  Look for Meaningful Word Parts (base words, endings, prefixes, suffixes, roots)
Think about the meaning of each part. Use the parts to read the word. Model: I see -town
at the end of downtown. Town means "a place where many people live," and down can
mean "a direction," so downtown means "a particular part of town—usually the main part."
2  Chunk Words with No Recognizable Parts Say each chunk slowly. Then say the
chunks fast to make a word. Model: col, lege—college.