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Monitor Progress
Word and
Selection 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.
If You Made a Million
DAY 3
ROUTINE
If You Made a Million
Group Time
Strategic Intervention
1
2
Reinforce Comprehension
Target Skill SKILL REALISM AND FANTASY Have students tell the difference
between a realistic story or selection and a fantasy. (realistic story—
about something that could happen, fantasy—about something that
could not) A realistic selection tells about events that could happen—
for example, a story about a family taking a bus trip. A selection with
fantasy might include a story about a bus floating in the air. Some
selections are mostly realistic, but may include some fantasy events.
Ask students to recognize realistic and fantasy elements. Which part of the following could happen? Which part is a fantasy?
  Gram Jones is the best cook in the whole apartment
building, and queens and kings visit every day to
trade their gold hopping coins for Gram’s pizzas.
(Gram being the best cook in a building is realistic; queens and kings visiting daily and spending gold coins that hop is a fantasy.)
Read If You Made a Million, pp. 100–109
BEFORE READING Have students retell what they have learned
from the selection so far. Ask: Is the picture on p. 97, the wizard
causing candy to rise from a bowl, realistic? Reread the first three
paragraphs on p. 97, and model how to monitor your reading. As I
read, I pay attention to how well I understand. I know that a person
who has a dollar can spend it. But person could put the dollar into
a bank account, where money earns interest. These sentences are
telling about realistic actions, even though the picture is not realistic. Remind students to monitor their reading as they read the rest of If
You Made a Million. Target Skill STRATEGY Monitor and Fix Up
DURING READING Follow the Guiding Comprehension routine on
pp. 100–109. Have students read along with you while tracking the
print or do a choral reading. Stop every two pages to ask what they
are learning. Prompt as necessary.
  • Is it easy to carry large amounts of money in the form of coins?
  • Is it possible to deposit very large amounts of money into a bank
    account?
AFTER READING It is safe to keep small amounts of money at home,
but what are a few better ways to keep large amounts of money? Reread with students for comprehension as needed. Tell them that
tomorrow they will read “Money from Long Ago,” a selection about
materials that people used as money hundreds of years ago.
ROUTINE
DAY 3
1
2
Advanced
Extend Comprehension
Target Skill SKILL REALISM AND FANTASY Have students imagine that
a dentist added humor to health advice for children, saying that
brushing teeth keeps them clean and healthy and prevents teeth
from growing as long as yardsticks. Have students decide if the
fantastical joke about keeping teeth from growing three feet long
makes the health advice to brush one’s teeth any less valid.
Students can discuss how bits of fantasy can make a selection
about a serious topic more interesting.
Target Skill STRATEGY MONITOR AND FIX UP Have a volunteer read
p. 99 aloud, including the image of the currency, which the reader
can identify in words. Point out that the reader must decide how to
“read aloud” the images, such as saying “ten-dollar bill or two
five-dollar bills or ten one-dollar bills” (or some other sensible
wording). The reader must check his or her understanding of
how the images fit with the conjunction or. Ask students how
reading something aloud to others can force a person to monitor
understanding and, if necessary, correct one’s reading.
Read If You Made a Million, pp. 100–109
BEFORE READING Have students recall what they have learned in
the selection so far. Remind them to distinguish between realism
and fantasy and to monitor their understanding as they read the rest
of the selection.
PROBLEM SOLVING Have students read pp. 100–109 independently.
Encourage them to read like a problem solver. For example, ask:
  • Reading about handling five or ten dollars or less may call to mind personal experiences for most readers. What ideas and details about having thousands of dollars or more may call for paying close attention as you read this part?
AFTER READING Have students complete the Strategy Response Log activity (p. 108). Then have partners reread each of the lines in green type at the tops of pages (or elsewhere on pages) and write responses telling what they might do with each amount of money. Students can meet with you or a small group to discuss the selection and the responses they wrote.