B e n c h m a r k e d u c a t i o n c o m p a n y

Teacher’s GuideFor students reading at Literacy Level H/14, including:

English-language learners •Students reading below grade level •First-grade readers •

Metacognitive StrategyAsk questions •

VocabularyRecognize high-frequency words •Develop Tier Two vocabulary •Develop Tier Three vocabulary •

Grammar, Word Study, and Language Development

Use singular and plural nouns •Use homophones • Recognize the sentence structures • The ____ wants to ____ and The ____ has ____

Phonics Problem-solve by searching all the way •through wordsRecognize words with soft • c

FluencyRead question marks •

WritingWrite to a picture prompt •Write to a text prompt •

skills & strategies

Anchor Comprehension StrategyMake predictions •

Theme: coins and MoneyI Have Fifty Cents (F/10) •Dollars and Cents (H/14) •

Math Big idea:Readers group different types of coins to equal one dollar.

Dollars and CentsLevel H/14

Introduce the Book• Give each student a copy of the book.

Remind students that they will read about money. Preview the book, encouraging students to interact with the pictures and text on each page as you emphasize the elements from the page 3 chart that will best support their understanding of the book’s language, concepts, and organization. (Items in bold print include sample “teacher talk.”)

• Pages 2–3 Words to Discuss Ask students to point to each photograph as you say its matching label. Repeat the process, inviting students to echo-read. After students Think/Pair/Share what they know about each word, fill in any missing details. Say: We will see these words in the book.

• Page 4 Spanish Cognate Does cost sound like a word you know in Spanish? (Allow time for students to respond.) The English word cost sounds like the Spanish word costar. Cost and costar mean the same thing. How much might a pencil cost? (Allow time for students to respond.) Write the word cost on the board and ask students to locate it on page 4 in the book.

Before Reading

Make Connections and Build Background• Use Realia Show students some

pennies. Say: We will read a book about children who have some money to spend. One kind of money is a penny. A penny is equal to one cent. One hundred pennies is equal to one dollar. Invite students to Think/Pair/Share what they know about other kinds of money.

• Use a Graphic Organizer Write the word Money on the board and draw a line under it. Read the word aloud. Ask students to help you list the kinds of money they named and how many cents each kind is worth. Then read each entry on the chart and ask students to echo-read.

Related ResourcesThe following Benchmark Education resources support this lesson.

Other Early Explorers Books• I Have a Coin (B/2)• Wishing with Pennies (B/2)• We Can Use Coins (D/6)• The Yard Sale (D/6)

Fluency and Language Development• Dollars and Cents Audio CD

Comprehension Resources• Dollars and Cents question card• Power Tool Flip Chart for Teachers• Student Bookmark• Make Predictions poster

Assessment• Early Explorers Overview &

Assessment Handbook• Grade 1 Comprehension Strategy

Assessment Book

Money1 penny = 1¢1 nickel = 5¢1 dime = 10¢1 quarter = 25¢1 dollar = 100¢

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Copyright © 2007 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. Printed in Canada.ISBN: 978-1-4108-7489-4

Pages Text and Words to English/Spanish Sentence Graphic Features Discuss Cognates Structures

Cover title, author, photo

1 title, author, table of contents, photo

2–3 photos coins, dimes, dollar, nickels, pennies, quarters

4 chapter head, photos, kite, jump rope, costs, cost/costar, dollar/dólar caption dollar

5 photo, caption pennies

6 photo, caption balloon, cent, equal equal/igual

7 chart, equations, caption symbols symbol/símbolo

8 chapter head, photo, baseball, nickels, twenty baseball/béisbol The ____ wants caption to ____. The ____ has ____.

9 equations, caption

10 photo, caption drink, dimes, enough

11 equations, caption

12 photo, caption cookie, coins, quarters

13 equations, caption twenty-five quarter/cuarto (means 1/4, not the coin)

14 chapter head, photos, ice cream, different caption

15 equations, caption adds

16 photo

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• Page 7 Graphic Feature This page has a chart. A chart gives us additional information about the words or pictures in a book. What are the headings on the chart? (Words, Symbols) What can we learn from the chart? (the symbols for cent, is equal to, and dollar)

• Page 8 Sentence Structure Write The ____ wants to ____ on the board. Read the sentence structure aloud and ask students to repeat it several times. Say: We use this sentence structure to tell what someone wants to do. Model using the sentence structure to tell about familiar situations, such as The teacher wants to help or The student wants to read a book. Then assist students in forming their own sentences using the structure. Say: This sentence structure is in the book. Can you find the structure on page 8? Frame the sentence. Let’s read the sentence together.

Rehearse Reading Strategies• Say: One word in this book is much.

Say the word much. What letters do you expect to see after the /m/? Allow time for students to respond, assisting as needed. Then ask them to find the word much on page 16. Say: Search all the way through a word to help you when you read.

• Remind students to use other reading strategies they are learning as well, such as looking at the pictures for additional information or rereading part of the sentence if something doesn’t sound right.

Set a Purpose for Reading• Direct students’ attention to the list.

Say: Now it’s time to whisper-read the book. Read to learn more about dollars and cents.

Before Reading (continued)

Cue Source Prompt Example Page

Graphophonic Search all the first 15 way through the word. Are you blending the right sounds?

Syntactic Think about the The girl 10 book’s sentence wants to structure. Use the buy a drink. structure to make this sentence sound right.

Semantic What do you see quarters 12 in the picture that would make sense in this sentence?

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Observe and Prompt Reading Strategies• After the supportive introduction,

students should be able to read all or most of the book on their own. Observe students as they read. Take note of the graphophonic, syntactic, and semantic cues they use to make sense of the text and self-correct. Prompt individual students who have difficulty problem-solving independently, but be careful not to prompt English-language learners too quickly. They may need more time to process the text as they rely on their first language for comprehension.

Use the Graphic Organizer to Summarize• Ask students to think about their

reading. Say: Think about the kids in the book. Think about the money they have. What can we add to our list? Add the equations students call out to the graphic organizer. Then choral-read the entire list and ask students to use it to tell a partner about the book.

During Reading After Reading

Money1 penny = 1¢1 nickel = 5¢1 dime = 10¢1 quarter = 25¢1 dollar = 100¢100 pennies = $1.0020 nickels = $1.0010 dimes = $1.004 quarters = $1.003 quarters, 2 dimes, and 5 pennies = $1.00

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After Reading (continued)

Reading Strategy Mini-Lesson: Ask Questions• Reflect Ask: Did you understand

what you read? What parts were hard to understand? How did you help yourself?

• Model Say: I want to understand what I read. One way is to ask questions about the book. Ask students to turn to page 4. Say: I had a question about the photographs. Do the kite and jump rope cost the same? I read the answer on the page: The kite costs one dollar. The jump rope costs one dollar. Now I know both toys cost the same. Ask students to turn to page 6. Say: I read: A balloon costs one dollar. I asked myself another kind of question. How much would five balloons cost? The book doesn’t answer this question. I have to find the answer another way.

• Guide Invite students to read pages 8 and 9 with you. Ask the following questions, allowing time for students to respond after each one: Did you ask yourself a question when you read this page? Did the book answer your question? How did you find the answer? Did you have a question about this page that wasn’t answered in the book? What is it? How can you look for the answer to your question? After students share any additional questions, invite them to tell a partner how asking questions helped them better understand pages 8 and 9.

• Apply Ask each student to turn to his or her favorite page. Ask students to read the page to a partner and share any questions they have. The partner may then find the answer in the book or help think of another way to find the answer. Observe students as they

ask questions, providing assistance if needed. See the Early Explorers Overview & Assessment Handbook for an observation chart you can use to assess students’ understanding of the monitor-reading strategy. Then say: You can ask yourself questions any time you read. Remember to ask questions to help you understand.

Answer Text-Dependent Questions• Explain Remind students that they

can answer questions about books they have read. Say: We answer different kinds of questions in different ways. I will help you learn how to answer each kind. Tell students that today they will practice answering Vocabulary questions. Say: The answer to a Vocabulary question is in the book. You can define the word if you know what to look for.

• Model Use the first Vocabulary question on the question card. Say: I will read the question to figure out what to do. What does the word equal mean in this book? Let’s look for clues on pages 6 and 7. This question asks me to figure out what the word equal means. I will look for the word equal on page 6. I will look for equal in the chart on page 7, too. Read the last two sentences on page 6 aloud. Then direct students’ attention to the chart. Say: I read in the book that one penny is equal to one cent. I read that one dollar is equal to 100 pennies. The chart shows the symbol for equal. I know what the word equal means in this book. Equal means two things that are the same. This definition answers the question. The answer makes sense. I have found the answer in the text.

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• Guide Ask students to answer the other questions on the question card. Use the Power Tool Flip Chart and Student Bookmark to provide additional modeling as needed. Remind students to ask themselves: What is the question asking? How can I find the answer? Does my answer make sense? How do I know?

Build Comprehension: Make Predictions• Explain Create an overhead

transparency of the “Dollars and Cents” graphic organizer on page 12 or draw it on the board. Say: We make predictions before we read a book and while we read. Then we check our predictions. Making predictions helps us pay close attention to our reading.

• Model Say: Let’s think about a prediction someone might make before reading Dollars and Cents. The title tells us the book is about money. The photo on the title page shows a piggy bank. The book could be about ways to save money. Write this prediction in the first box on the graphic organizer. Then say: We check the prediction by beginning to read the book. We can’t mark Yes, because the prediction is not correct. The book is about things that cost one dollar. Write this statement in the first No box on the graphic organizer.

• Guide Say: Now let’s think about another prediction. What might someone predict after reading the paragraph on page 6? (Allow time for students to respond, assisting as needed.) Yes, readers might predict that the girl can buy a balloon. Write the page number and prediction on the second row of the graphic organizer. Then say: We check the prediction by reading the caption. We can mark Yes because the prediction is correct.

• Apply Ask students to work with a partner to think of other predictions readers might make based on the text and photos. After each partnership shares, record some of the predictions and results on the graphic organizer. Finally, read the graphic organizer aloud and invite students to echo-read.

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After Reading (continued)

Home Connection• Give students the take-home version of

Dollars and Cents. Encourage students to work with a friend or family member to draw several ways to make one dollar with coins. Invite them to bring their drawings to share with the group.

Reader ResponseInvite students to respond to the book in a way that is meaningful to them. Model and use think-alouds as needed to scaffold students before they try the activities on their own.• Use a variety of real or play coins.

Combine them to equal one dollar. • Write a question you would like to ask

the author. • Pretend to pay for an item in the book

with coins. Ask a partner to be the store clerk.

• Draw a picture of three things someone might buy with one dollar.

• Tell one way dollars and cents are alike.

• Write a new caption for one of the photographs.

Write to a Picture Prompt• Write a Personal Narrative Tell

students they will talk about a picture from the book. Then they will write about the picture. Ask them to turn to page 16. Say: I can use this picture to tell about something that happened to me: I went to the store with a bag of coins. I used the coins to pay for my items. The store clerk counted the money with me. Now I will write my idea. Model writing your sentences on the board. Ask students to tell a partner about something they have experienced that goes with one of the pictures. Allow time for students to share their narratives, providing assistance as needed. Then say: You used a picture to tell about an experience. Now write your idea. After you are finished, read your writing to a partner.

Write to a Text Prompt• Describe a Person Say: Think about

your favorite person in the book. Then write a description of that person. When you are finished, read your writing to a partner.

Phonics: Soft “c” • Write the letter “c” on the board. Ask

students to locate the word cent on page 6. Write cent on the board. Explain that sometimes the /s/ sound is spelled with the letter “c.” Ask students to find another word with a “c” that sounds like /s/ on page 14. (ice)

Mini-Lessonsfor Differentiating Instruction

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• List soft “c” words such as center, celery, cinnamon, cell, nice, face, niece, voice, pace, and mice on the board. Underline the letter “c” in each word. Read each word, inviting students to echo-read.

• Say: I will ask you a question about one of the words. You can guess which word it is. I will circle the letter “c” in the word. Then you will know you guessed correctly. Model the process using one of the words on the list, such as Which word names a vegetable? (celery) Then invite each student to ask a question about one of the words and circle the letter that makes the /s/ sound.

Vocabulary• Tier Two Vocabulary Pronounce the

word sensible and ask students to repeat it. Say: A person who is sensible is wise. Sensible people count their money carefully. Sensible people make good decisions about how to spend their money, too. Discuss other sensible things people do, such as walking in the hallway rather than running, working together to solve a problem, or carrying an umbrella on a rainy day. Then model a sentence, such as My sensible friend reminded me to bring a bottle of water on our hike. Ask: What word have we been talking about? Yes—sensible. Let’s try to use the word sensible many times today. We can use the word at school and at home.

• Tier Three Vocabulary Review the book with students and write the words pennies, nickels, dimes, quarters, coins, dollar, costs, cent, and equal on index cards. Ask students

to read the words with you. Spread the cards out in a pocket chart or on the table. Then give a clue about each word, such as Four make one dollar. (quarters) Ask students to select the word that solves each clue. For additional practice, students may work as a group or in pairs to complete the vocabulary activity on page 11.

Grammar, Word Study, and Language DevelopmentSingular and Plural Nouns

• Model Explain that authors often use a word with the letter “s” at the end to write about more than one thing. Ask students to find the word cent on page 6. Then ask them to find the word cents on page 9. Say: The word cents means more than one cent. We make the word cents by putting the letter “s” at the end of the word cent. I can talk about more than one thing, too. Point out classroom objects to support the concept of singular and plural, such as:

I have one pencil. Tomas has three pencils.

I gave Jan another book. Now she has two books.

I looked out the window. Our room has four windows.

Guide Choral-read page 6 with the students. Ask: What coin does the author write about? (a penny) What word means more than one penny? (pennies) How can you tell? (The word pennies has the letter “s” at the end.)

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• Apply Ask students to locate other singular/plural word pairs on pages 9 (nickel/nickels), 11 (dime/dimes), and 13 (quarter/quarters). Then write the word pairs on the board and invite student partners to make up sentences using the singular and plural forms of the words.

Homophones

• Model Explain that some words sound alike but have different spellings and meanings. Tell students these words are homophones. Ask students to turn to page 5 and locate the word buy. Write buy on the board. Say: The author says the children can buy things with the pennies. The word buy is a homophone. Buy sounds like another word we know—by. Write by on the board and point to the correct word as you say: The word by means “near.” The word buy means “to pay money for something.” This meaning of the word makes sense on page 5.

• Guide Invite students to read the second sentence on page 6 with you. Ask: Which word is a homophone? (one) Write one on the board. Say: What is another word that sounds like one? (won) Write won on the board. Say: What does the word one mean in this sentence? (a number)

• Apply Pair students. Ask them to find words that have homophones on pages 4 (sees/seas), 6 (cent/sent), and 7 (write/right). Then invite partners to act out the different meanings of two homophones. If more support is needed, utilize all or part of the “Guide” process instead.

Fluency: Read Question Marks• Say: Sometimes authors ask

questions. We recognize a question by the question mark at the end. Our voices sound different when we ask something. Our voices move to a higher pitch at the end of the question.

• Ask students to turn to page 7. First, read the author’s question in a flat voice. Hold your hand level while you read it. Discuss how this makes the question sound. Then read the question again, moving your hand upward at the end as you move your voice to a higher pitch. Ask students to echo-read and move their hands along with yours.

• Ask students to turn to page 10. Choral-read the page with them, moving to a higher pitch at the end of the question.

• Invite students to take turns rereading Dollars and Cents with a partner. Remind them to move their voices to a higher pitch at the end of each question.

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Name: Date:

Vocabulary

Choose four words from the box. Write a sentence for each word. Draw a picture for each sentence.

dollar coins pennies nickels dimes quarters

Word: _______________________

Sentence:

_______________________________

_______________________________

Word: ______________________

Sentence:

______________________________

______________________________

Word: _______________________

Sentence:

_______________________________

_______________________________

Word: ______________________

Sentence:

_______________________________

_______________________________

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Name: Date:

Dollars and Cents

Pages Prediction Yes No

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