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DURING READING
Target Skill STRATEGY SELF-CHECK
Story Structure
Have students summarize the setting
and characters in the story. Then ask
them to describe story structure of the
story from beginning to end. Tell
students to focus on only the most
important events and characters.
Have students discuss how the
ending of the selection points to
a whole new story that could follow
the same kinds of events. Use
Practice Book 3.1, p. 47.
SELF-CHECK
Students can ask these questions to assess their ability to understand the selection.
  • Did I accurately describe the story structure from beginning to end?
  • Did I identify the characters and setting?
  • Did I distinguish important events and characters from unimportant events and characters?
Monitor Progress
then… use the Reteach lesson on
page 141b.
If… students have difficulty identifying the text structure or the literary elements of setting and character,
Target Skill Character and Setting
Practice Book
Practice Book 3.1 p. 47
with | without Answers
Reader Response
Open for Discussion Personal Response
Think AloudMODEL At the beginning of the story, Saruni wants a bicycle. At the end, he wants a cart. I guess he changes what he wants because he gets the bicycle.
Comprehension Check Critical Response
  1. Accept all reasonable responses. Have students explain their choice of details. Author's Purpose
  2. Possible response: He is a determined boy, and he tries to help his parents.
    Target Skill Literary Elements: Character/Setting
  3. Saruni wants to buy a bicycle, but he does not have enough money. At the end of the story, his father gives him a bicycle as a reward for his help.
    Target Skill Story Structure
  4. Responses will vary. 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 left.
Retell
Have students retell My Rows and Piles of Coins.
SUCCESS PREDICTOR
Monitor Progress
then… use the Retelling Cards and Scoring Rubric for Retelling on p. 136 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. Let students listen to other retellings before attempting their own. See the ELL and Transition Handbook.
Retelling: SUCCESS PREDICTOR
Reader Response
Open for Discussion What does Saruni want at the start
of the story? What does he want at the end? What changes in-between?
1.
The author and the artist give you information about life in Tanzania. Look back at the selection and find this information. Which parts will you remember for a long time? Think Like an Author
How would you describe Saruni? Character
What problem did Saruni have at the beginning of the story? How was his problem resolved at the end? Story Structure
Use words from the Words to Know list to write an e-mail to a friend telling a funny story about Saruni and his bicycle. Vocabulary
4.
2.
3.
Look Back and Write Look back at page 132. Yeyo says kind words to Saruni. Did the kind words make Saruni happy? Use details from the selection to tell how he felt and why.
Meet author Tololwa Mollel on page 409 and illustrator E.B. Lewis
on page 421.
TEST PRACTICE

"My Rows and Piles of Coins"
by Tololwa M. Mollel

Student Edition
Unit 1, pp. 120–134

Realistic fiction is about things that could really happen. Has anything like what happens to Saruni ever happened to you?

I help Yeyo, my mother, on market day. Today she gave me five coins and said, "Saruni, you have been a big help."
I fingered the coins and looked for something to buy. I saw many snacks and toys, and then I saw bicycles. I excitedly ran to them. One was red and blue. I could help Yeyo more if I had that bike. I could run errands if I had a bike. Then I heard a gruff voice shout, "What are you looking at, boy? Get away from my bikes!"
Just then I decided to save all my money until I could buy that bike. I twisted my coins in a cloth. At home, I unwrapped the coins and took out the rest of my money. I arranged all the coins in stacks and counted them. Every week I earned more coins, and every week I stacked and counted them.
At the same time my father, Murete, was teaching me to ride his bicycle. Every night he held it steady as I got on. At first, it wobbled and I could not ride straight. I was learning to ride, but I came dangerously close to crashing when I tried to ride with extra weight on the bike. To carry goods to market on the bike, I had to be able to ride with a load on the back.
Soon I had many coins. Before long I felt like a rich man who could afford a bike. I took my coins to the bike man and pointed to the red and blue bike. He laughed meanly, "You do not have enough coins to buy that bike." Then he laughed at me. I was deeply saddened.
Later Yeyo asked what troubled me. She was surprised that I wanted a bike so I could help her. She said that someday I would own a bike. The next day, Murete came home on an orange motorbike. Murete said that he did not need his bike and would sell it to me. I ran and got my coins. Murete gave me the bike and Yeyo the coins. Then Yeyo handed me the coins. "Am I to keep the coins and the bike?" I asked.
Yeyo and Murete nodded yes. "You are a great help to us!"
Now I put bundles of goods on the bike and walk it to the market. And I think about when I can buy a cart for my bike to pull.

From My Rows and Piles of Coins by Tololwa M. Mollel. Text copyright © 1999 by Tololwa M. Mollel. Reprinted by permission of Clarion Books, a division of Houghton Mifflin Company. All rights reserved.

Copyright © Pearson Education.

 
   
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PRACTICE LESSON VOCABULARY
As a class, complete the following sentences orally. Possible responses are given.
  1. 1. Errands are types of (small chores or jobs).
  2. 2. Saruni kept his coins wrapped together in (bundles).
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
Scoring Rubric
Look Back and Write
Top-Score Response A top-score response will use details from
p. 132 of the selection to tell whether Yeyo's kind words make Saruni happy.
Example of a Top-Score Response Saruni is sad. He doesn't have enough money to buy a bicycle. Yeyo tells him that he will have enough money one day. She also tells him how nice he is for trying to help her, but Saruni still feels sad. Yeyo's kind words do not make him happy.
For additional rubrics, see p. WA10.