This selection is protected by copyright and is not available online. The Selection Snapshot has been provided in its place.
Go to page
DURING READING
Guiding Comprehension
8 Paraphrase • Inferential
Say one sentence in your own words that tells what the main idea is on pp. 98–99.
Although the wording might differ, students' responses should note that various combinations of different denominations of bills may be used to represent the same amount of money.
9Target Skill Monitor and Fix Up
• Inferential
Text to World Do you understand everything you have read so far? What is the first thing that people should do when they have trouble understanding something they read?
Students should explain that they need to reread the parts of the text that they have difficulty understanding.
Tech Files ONLINE
Students who have access to the Internet may enjoy searching for information about money. They may use keywords such as money history or foreign money.
Target Skill STRATEGY SELF-CHECK
Monitor and Fix Up
Remind students that they should occasionally pause to assess their understanding of the text. Tell them to reread any part that they have read but are unsure about. Have students reread p. 98 in order to monitor and fix up their comprehension of the information contained in the text and in the illustration. (Students' responses will vary depending on which aspects of the text present them with difficulties.)
Tell students to employ the monitor and fix up strategy to confirm that they understand everything they have read in the selection so far. Remind them that they can also use the monitor and fix up strategy to help them distinguish between realism and fantasy.
SELF-CHECK
Students can ask these questions to assess their ability to use the skill and strategy.
  • Did I check that I understood everything that I read?
  • How did the strategy of monitoring and fixing up help me to distinguish between realism and fantasy?
Monitor Progress
then… revisit the skill lesson on pp. 86–87. Reteach as necessary.
If… students have difficulty distinguishing realism from fantasy and monitoring and fixing up,
Target Skill Realism and Fantasy
Strategy Response LogMonitor Comprehension Provide the following prompt: Think about what you have learned about coins and bills. Is there something from the selection that you still have difficulty understanding? What will you do to try to understand it?
If you want to teach this selection in two sessions, stop here.
If You Made a Million

"If You Made a Million"
by David M. Schwartz

Student Edition
Unit 1, pp. 90–109

Nonfiction text explains something about real life. What do you think you may learn about from this Selection Snapshot?

Have you ever earned a penny, a nickel, or a dime? What are these coins worth? A penny is worth one cent. Five pennies is equal to a nickel. A dime has the same value as two nickels or ten pennies.
Suppose someone gave you 25 cents. They might give you a quarter, which is equal to five nickels, or two dimes and one nickel, or three nickels and one dime, or even 25 pennies.
If you earned a dollar, you would have an amount equal to four quarters, or 10 dimes, or 20 nickels, or 100 pennies. You could buy bubbles with your dollar, or you could put it in the bank. The bank will pay you interest for letting it use your money. The longer your money stays in the bank, the more interest it earns. After twenty years, your dollar plus interest would equal about $2.70.
You could take five one-dollar bills and trade them in for one five-dollar bill. Money works that way. Every large bill is equal to bills of a smaller amount. The biggest bill is a hundred-dollar bill. Suppose you wanted to buy something that cost a lot, like a big, expensive elephant. That elephant might cost a thousand dollars. You could pay for it with ten hundred-dollar bills or 100,000 pennies.
But do you want to carry so much money around? Instead you could write a check for $1,000. The seller puts the check in his bank. His bank gets $1,000 of your money from your bank and adds it to the seller's money. That's how checks work.
Now think about how you could buy something bigger than an elephant, like a house. Do you have enough money for a house? If not, you could ask a bank to lend you some. You could pay back a little every month. You would also pay interest to the bank for letting you use its money.
You'll need a job to pay back your loan. Try to find something you like to do. Maybe you would like to train ogres. You could make a lot of money doing that. You might even make a million dollars. Now that's big money. A million dollars in one-dollar bills would weigh over a ton. (That's 2,000 pounds.) Maybe you want to take a check. As you can see, dealing with money means making choices.

If You Made a Million by David M. Schwartz, 1989. Used by permission of HarperCollins Publishers.

Copyright © Pearson Education.

 
   
Close  
ELL
Access Content Direct students' attention to the banner shown in the illustration on p. 98. Tell students that the word calories is the plural form of the word calorie. Explain to students that a calorie is a measure of how much energy is contained in food.
PRACTICE LESSON VOCABULARY
As a class, complete the following sentences orally. Possible responses are given.
  1. One dollar has the same value, or (worth), as four quarters.
  2. I (earned) a lot of money mowing lawns last summer.
  3. I asked the boy what (amount) of money I owed him because I wanted to pay him for the cup of lemonade.
BUILD CONCEPT VOCABULARY
Review previous concept words with students. Ask if students have met
any words today in their reading or elsewhere that they would like to add
to the Concept Web.
Develop Vocabulary