Scott Foresman Reading Street

My Rows and Piles of Coins
Group Time

for Fluency

Use Decodable Reader 5.

Word Study/Phonics

LESSON VOCABULARY Use p. 118b to review the meanings of arranged, bundles, dangerously, errands, excitedly, steady, unwrapped, and wobbled. Students can blend all of the words. Have individuals practice reading the words from word cards.

DECODING MULTISYLLABIC WORDS Write roasted and model how to read the word. First I look for meaningful parts. If I see a part I know, like -ed then I look for a base word. I say the parts of the word: roast ed Then I read the word roasted.

Use the Multisyllabic Word Routine on p. DI•1 to help students read these other words from My Rows and Piles of Coins: squeaky, heavier, smoothly, precious, various, dismounted, and shillings. Be sure students understand the meanings of words such as precious and dismounted.

My Rows and Piles of Coins,
pp. 120–127

BEFORE READING Yesterday we read about two friends from different parts of the world who learn about each others' lives in the United States and Africa through e-mails. Today we will read about a boy from Africa who saves his coins so he can buy what he wants.

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. 121. Together, set a purpose for reading.

p. 123 What do you see in the illustration? (A boy sees a bicycle and shows an adult.) This story is about a boy who wants a bicycle.

p. 126 What do you see the boy in the picture doing? (He is helping his mother carry goods.)

DURING READING Follow the Guiding Comprehension routine on
pp. 122–127. Have students read along with you while tracking print or do a choral reading of the story. Stop every two pages to ask what has happened so far. Prompt as necessary. For example, ask:

What does Saruni do with the money his mother gives him? Why?
What is the problem in the story?

AFTER READING What has happened so far? What do you think may happen next? Reread passages with students for comprehension as needed.

Extend Vocabulary

WORD STRUCTURE Choose and read a passage with a difficult word, such as this one from p. 7 of Pizza with a Twist: “Bo and Ruby looked at each other nervously.” What does the word nervously mean? How did you figure it out? Write the word and model for students. If I look at the word, I can figure out its parts. I’ll read them from left to right, and then blend the parts to read the whole word. Cover ly. What is the base word? (nervous) Uncover the suffix. What is the suffix? (-ly) The suffix -ly makes a word mean “in a ____ way.” For example, nervously means in a nervous way. Discuss why paying attention to word structure such as prefixes and suffixes is helpful. Remind students to use the strategy as they read My Rows and Piles of Coins.

My Rows and Piles of Coins,
pp. 120–127

BEFORE READING Today you will read a story about a boy who saves his money to buy something that he wants. As you read, think about what types of products people sell at a market.

Have students create a story sequence chart for their Strategy
Response Log (p. 120). Encourage them to add to it as they read.

CRITICAL THINKING Have students read pp. 122–127 independently. Encourage them to think critically. For example, ask:

How is making mistakes often an important part of learning?

AFTER READING Have partners discuss the story and share their
Strategy Response Log entries. Have students discuss how the
setting contributes to the mood of the story. Have them speculate
how the story might be different if it were set in a different time
or place.