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DAY 1
OBJECTIVES
Build vocabulary by finding words related to the lesson concept.
Target Skill Listen for realism and fantasy.
Concept Vocabulary
denominations the various amounts used as money
income the money that someone earns
inflation a sudden or steady increase in the price of goods
Monitor Progress
SUCCESS PREDICTOR
then… review the lesson concept. Place
the words on
the web and
provide
additional words
for practice, such
as prices and
fortune.
If… students are unable to place words on the web,
Check Vocabulary
Whole Group
Introduce and discuss the Question of the Week. Then use pp. 86l–88b.
Group Time
Reading
Differentiated Instruction
Read this week’s Leveled
Readers. See pp. 86f–86g for
the small group lesson plan.
Whole Group
Use p. 115a.
Language Arts
Use pp. 115e–115h,
115k–115m.
DAY 1
Grouping Options
Set Purpose
Encourage students to ask themselves "What is the author trying to teach me?" as they listen to "Where Do You Keep Your Money?"
Creative Response
Have students work with partners to improvise dialogue between a child and an adult who discuss how the cost and value of certain items change over time. Drama
ELL
Activate Prior Knowledge Before students listen to the Read Aloud, review concept words such as savings and invite students to share their experiences with saving money.
Access Content Before reading, share this summary: Usually, as time passes, everything costs more money to buy. This decreases how much money is worth, so it doesn't make sense to leave money sitting around your house for a long time.
Homework Send home
this week's Family Times newsletter.
School + Home
Vocabulary: SUCCESS PREDICTOR
Build Concepts
FLUENCY
MODEL EXPRESSION/INTONATION As you read "Where Do You Keep Your
Money?" use your tone of voice to model reading with expression. Show how you can
stress certain words or phrases to show their importance, and how chunking text can
aid in comprehension.
LISTENING COMPREHENSION
After reading "Where Do You Keep Your Money?" use the following questions to assess listening comprehension.
  1. Is "Where Do You Keep Your Money?" more like a realistic story or a fantasy? Why? (Possible response: Even though many of the examples described are made up, they could really happen. So, "Where Do You Keep Your Money?" is more like a realistic story.) Realism and Fantasy
  2. Why do you think authors who write realistic stories often choose to include events that did not really happen? (Possible response: Made-up events can be useful because they can be used to make a point or to make ideas clear.) Realism and Fantasy
BUILD CONCEPT VOCABULARY
Start a web to build concepts and vocabulary related to this week's lesson and the unit theme.
  • Draw a Saving Concept Web.
  • Read the sentence with the word inflation again. Ask students to pronounce inflation and discuss its meaning.
  • Place inflation in an oval attached to Problems. Explain that inflation is related to this concept. Read the sentences in which income and denominations appear. Have students pronounce the words, place them on the web, and provide reasons.
  • Brainstorm additional words and categories for the web. Keep the web on display and add words throughout the week.
Concept Vocabulary Web
Let's agree on one thing right from the start. If you want to make your money grow, the worst place to keep it is in the pocket of your jeans. You know what happens . . . you either spend it right away or forget to take it out of your pocket. Eventually, your jeans end up on the floor, right there with the rest of the clothes you've worn all week, your schoolbooks, the blanket you kicked off your bed, and other assorted treasures.
But what about keeping your money in your room—in a safe place, like a piggy bank?
There are a lot of good reasons to keep your money safe in your room. For one thing, it's right there when you need it. You can get to it quickly and easily. Another good thing is that you always know exactly how much money you have. You can take it out at any time and count it.
Of course, the very reason why keeping your money in your room is good can also be the reason why keeping your money in your room is bad. Let's suppose you are saving your money for something big, like a new bike. Your savings are growing nicely. You know you shouldn't touch your bike money. But there it is, right in your room, in that piggy bank. It's calling to you, "Come and get me. You know you want to spend me." Money in a piggy bank is money that is easy to spend.
Another thing about keeping your money in a piggy bank is that the amount of money you have is never more than what you have put into the piggy bank. If you put in $5 every month, after a year you will have $60. After ten years, you will have $600. No more, no less.
Money Word:
INFLATION: the general increase in the cost of everything, from cars and houses to burgers and fries
That means that in ten years, $600 won't buy nearly as much stuff as it will now.
Think about what has happened to the buying power of money. In 1960, a kid with a quarter could buy a slice of pizza for 15¢ and a soda for 10¢. Today, you'd probably need at least $2 to buy the same meal! In 1960, a kid who had saved $7 could buy a really great pair of sneakers. Today, you could use that $7 to buy some very cool sneaker laces.
Many adults love to talk about the good old days and how low prices were back then. They sometimes forget that incomes were pretty low then too. In 1960, the average income per person in this country was $2,219 per year! By 2000, the average income per person was $29,676.
Aside from the fact that a specific amount of money loses some of its buying
continued on page TR1
Where Do You Keep Your Money?
by Gail Karlitz
Read ALOUD