Scott Foresman Reading Street

If You Made a Million
Group Time

for Fluency

Use Decodable Reader 4.

Word Study/Phonics

LESSON VOCABULARY Use p. 88b to review the meanings of amount, check, earned, expensive, interest, million, thousand, value, and worth. Students can blend most of these words. Say and spell the nondecodable word million. Have students identify letter sounds and word parts that they know. Have individuals practice reading the words from word cards.

DECODING MULTISYLLABIC WORDS Write fixable, saying the word as you write it. Model how to recognize the base word and the suffix. This word is formed from the base word fix and the suffix -able. If I cover the suffix, I can read the word fix. Then I blend the base word and suffix to read the whole word: fix able, fixable. This word means "able to be fixed."

Use the Multisyllabic Word Routine on p. DI•1 to help students read these other words from If You Made a Million: congratulations, excellent, delicious, stupendous, combinations, clearinghouse, magnificent, and obstreperous. Be sure students understand the meanings of words such as stupendous and obstreperous.

If You Made a Million, pp. 90–99

BEFORE READING Davis Buys a Dog told about a boy who worked to get a dog. Today we will also read about earning money.

Using the Picture Walk Routine on p. DI•1, guide students through the text, asking questions such as those listed below. Then read the question on p. 91. Together, set a purpose for reading.

pp. 92–95 Do the amounts of money shown on these pages get smaller, get larger, or stay the same? (They get larger.)

pp. 95–99 What kinds of statements appear at the top of some pages? (statements about "you" getting money)

DURING READING Follow the Guiding Comprehension routine on
pp. 92–99. Have students read along with you while tracking the print or do a choral reading of the selection. Stop every two pages to ask what has happened so far. Prompt as necessary. Ask:

What was this page about?
What did you learn about saving money in a bank?

AFTER READING What have you learned so far? What do you think you might learn tomorrow? Reread passages as needed.

Extend Vocabulary

CONTEXT CLUES Find and read aloud this passage from pp. 4–5 of Mr. Grim and the Goose That Laid Golden Eggs, or another passage containing a multiple-meaning word. “‘Every day, I lay one golden egg,’ said the goose. ‘If you’ll grant me permission to live here, the eggs will be yours.’ . . . Mr. Grim’s eyes gleamed as brightly as the egg. ‘It’s a deal,’ he said.” In that statement, what does the word deal mean? (a bargain, or an agreement) How did you know that the meaning was not “to handle or manage, such as to deal with a problem”? (The context clues—the goose’s offer and Mr. Grim’s sentence “It’s a deal”—helped me.) Discuss how context clues help readers understand the appropriate meaning of multiple-meaning words. Remind students to use the strategy as they read If You Made a Million.

If You Made a Million, pp. 90–99

BEFORE READING Today you will read a selection about different amounts of money. As you read, think about how much each amount is worth and what kinds of places would be safe places to keep each amount.

Have students write in their Strategy Response Logs (p. 90) descriptions of what they already know about the amounts of money discussed in the selection. Encourage them to add ideas as they read.

CREATIVE THINKING Have students read pp. 92–99 independently. Encourage them to think creatively. For example, ask:

How do you think you could use each amount of money?

AFTER READING Have partners discuss the selection and share their Strategy Response Log entries. Encourage them to consider how the different images of each amount make them think of the money. For example, do ten single dollar bills feel like more money than a ten-dollar bill or just more to carry? Then have students compare spending various amounts of money to saving or investing the money. Have students list any benefits and disadvantages of each action.