Scott Foresman Reading Street

For alternate Leveled Reader lesson plans that teach

Sequence, Visualize, and
Lesson Vocabulary, see pp. LR19–LR27.

Alexander, Who Used to Be Rich Last Sunday
Group Time

Leveled Reader
Let’s Save Money

BEFORE READING Have students
create KWL charts about budgeting
and saving money. Begin by filling
in the K column with what you
already know about budgeting and
saving money and the W column
with what you would like to know.
As you read, fill in the L column
with what you are learning about
budgeting and saving money.

DURING READING Have students follow along as you read pp. 3–8. Then let them complete the book on their own. Remind students to add facts to their KWL charts as they read.

AFTER READING Have students compare their KWL charts. Point out that what they have learned about budgeting and saving money will help them as they read tomorrow’s story Alexander, Who Used to Be Rich Last Sunday.

Build Background

DEVELOP VOCABULARY Write the word
allowance and ask students to define it in their
own words. (money you get every week from your
parents) What might you do with an allowance?
(spend it, save it for something that you want, give
some to charity) Repeat this activity with the word
interest and other words from the Leveled Reader
Let’s Save Money! Use the Concept Vocabulary
Routine on p. DI•1 as needed.

Independent Extension Activity

CREATE A BUDGET Assign the article on p. 20 of Maggie McGee and Me at the Mint. Keep track of how much you spend (or others spend on you) for one week by writing it in a notebook. Include what you spend for lunch, snacks, entertainment, and other expenses. At week’s end, add up the amount for each day. On which day did you spend the most? the least?

Leveled Reader
Maggie McGee and Me at
the Mint

BEFORE READING Recall the
Read Aloud “Zach the Yard-Sale
Whiz.” How could Zach’s ability
to find bargains at yard sales help
him save money? (Zach spends
less on things he buys at yard
sales, so he is able to save more.)
Today you will read about a class
trip on which students learn where
money comes from, and why it
looks the way it does.

CRITICAL THINKING Have students read the Leveled Reader independently. Encourage them to think critically. For example, ask:

What kinds of images appear on coins? Why
do you think these images are chosen?
Why is it important to learn about money?

AFTER READING Have students review the selection to find five or more unfamiliar words and determine their meanings by using context clues or by consulting a dictionary. Students can play a guessing game with a partner. Ask them to write clues for the meaning of each unfamiliar word they choose. For example, students could write “some people wear this to work,” for the word uniform. Have students meet together or with you to discuss the selection and play the guessing game.