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Monitor Progress
Word and
Story Reading
If… students have difficulty reading multisyllabic words in the selection,
then… have them look for and read meaningful parts in the words or have them chunk words with no recognizable parts.
If… students have difficulty reading along with the group,
then… have them follow along as they listen to the AudioText.
Tips for Saving Money
DAY 4
ROUTINE
Alexander, Who Used to Be Rich Last Sunday
Group Time
Strategic Intervention
1
2
Practice Retelling
REVIEW STORY ELEMENTS Help students identify the main
characters and the setting of Alexander, Who Used to Be Rich Last
Sunday. Then guide them in using the Retelling Cards to list story
events in sequence. Prompt students to include important details.
Retelling CardsRETELL Using the Retelling Cards, have students work in pairs to retell Alexander, Who Used to Be Rich Last Sunday. Monitor retelling and prompt students as needed. For example, ask:
  • What is Alexander like?
  • What is the problem in this story?
  • What is the author trying to teach us?
If students struggle, model a fluent retelling.
Read “Tips for Saving Money”
BEFORE READING Read the genre information on p. 84. Tell students that newspapers are usually divided into sections, with each section concentrating on a certain subject. The first section often contains important news. The newspaper might also have sections that feature local news, daily living, entertainment, sports, and money. As we read “Tips for Saving Money,” think about where in the newspaper it might be placed.
Read the rest of the panel on p. 84. Then have students point out the headlines in this newspaper article.
DURING READING Have students read along with you while tracking
the print or do a choral reading of the selection. Stop to discuss each headline and how it gives information about the paragraph below it.
AFTER READING Have students share their reactions to the
selection. Then guide them through the Reading Across Texts
and Writing Across Texts activities, prompting if necessary.
  • How would the first tip for saving money have helped Alexander?
  • How could the second tip have helped Alexander?
ROUTINE
DAY 4
1
2
Advanced
Read “Tips for Saving Money”
CREATIVE THINKING Have students read pp. 84–85 independently.
Encourage them to think critically. For example, ask:
  • Why would deciding to save a part of your money make it
    easier to save?
  • Why would setting a goal and keeping a chart make it easier
    to save?
  • What other way can you think of that might make it easier to save? Would that have helped Alexander?
AFTER READING Discuss Reading Across Texts. Have students do
Writing Across Texts independently.
Extend Genre Study
RESEARCH Have students use online or print resources to find other
examples of newspapers. Tell them to search these newspapers for
columns for and about kids.
WRITE Challenge partners to create their own newspaper kids’ corner.
Tell students they should use examples they found to help them
create a newspaper column that kids would enjoy reading. It can
contain tips for kids, jokes, puzzles, and other things kids would
like to read about. Students can then share their columns with others.