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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.
Money from Long Ago
DAY 4
ROUTINE
If You Made a Million
Group Time
Strategic Intervention
1
2
Practice Retelling
REVIEW MAIN IDEAS Help students identify the main ideas in
If You Made a Million. List the ideas students mention. Then ask
questions to clarify ideas and to differentiate between essential and
nonessential information.
Retelling CardsRETELL Using the Retelling Cards, have students work in pairs to retell the important ideas. Show partners how to summarize in as few words as possible. Monitor retelling, and prompt students as needed. For example, ask:
  • What was this selection mostly about?
  • What did you learn from reading this selection?
  • What was the author trying to teach us?
If students struggle, model a fluent retelling.
Read “Money from Long Ago”
BEFORE READING Read the genre information on p. 112. Remind students that picture encyclopedia articles contain facts and pictures about real objects, people, and events. Each encyclopedia article or entry is about one topic that is identified in the title or main heading. Other headings show the parts or examples of the topic.
Read the rest of the panel on p. 112, and discuss the text features. Then have students scan the pages to see the kinds of objects that people once used as money.
DURING READING Have students read along with you while tracking the print or do a choral reading of the selection. Stop as needed to discuss terms such as cowrie shell, snails, coils, marriage contracts, salt bar (and the fact that salt often is not granular), and wampum (which refers to the beads). If possible, use a globe or maps to show places mentioned in the selection.
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.
  • Think about the amounts of money in If You Made a Million and the items shown in “Money from Long Ago.” Which would be more useful in a supermarket today?
  • How could salt bars help people long ago who needed to keep food safe but had no refrigerators or grocery stores? How could stone discs protect people from thieves?
ROUTINE
DAY 4
1
2
Advanced
Read “Money from Long Ago”
CRITICAL THINKING Have students read pp. 112–115 independently.
Encourage them to think creatively. For example, ask:
  • If a person in ancient times had tried to pay cowrie shells to another person who had never seen or heard of these shells, what do you think might have happened?
  • If we in the modern world had no coins or paper money, what items might we use in their place? Why?
AFTER READING Discuss Reading Across Texts. Have students do
Writing Across Texts independently.
Extend Genre Study
RESEARCH Have students use school library/media center or public library resources such as visual encyclopedias, children’s encyclopedias, or nonfiction pictorial books to explore their choice of a particular topic concerning money, such as how governments print paper money or mint coins or how electronic payments are made. Have students make a list of information and drawings or other pictures that could make up a new visual article about the topic.
WRITE Have students work in pairs to make a diagram of a picture-dictionary page or two pages about a money-related topic. The diagram could include sketches of the pictures, notes about captions, and a draft or outline of the text. If appropriate, have students prepare a draft of the planned visual-encyclopedia page or pages.