Let s Talk Money. Written by Kimberly Feltes Taylor and illustrated by John Nez

Let s Talk Money Guided Reading Report 890L Written by Kimberly Feltes Taylor and illustrated by John Nez Key IDEA We all see or use money on a daily basis. But where did it come from? How do we earn it? What do we buy with it? Learn all about money in this nonfiction report. LITERACY STANDARDS ADDRESSED IN THIS PLAN RI.3.1* MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Ask and answer questions about key details in a text, referring to what is explicitly stated in the text, and use the details to support inferences. *Standard adapted from another grade L.3.4 Vocabulary Acquisition & Use Additional Instruction Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. ISBN 978-1-62889-191-1 RI.3.4 RI.3.6* RI.3.7 RI.3.10 SL.3.1c Craft & Structure Sessions 1, 2, 3 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. MAIN FOCUS Craft & Structure Sessions 2, 3 Describe the overall structure to establish cause/effect, chronology, and problem/solution contribute to the understanding of key concepts in a text. *Standard adapted from another grade MAIN FOCUS Integration of Knowledge & Ideas Sessions 2, 3 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Range of Reading & Level of Text Complexity By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2 3 text complexity band independently and proficiently. Comprehension & Collaboration Sessions 1, 2, 3 Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. L.3.4a RF.3.3 RF.3.3a RF.3.4a W.3.2 Vocabulary Acquisition & Use Sessions 1, 2 Use sentence-level context as a clue to the meaning of a word or phrase. Phonics & Word Recognition Additional Instruction Know and apply grade-level phonics and word analysis skills in decoding words. Phonics & Word Recognition Additional Instruction Identify and know the meaning of the most common prefixes and derivational suffixes. Fluency Session 2 Read grade-level text with purpose and understanding. Text Types & Purposes Writing Task Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.8* Research to Build & Present Knowledge sessions 1, 2, 3 Recall information from experiences or gather information from provided sources to answer a question. *Standard adapted from another grade W.3.10 Range of Writing Write routinely over extended time frames and shorter time frames for a range of disciplinespecific tasks, purposes, and audiences. Mondo Bookshop Grade 3 1

Session 1 Text Selection: pp. 4 12 Learning Focus RI.3.1* Students read closely to ask and answer questions to demonstrate understanding of key details in a text, referring to evidence in the text as the basis for the answers, both explicit and implicit. Key Idea: Text Selection This introduction explains the history of money and Chapter 1 describes the different ways people can get and earn money. PREVIEWING THE TEXT 5 minutes Read the title and credits with students. Then have students read the back cover. Encourage them to look at the chapter titles and flip through the photos and illustrations. Looking at the book cover and title, what do you think this book will be about? how to save money; how money works; what we should buy with our money Now let s turn to the table of contents on page 3. What do you notice about the chapter titles? Some of the titles are questions. Where do you think we will find the answer to each question? They will be in the text within that chapter. Let s read to find out. RI.3.4 Introduce domainspecific words such as barter, exchange, currency, denomination, and economy to students. Suggest that they first look for context clues in the text and then check the glossary for a definition. ELL SUPPORT L.3.4 Vocabulary Support idioms such as called it a day, goods, and managein context using the ELL vocabulary strategies in Getting Started. Corrective Feedback Have students reread page 4 to find the author s key idea. Encourage them to silently reread, stopping at key points to think and talk together about their understandings. 2 LET S TALK MONEY READING THE TEXT CLOSELY 10 minutes Explain the learning focus to students. Ask them to read pages 4. Check to see how they are doing with the application of the focus. Provide support if needed. Sometimes authors say things explicitly, or in words that directly explain the topic they are describing. Other times, we have to put together what we already know with what the author tells us to make an inference. Who would like to share a main idea from the Introduction? Before money was invented, people bartered for things they needed and wanted. Does the author state this explicitly in the text or did you infer it? It was stated explicitly. What questions do you have about this information? What is bartering? Who would like to answer? On page 5 it says The farmer would bring one of his goats to a wheat farmer to barter or trade. So bartering is like trading. Can anyone draw an inference about this information? It must have been difficult to find someone to trade with when you needed something. People couldn t always count on others wanting the goods they had and both parties had to agree on the value of the cow, wheat, or whatever they were trading. It may have been hard to reach an agreement. Good readers ask and answer questions to make sure they understand the text. Let s keep reading to find answers to your questions. If you are satisfied students can apply the focus, set the reading assignment for the session. If not, prompt students to return to pages 4 7 to ask and answer questions. Students may not read the entire selection during this session. As we read to page 12, our work is to continue to ask and answer questions about important facts and details in this book. We ll use the information to answer the questions and make inferences.

DISCUSSING THE TEXT 10 minutes Invite students to share questions they had. Support them as they make inferences, and encourage them to link their comments to the remarks of others. Today we are going to continue to look for explicit information in the text and use that information to make inferences. As we talk together, listen to each other s contributions so you can add to the discussion. What are some ways people earn money? doing chores, working at a job How do you know this? The author states it explicitly. Who will share a question they had as they read this part of the book? On page 8, there is a list of average hourly wages. How can we use this to figure out how much money the person makes a year? Did anyone find the answer? We can multiply the hourly rate times 40 hours per week times 52 weeks per year. Let s look at those explicit details in the text and make an inference. Most people work 40 hours a week. Focus on the word salary on page 9. Look at the word salary in the subheading on page 9. Think about what it means given our understanding of this section of text and the main idea of this chapter. Who has an idea about the definition? a fixed amount of money a person earns in a year How did you figure this out? I reread the paragraph under the subheading and used the context clues to come up with a definition. Confirm students good use of the focus and encourage them to keep it in mind whenever they read informative texts. You used the text to help you ask and answer questions about money and you made inferences whenever you couldn t find answers stated directly in the text. Remember to do this whenever you read informational texts. E-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this session s learning focus. Observe each student s articulation and use of text evidence to evaluate individuals effective use of the learning focus. SL.3.1c DISCUSSION Collaborative DISCUSSION TIP Encourage students to elaborate with additional details by asking, Who can add to what said? COMPREHENSION SHARE Make self-stick notes to point out details and examples of important things that are described in the text. That way you can refer to them when you are telling about what the text says. L.3.4a Context Clues CHOICE COMPREHENSION: ASK AND ANSWER QUESTIONS E-RESOURCE Formative Assessment Have students use the blackline master on page 10 to ask and answer questions about Let s Talk Money. Review students answers as you evaluate their mastery of the learning focus. RI.3.1* COMPREHENSION Ask and Answer Questions CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCE Formative/Summative Assessment Have students use the blackline master on page 11 as they read. Students will collect details from the text to answer the question: Why is it important to buy the things that you need before the things that you want? Use evidence from the text to support your response. Review students collected evidence as you evaluate their mastery of the learning focus. W.3.8*, RI.3.1* WRITING Gather Information Mondo Bookshop Grade 3 3

Session 2 Text Selection: pp. 4 12 LEARNING FOCUSES RI.3.1*, RI.3.6*, RI.3.7 Students return to the text to read closely and describe how the overall structure contributes to their understanding of key concepts. At the same time, students also demonstrate understanding by asking questions and answering using cited text and illustrative evidence, as well as their own inferences. RETURNING TO THE TEXT 5 minutes Guide students to reflect on how they applied the learning focus to the text that they previously read. Let s quickly review what we did in the last session to help us learn about money. We asked questions about money and looked for answers in the text. If the answers weren t stated explicitly in the text, we used information in the book to make inferences. READING THE TEXT CLOSELY 10 minutes Explain the learning focuses. Invite students to reread pages 4 7. Check in to see how well they have understood the focuses. If you are satisfied that students can apply the focuses, set the reading assignment for the session. If not, provide corrective feedback as suggested on page 2 of this lesson plan. We re going to continue to ask and answer questions about the information in this book. This time, we re also going to pay special attention to how the author uses a problem/solution structure to explain key ideas and the information presented in the illustrations and charts on each page. Together let s reread the Introduction.... We ve learned that before there was money, people bartered to get the goods and services they needed and wanted. What problem did this cause? It was time-consuming and difficult. As communities grew larger, it wasn t practical. The picture of the Dutch explorers bartering with Native Americans helps me understand that a lot of different people were involved in a single transaction. They all probably had different opinions, which made it harder to come to an agreement. You did a great job using the text and illustrations to identify the problem and make an inference. Who can tell us the solution to this problem? They chose to use cows as a form of money. Over time, they then used barley, seashells, gold and silver, coins, leather, and paper slips as money. Where did you find that information in the book? in the timeline on page 6 Using the information in the words and the text features on the page allowed you to explain this solution to the problems caused by bartering. Keep this in mind as you continue reading. Formative Assessment: Fluency Listen to each student read a portion of the text. Observe students fluency. If students need additional practice with fluency, provide the necessary support at the end of the session. Ask students to note words or phrases they find challenging for discussion after the reading. SL.3.1c DISCUSSION Collaborative DISCUSSING THE TEXT 10 minutes Facilitate a discussion in which students continue to ask and answer questions about details in the book. Remind them to use both the text and illustrations to answer questions and to make inferences when necessary. Encourage them to continue to ask and answer questions about information that others share with the group. 4 LET S TALK MONEY

As we discuss, we are going to continue to focus on the problem/solution text structure and to look at how the text features on each page help us gain a deeper understanding of the content. To get started, one person will ask a question and another will answer. Who would like to ask a question? How can kids earn money if you have to be 14 to have a job? That is a great question that also identifies a problem in this text. Who can answer? In the first paragraph on page 10, the text talks about Maya Penn. I learned that she started her own business at eight years old and earned money by selling scarves and necklaces that she makes. Did you use that information to make an inference? Yes. It helped me realize we all have good ideas or can do jobs that other people would be willing to pay for, so we could earn money that way. You were able to elaborate on your answer by making an inference. Focus students attention on identifying another problem and solution presented in Chapter 1. Have them turn to page 12 and discuss the problems created by counterfeit money and possible solutions. We ve read that some money is counterfeit, or fake. What problems do you think this type of money will cause? Let s discuss this question and make some inferences to answer it. It isn t really money, so if a store owner accepts it for a product, they will actually be losing money instead of making it. Now let s turn to page 12 and use the illustration and labels to help us describe how shop owners can solve the problems created by counterfeit money. They should look at every bill they accept very carefully. The labels on the illustration of the twenty-dollar bill explain that the images should be crisp and detailed and the serial numbers should be evenly spaced. Who else has something to add? It also teaches us that the money should have a rough texture to it, so the money should not be smooth. By asking and answering questions during this discussion, you were able to better understand both the text structure and the diagrams and illustrations in this book. Continue to focus on using context as a clue to word meaning. Focus on the word paycheck on page 24. Let s reread the last paragraph on page 9. Let s look at the word endless. Who can name the two words that make up this compound word? the words end and less What clues about the meaning of endless can you find in the paragraph? The majority of the sentences before the last one talk about different ways kids can earn money. The list of ideas could go on without ending. You used context clues, along with what you already knew about the words end and less to define this compound word. Confirm students good use of the learning focuses and encourage them to keep the focuses in mind whenever they read informative texts. COMPREHENSION SHARE Combine what you have read with what you learn from the photos and/or illustrations to help you better understand the key details, such as where, when, why, and how events occur. TEACHER TIP Pausing for discussion provides the opportunity to check students understanding of the text and allows for the reinforcement of the reading strategies students need to use. L.3.4a Context Clues Mondo Bookshop Grade 3 5

You did a great job asking and answering questions about key details in the text and making inferences about the information. You also were able to identify the problem/solution text structure and find facts and details to support the text in the illustrations. How did using text evidence to support your thoughts improve your contributions to the discussion? I felt good about my ideas and answers because I knew I could back up my statements with details and evidence from the book. E-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this session s learning focuses. Observe each student s articulation and use of text evidence to evaluate individuals effective use of the learning focuses. RF.3.4a FLUENCY Purpose and Understanding W.3.8*, RI.3.1* WRITING Gather Information CHOICE FLUENCY FOLLOW-UP Fluency Practice Have students complete sentence frames to define purpose and demonstrate understanding. Follow this procedure: 1) Provide this frame for students to complete: I will read to find out. 2) Provide these frames for students to complete: One main idea is. The author supports this main idea. CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 for collecting evidence as they read. Students will continue to collect details from the text to answer the question: Why is it important to buy the things that you need before the things that you want? Use evidence from the text to support your response. Review students collected evidence as you evaluate their mastery of the learning focus. 6 LET S TALK MONEY

Session 3 Text Selection: pp. 13 15 Key Idea: Text Selection Chapter 2 explains the difference between needs and wants and gives students hints to help them differentiate between the two. RETURNING TO THE TEXT 5 minutes Explain that students have read about the history of money and how people earn a salary. They have explained the concepts presented in both the text and visual features on each page by identifying the problem/solution text structure. In our last session, we asked questions about money and answered using the implicit and explicit details in the text and illustrations. We also focused on the text structure and identified problems and solutions discussed in this book. How did these focuses help you understand the text? Asking and answering questions helped me find key details and discussing the text structure helped me gain a deeper understanding of the content. LEARNING FOCUSES RI.3.1*, RI.3.6*, RI.3.7 Students read closely and describe how the overall structure of the text contributes to their understanding of key concepts. At the same time, they also demonstrate understanding of the text by asking questions and answering using cited text and illustrative evidence, as well as their own inferences. READING THE TEXT CLOSELY 10 minutes State the learning focuses. Invite students to read page 13. Check to see how they are doing with application of the focuses. Then have students read pages 14 15, asking and answering questions about key details. Let s read page 13 and talk about another problem the author describes. She explains that we have to decide between needs and wants. Does the photograph on this page help you understand the cause of this problem? The photograph helps me understand that we need food to stay healthy, so I am guessing that we sometimes put our wants before our needs. You did a great job combining information in the text and illustrations to make an inference. RI.3.4 Introduce the meanings of the words invest, stocks, depression, and debt. Have students turn to a partner and use each domainspecific vocabulary word in a sentence. DISCUSSING THE TEXT 10 minutes Generate a discussion that links three learning focuses. Remind students to use evidence from the text and illustrations as they explain the concepts. Remind students to continue to ask and answer questions about information that others share with the group. Who can explain another problem described in chapter 2? We need to figure out if something is a want or a need. Does anyone have a question about this problem? How can we decide? In the example in the book, I was confused about the expensive sneakers. If sneakers are a need, why are they a want? Who can answer this? You can buy lower cost shoes to protect your feet. You want the expensive ones because they look cool, but you don t really need them. How did you find this information? I combined the information in The Big Wants chart with the text on page 14. SL.3.1c DISCUSSION Collaborative COMPREHENSION SHARE As you read, think about the structure of the text. If the information is presented using a problem/solution structure, look for problems and the solutions described. You will gain a better understanding of the content. Mondo Bookshop Grade 3 7

So what is the solution? If you have extra money, you could buy the expensive sneakers, but you don t need them. All you need to do is keep your feet warm, dry, and safe. You did a great job using text features and ideas from other pages of the book to explain this problem and solution. Support students as they continue to ask and answer each other s questions about the concepts explained in this text. You ll finish this book on your own. Use self-stick notes to remind you of the problems and solutions described in the text and illustrations. Then work in small groups to discuss the book. W.3.8*, RI.3.1* WRITING Respond to Question CHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE E-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 as they finish reading. Then ask them to write a response on a separate sheet of paper that answers the question: Why is it important to buy the things that you need before the things that you want? Use evidence from the text to support your response. Have students use the text evidence they collected to support their writing. CHOICE CLOSE READING OPTIONS E-RESOURCE Summative Assessment Print the online blackline master for independent close reading. Ask students to read the selection indicated on the page independently and respond to the prompts (summarize author s message, identify critical vocabulary, respond to constructed response questions) before returning for a small-group discussion. Alternatively, you can use the completed blackline master for summative assessment. CHOICE Writing Task: Informative W.3.2 WRITING Informative E-RESOURCE Summative Assessment Remind students that informative writing includes facts and details that explain a specific topic. Invite students to write an informative report explaining one money-related problem that they learned about in Let s Talk Money. Remind them to be sure to include key details that explain a solution or solutions to the problem. Students will work independently to write their informative reports using the blackline master on page 12. Encourage them to use illustrations or labeled diagrams to accompany their writing. You ve learned about money and now you will share what you ve learned. Think about a problem with money presented in this text that you d like to describe or explain in detail. For example, you may choose to write about how to decide what to buy, how to save money, or credit cards. When you write your report, use facts and evidence from the text, illustrations, and charts. When you are finished, illustrate and display your writing. 8 LET S TALK MONEY

CHOICE Additional Instruction WORD STUDY Derivational Suffixes Focus on the word variable that appears in the chart on page 11. This book contains many words that have derivational suffixes. When a derivational suffix is added to a word, it changes the word s meaning, but the new meaning is related to the old meaning. Let s look at the word variable. Let s find the root word and tell what it means. vary; to change or be different What suffix was added to the word vary? -able Who can share what the word means now? able to be changed Yes, adding the suffix -able to words makes them adjectives, which describe nouns. RF.3.3a WORD RECOGNITION Derivational Suffixes Help students identify root words by telling them to separate out the prefixes and suffixes. The word part that is left is often the root word. Multiple-Meaning Words Help students develop vocabulary through a discussion of multiple-meaning words. When we read, we may come across words that can have more than one meaning. These words are tricky; we think they mean one thing, but they don t seem to make sense in the sentence they are in. We need to figure out the right meaning of the word to use. What does the word track mean? a path or trail for running; marks left by people or animals on the ground; something a train runs on; to follow or watch Do any of these definitions make sense on page 25? And how do you know? to watch ; I can substitute this definition in the sentence. It would read That s because it can be easy to not watch how much you have spent. L.3.4 Multiple-Meaning Words WORD RECOGNITION Irregular Verbs Use the words pay/paid and buy/bought to discuss how some verbs change spelling when the tense changes. Find the word pay on page 8. Let s read aloud the sentence. Some jobs pay by the hour. Now find the word paid in the next paragraph. Let s read aloud the sentence. If you are paid by the hour, it is good to have a sense of how much money you will earn for the year. The word paid is the past tense of the verb pay. Instead of adding -ed to pay to show that it is past tense, we change the spelling to paid. Now turn to page 19 and find the word buy. Can you find the word on this page that is the past tense of buy? the word bought in the last sentence of the first paragraph Yes, bought is the past tense of buy. Again the past tense is formed by changing the spelling of the word instead of adding -ed. RF.3.3 WORD RECOGNITION Irregular Verbs Mondo Bookshop Grade 3 9

Name Date Comprehension: Ask and Answer Questions Use this organizer to ask questions about the book Let s Talk Money and look for answers in the text. Be sure to write the number of the page where you found an answer. Question 1 Answer I Found in the Text Page number Question 2 Answer I Found in the Text Page number Mondo Publishing Score: 10 LET S TALK MONEY

Name Date Collecting Text Evidence Why is it important to buy the things that you need before the things that you want? Use this chart to collect text evidence about money. Pay close attention to both the text and the illustrations as you take notes. Remember to include the page numbers. Use as many copies of this chart as necessary. Evidence from the Text Page Number Mondo Publishing Score: Mondo Bookshop Grade 3 11

Name Date Writing Task: Informative First Draft Look at the evidence you collected and think about a problem with money presented in this text that you d like to explain in detail. When you write your report, use facts and evidence from the text, illustrations, and charts to explain the problem and possible solutions. Choose key details to include in your report. Make sure your facts are accurate, but use your own words to explain the topic. REMEMBER: A well-written informative essay includes: an opening sentence to introduce the topic facts and key details to explain concepts a strong ending sentence to conclude, or wrap up, the ideas Mondo Publishing 12 LET S TALK MONEY Score: