Scott Foresman Reading Street

For alternate Leveled Reader lesson plans that teach

Realism and Fantasy, Monitor and Fix Up,
and Lesson Vocabulary, see pp. LR28–LR36.

If You Made a Million
Group Time

Leveled Reader
Earning Money My Own Way

BEFORE READING Have
students create time lines of
Andy’s decisions and actions
in the book. This story tells how
a boy solves a money problem.
As you read, make notes, in
order, about things he decides
and actions he takes. Record
them in your time line.

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 events to their time lines as they read.

AFTER READING Have students compare the
decisions and actions on their time lines. Point
out that ideas about money will help them as they
read tomorrow’s selection If You Made a Million.

Build Background

DEVELOP VOCABULARY Write the word
income, and ask students to define it in their own
words. (money that someone earns) Ask students for
examples of payments that workers, such as nurses
and artists, can receive (a paycheck for work, money
for a painting, and so on). Explain that these are
examples of income. Repeat the activity with the
word expensive (ask for examples of high-cost items)
and with other words from the Leveled Reader Earning
Money My Own Way. Use the Concept Vocabulary
Routine on p. DI•1 as needed.

Independent Extension Activity

LIBRARY RESEARCH Assign the article on p. 20
of the Leveled Reader. Have students use school
or public library resources, as well as parents or
other adult relatives, to learn about the stock market
and write a mini-poster telling or showing how
investors can carefully invest money.

Leveled Reader
Mr. Grim and the Goose
That Laid Golden Eggs

BEFORE READING Recall the
Read Aloud selection “Where
Do You Keep Your Money?"
What are good places for a
person to keep money? (in a
safe place at home, your room
or a piggy bank, a savings
bank) Today you will read a
fantasy story about a man who
has the opportunity to receive
eggs made of gold.

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

Is Mr. Grim the kind of character who thinks of many ideas? How well does he judge ideas?
If you could add your own advice for Mr. Grim to the goose’s advice, what would you say?

AFTER READING Have students review the story and find words related to spending, saving, managing, or investing money. Have them sort the words into categories, such as currencies, people who work with money, financial institutions, and so on. Have students meet together or with you to discuss the selection and their words.