Scott Foresman Reading Street

Vocabulary Strategy

Use context clues to determine the meaning of multiple-meaning words.

INTRODUCE

Discuss the steps for using the strategy of context clues on p. 88.

TEACH

Have students read "Money," paying attention to how vocabulary is used.
Model using context clues to determine the meaning of expensive.

MODEL The word expensive on p. 89 refers to something you would buy with a check. The example is a used car for $1,000. That's a lot of money. Expensive must refer to something that costs a lot of money.

Whole Group Discuss the Question of the Day. Then use pp. 88–91.

Group Time
Differentiated Instruction

If You Made a Million. See pp. 86f–86g for the small group lesson plan.

Reading

Language Arts
Use pp. 115e–115h,
115k–115m.

Whole Group Use pp. 115a,
115i.

Grouping Options

PRACTICE AND ASSESS

Have students determine the meanings of the remaining multiple-meaning words and explain the context clues they used.
Point out that context does not work with every word. Students may have to use the glossary or a dictionary to find the exact meaning of some words.
If you began a word rating chart (p. 88b), have students reassess their ratings.
Have students complete Practice Book 3.1, p. 35.

WRITE Writing should include

vocabulary words that have to do with money, worth, and cost. Students' writing should describe what they would buy and why, using as many vocabulary words as possible.

then… use Tested Vocabulary Cards.

If… students need more practice with the selection vocabulary,

Context Clues

Practice Book 3.1 p. 35

with | without Answers

We use money every day,
so it is important to understand
money. Are two dimes the
same amount of money as
four nickels? Are twenty nickels
worth one dollar? What is the
value of two five-dollar bills?
If these sound like math
questions, well, they are.
Money is based on numbers.
Have you ever earned
money by working? You can earn even more when you put
that money in a bank. The
bank uses the money, and
it pays people for using their

money. The money the bank
pays is called interest.
When people buy
something expensive, they
often write a check. If a woman
buys a used car for $1,000,
she might write a check and give
it to the seller. The check tells the
woman's bank to take $1,000
from her money and give it to
the seller's bank to add to his
money. That's easier (and safer)
than carrying a thousand
dollars. What if someone were
buying something for a million
dollars? A check would be
much more convenient.

Think of something spectacular that you would like to buy. Tell about it and what you could do to earn the money to buy it. Use as many words from the Words to Know list as you can.

Try the strategy. Then, if you need more help, use your glossary or
a dictionary.

thousand

check

expensive

interest

earned

value

worth

amount

million

Vocabulary Strategy
for Multiple-Meaning Words

Context Clues Sometimes during reading, you may come across a word whose meaning doesn’t make sense. The word might have another meaning. For example, band means
“a musical group.” But it also means “a strip
of material.” The words around the unknown
word may help you figure out another meaning.

1. If you come to a word that doesn't make
sense, think about another meaning.

2. Look at nearby words or sentences.
Can you figure out another meaning?

3. Try the new meaning in the sentence.
Does it make sense?

As you read “Money,” look for words that
can have more than one meaning. Look at the nearby words to figure out the meaning that makes sense.



	Close
	Access Content Use ELL Poster 4 to preteach vocabulary. Choose from the following to meet language proficiency levels. Beginning Point out clues in the third paragraph and in the illustration on p. 89 that show what a check is. After reading the sentences and describing the illustration, have students define check in their own words. Intermediate After reading, students can create a web to show words that go with money and what each word means. Advanced Teach the lesson on pp. 88–89. Students can report on the names of the different amounts (thousands, millions) in their home languages. Resources for home-language words may include parents, bilingual staff members, bilingual dictionaries, or online translation sources. Context Clues Have students work in pairs to follow the steps on p. 88. Encourage them to list clues for an unknown word and then decide together the best meaning for it.