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Monitor Progress
Word and
Story Reading
If… students have difficulty reading multisyllabic words in the story,
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.
My Rows and Piles of Coins
DAY 3
ROUTINE
My Rows and Piles of Coins
 Group Time
Strategic Intervention
1
2
Reinforce Comprehension
Target Skill SKILL CHARACTER AND SETTING Have students tell what the elements of character and setting are (the main people in a story and where a story takes place) If necessary, review the meaning and provide a model. A character is a person who takes part in a story and the setting is when and where a story takes place. In E-Pals, Molly and Juma are the characters and the United States and Africa provide the setting.
Have students name the characters and tell the settings of other stories they know.
Read My Rows and Piles of Coins,
pp. 128–134
BEFORE READING Have students retell what happened in the story so
far. What has Saruni been doing to earn money for his bicycle? Reread
the first paragraph on p. 127 and model how to recognize the story
structure. As I read, I notice that time is passing and many things happen. Each event leads to another. Remind students to think about
the story structure as they read the rest of My Rows and Piles of Coins.
Will Saruni's problem be solved? Target Skill SKILL Story Structure
DURING READING Follow the Guiding Comprehension routine on
pp. 128–134. Have students read along with you while tracking print or do a choral reading. Stop every two pages to ask students what has happened so far. Prompt as necessary. For example, ask:
  • Why do you think the author wrote this story?
  • What did Saruni do to save money for a bicycle?
AFTER READING What information does this story add to the concept of marketplaces and selling food? Reread with students for comprehension as needed. Tell them that tomorrow they will read “Learning About Money,” a Web site that explains how to save money.
ROUTINE
DAY 3
1
2
Advanced
Extend Comprehension
Target Skill SKILL CHARACTER AND SETTING Have students write a short paragraph about buying or selling goods in a marketplace. Have them identify the characters and setting in their stories.
Target Skill STRATEGY STORY STRUCTURE Have students think about the events in the story so far. How have they built up to a climax? Do they think Saruni will get his bicycle? Discuss how the structure of a story is important to a reader.
Read My Rows and Piles of Coins,
pp. 128–134
BEFORE READING Have students recall what has happened in the story so far. Remind them to identify the characters and setting of the story and to notice the story structure as they read the remainder of the story.
CRITICAL THINKING Have students read pp. 128–134 independently. Encourage them to think critically. For example, ask:
  • Why do you think the tall skinny man laughed so hard when Saruni unwrapped his coins?
  • What do you think Saruni learned about buying and selling things or about spending and saving?
AFTER READING Have students complete the Strategy Response Log activity (p. 133). Then have students write an essay about the importance of knowing the value of money and knowing that money isn't everything. Tell students to give reasons and examples and to share their essays with the class.