Scott Foresman Reading Street

What About Me?
Group Time

for Fluency

Use Decodable Reader 2.

Word Study/Phonics

LESSON VOCABULARY Use p. 44b to review the meanings of carpenter, carpetmaker, knowledge, marketplace, merchant, plenty, straying, and thread. Have students blend the decodable words carpenter, carpetmaker, market, plenty, merchant, straying and thread. Then say and spell the nondecodable word knowledge. Have individuals practice reading the words from word cards.

DECODING MULTISYLLABIC WORDS Write the word wanderer, saying the word as you write it. Then model. I see a chunk at the beginning: wan. I see a chunk in the middle too: der. Finally, I see a chunk at the end: er. I say each chunk slowly: wan der er. I say the chunks fast to make a whole word: wanderer. Is it a real word? Yes, I know the word wanderer.

Use the Multisyllabic Word Routine on DI•1 to help students read these other words from What About Me? : ranting, barked, wise, goatkeeper, provide, buzzed, gentle, village, and immediately. Be sure that students understand the meanings of words such as ranting and goatkeeper.

What About Me?, pp. 46–53

BEFORE READING It's A Fair Swap! showed how people trade goods
and services to get things they need. Think about what it means to
barter as you read What About Me?

Using the Picture Walk Routine on DI•1, guide students through the text
asking questions such as those listed below. Read the question on
p. 47. Together, set a purpose for reading.

pp. 46–49 Where do you think this story takes place? (a foreign
country possibly in the Middle East) Yes, the clothes suggest that it
takes place in a foreign country where people dress in long robes.

pp. 50–53 Who seems to be the main character? Why?

DURING READING Follow the Guiding Comprehension routine on
pp. 48–53. Have students read along with you while tracking the
print or do a choral reading. Stop every two pages to ask what they
have learned so far. Prompt as necessary. For example, ask:

What does the boy want?
What does the spinner woman need to make thread?

AFTER READING What has happened so far in the story? How many more people do you think the boy will meet when you read tomorrow? Reread passages with students for comprehension as needed.

Extend Vocabulary

WORD STRUCTURE Choose and read a sentence or passage with a compound word, such as this passage from p. 12 of What’s Money All About?: “They strung the shells like beads in patterns, making wampum belts or necklaces. . . . ” What does the word necklaces mean? (laces for the neck) How did you determine the meaning? (I know the word neck and the word laces, so maybe a necklace is a compound word that means a decorated shoelace to wear around the neck.) Discuss how knowing meaningful small words can help you figure out the meaning of a compound word. Remind students to look for other compound words as they read What About Me?

What About Me?, pp. 46–53

BEFORE READING Today you will read a make-believe story called a
fable. It is about a boy who wants something that money can’t buy.
As you read, think about what the boy is learning as he tries to barter
for what he wants.

Have students fill out a story sequence chart for their Strategy
Response Logs (p. 46). Have them chart the boy’s journey as they
read the selection.

CREATIVE THINKING Have students read pp. 48–53 independently. Encourage them to think critically and creatively. For example, ask:

How is the barter and trade system from long ago like using money to buy things today? How is it different?

AFTER READING Have partners discuss the selection and share their Strategy Response Log story sequence charts. Have students form small groups and imagine they live in a world without money. Have
them discuss how they would get the things they need by trading
or bartering.