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DURING READING
Reader Response
Open for Discussion Personal Response
Think Aloud MODEL These examples made it fun to learn about kinds of money and what they are worth.
Comprehension Check Critical Response
  1. Possible responses: The words expand the text's meaning; they make the text more entertaining. Author's Purpose
  2. This realistic selection uses a lot of events that are fantasy. Students should provide reasons for why they do or do not like its incorporation of fantasy.
    Target Skill Realism and Fantasy
  3. Students should explain how rereading helped them improve comprehension. Along with rereading, students could ask a classmate or an adult for help.
    Target Skill Monitor and Fix Up
  4. Make sure students incorporate one or more vocabulary words.
    Target Skill Vocabulary
TEST PRACTICE Look Back and Write For test practice, assign a 10–15 minute time limit. For assessment, see the Scoring Rubric at the right.
Retell
Have students retell If You Made a Million.
SUCCESS PREDICTOR
Monitor Progress
then… use the Retelling Cards and Scoring Rubric for Retelling on
p. 111 to assist fluent retelling.
If… students have difficulty retelling the selection,
Check Retelling Rubric
 
ELL
Check Retelling Have students use illustrations and other text features to guide their retellings. See the ELL and Transition Handbook.
Write Now
Look at the Prompt Explain that each sentence in the prompt has a purpose.
  • Sentence 1 presents a topic.
  • Sentence 2 suggests students think about the topic.
  • Sentence 3 tells what to write—an e-mail.
Strategies to Develop Focus/Ideas
Have students
  • think about their purpose for writing. Are they writing to entertain, inform, persuade, or describe?
  • choose a topic they know well and then decide on a main idea about that topic.
  • use only details that focus on the main idea.
Main Idea: ways kids can earn money
NO: Read good books over summer.
YES: Do chores for neighbors.
For additional suggestions and rubric, see pp. 115g–115h.
Writer's Checklist
  • Focus Can readers easily identify the main idea?
  • Organization Is the main idea stated near the beginning of the e-mail? Do the details follow?
  • Support Do all details help explain the main idea?
  • Conventions Are the ends of all sentences punctuated correctly?
Retelling: SUCCESS PREDICTOR
Reader Response
Open for Discussion Are you planning to buy a castle or
maybe a hippo? No? Maybe If You Made a Million is important
for you to read anyway. Tell why.
1.
The author couldn't tell everything, so the artist wrote some things in his pictures. Read the words in the pictures. Why
are they there? Think Like an Author
How is this selection different from other nonfiction selections
you have read? Talk about whether you like it, and tell why or
why not. Realism and Fantasy
Did you need to reread any part of the selection? How did that help you? What else could you have done? Monitor and Fix Up
Tell what you would do if you made a million dollars. Use words from the Words to Know list. Vocabulary
4.
2.
3.
Look Back and Write Look back at page 106. What is more important than money? Use details from the selection in your answer.
Meet author David M. Schwartz on page 418 and illustrator Steven Kellogg on page 420.
TEST PRACTICE
Write Now: E-mail
Writing Trait
Prompt
If You Made a Million suggests ways
you could spend different amounts of
money.
Think about how you would spend $100.
Now write an e-mail to a friend explaining what you would do.
Use your purpose for writing to help you focus on your main idea.
Student Model
You can use contractions
in an informal
e-mail to a friend.
Sentence
states the
main idea.
Most
sentences
focus on one
idea—how the
writer plans to
spend the
money.
Use the model to help you write your own
e-mail.
 
   
Close  
Scoring Rubric
Look Back and Write
Top-Score Response A top-score response uses details from the selection to tell what is more important than money.
Example of a Top-Score Response Very hard or dangerous jobs may pay a lot of money. Some people like challenges at work. They are paid very well. Some people need a lot of money for things they want. Other people like jobs that make them happy. Enjoying your work is more important than money.
For additional rubrics, see p. WA10.
Scoring Rubric    Expository Retelling
Rubric 4 3 2 1
Connections
Makes connections and generalizes beyond the text
Makes connections to other events, texts, or experiences
Makes a limited connection to another event, text, or experience
Makes no connection to another event, text, or experience
Author's
Purpose
Elaborates on author's purpose
Tells author's purpose with some clarity
Makes some connection to author's purpose
Makes no connection to author's purpose
Topic
Describes the main topic
Identifies the main topic with some details early in retelling
Identifies the main topic
Retelling has no sense of topic
Important Ideas
Gives accurate information about events, steps, and ideas using details and key vocabulary
Gives accurate information about events, steps, and ideas with some detail and key vocabulary
Gives limited or inaccurate information about events, steps, and ideas
Gives no information about events, steps, and ideas
Conclusions
Draws conclusions and makes inferences to generalize beyond the text
Draws conclusions about the text
Is able to draw few conclusions about the text
Is unable to draw conclusions or make inferences about the text
Use the Retelling Chart on
p. TR17 to record retelling.
Retelling Plan
  • Week 1 Assess Strategic Intervention students.
  • Week 2 Assess Advanced students.
  • Week 3 Assess Strategic Intervention students.
  • This week Assess On-Level students.
  • Week 5 Assess any students you have not
    yet checked during this unit.
Selection Test To assess with If You Made a Million, use Selection Tests, pp. 13–16.
Fresh Reads for Differentiated Test Practice For weekly leveled practice, use pp. 19–24.