Grade · Look at page 17 in Alexander, Who Used to Be Rich Last Sunday. On a sheet of paper, write a sentence that tells about each event on the page. Use descriptive words to tell

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Glenview, Illinois • Boston, Massachusetts • Chandler, Arizona • Upper Saddle River, New Jersey

reader’s and Writer’s Journal

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ISBN-13: 978-0-328-78904-7ISBN-10: 0-328-78904-6

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Lesson 1Write a sentence about who is in Alexander’s family.

Lesson 2Write a question you might ask Alexander.

Lesson 3Write one thing you learned about how Alexander uses his money.

Lesson 5Write a question you might ask the girl.

Lesson 4Write about who the family members are in this book.

NameFirst Read of

the Lesson

Making Decisions • Unit 2 Module A • Lessons 1–5 • 61

RGEN14_RWJTG_G2_U2A_L01-05.indd 61 25/07/13 9:53 PM

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Lesson 1walkie-talkie

Lesson 2college

Lesson 3accident

Lesson 4bargain

Lesson 5ashes

Name Vocabulary

62 • Unit 2 Module A • Lessons 1–5 • Making Decisions


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Lesson 1 Story Structure

Review your completed Story Structure graphic organizer. Then write a few sentences to summarize the story of Alexander, Who Used to Be Rich Last Sunday.

NameLanguage

Analysis



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Lesson 2 Understanding Characters Through Illustrations

Look at the illustration on page 11 in Alexander, Who Used to Be Rich Last Sunday. Write a sentence or two that explains what the illustration tells about the characters Alexander, Anthony, and Nick.

Name Reading Analysis



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Name

Writing in Response to

Reading

Write your responses on a separate sheet of paper.

Lesson 1What do we know about Alexander? What does he do, think and feel?

Lesson 2Look through the illustrations on pages 1–15 in Alexander, Who Used to Be Rich Last Sunday. Write an opinion, answering this question: Do the illustrations help you to better understand Alexander as a character? Explain your opinion.

Lesson 3Review the Web you completed. Write about one way Alexander responded to losing or spending his money.

Lesson 4Think about how the characters in the story solved their problem. Then write a few sentences that tell how the girl earns money to help the family.

Lesson 5Write about your opinion of the girl’s character. Remember to use the text to support your opinion.



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Name Sleuth Work

I’ll Trade You!

Samuel couldn’t wait to show his mom and grandma the new skateboard he had just gotten from Ben. Ben couldn’t wait to give his sister the new shawl he had just gotten from Samuel. Ben and Samuel were best friends!

Samuel’s grandma had worked for weeks knitting the shawl. Ben had wondered for weeks what to get his sister for her birthday. Then one night Ben saw the shawl Samuel’s grandma was knitting. He knew his sister would love it!

Samuel spent every day after school skateboarding with Ben. Samuel wished for his own skateboard. Ben knew how much Samuel would love having a skateboard. Suddenly a trade was born!

Trading one thing for another was a way of life. Samuel’s mom and grandma remembered when people used something called money instead. Money paid for things they needed. Samuel and Ben were too young to remember that time.

Sometimes, Samuel’s mother opened a secret drawer in her jewelry box. She let him hold the shiny coins and smooth dollar bills she had saved. Then they were put away for safekeeping.



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Name Sleuth Work

People no longer used money. They traded things instead. Samuel couldn’t imagine life any other way. Samuel knew how to draw, so he always traded his drawings to get what he wanted. His family and Ben’s family traded often. Samuel didn’t understand why anyone might need money. Trading was so much easier!

Look for Clues Underline details that support the fact that this story takes place in the future.

Look for Clues: Extend Your Ideas Looking at the clues for the time period of this story, what is the biggest comparison you can make between the past and what happens during this time period? Write a sentence or two that compares or contrasts.

Ask Questions Write a question you would ask Samuel and Ben about life without money.

Make Your Case Underline the text that tells the most important idea the writer wants to share with readers about trading.

Make Your Case: Extend Your Ideas Do you agree that trading is easier than using money? Write an opinion about this.



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Lesson 1 Apostrophes in Singular Possessives Circle the singular possessives.

dogs’ sister’s friend’s girls’ mom’s

Lesson 2 Apostrophes in Plural Possessives Circle the plural possessives.

kittens’ student’s cousins’ boys’ dad’s

Lesson 3 Understanding Apostrophe Use Underline the contractions. Circle the possessive nouns.

can’t don’t dad’s isn’t kids’

Lesson 5 Identifying Possessive PronounsCircle the correct plural possessive noun.

1.This house is ours. 2. Is this your ruler?

Lesson 4 Identifying Possessive Pronouns List 3 possessive pronouns.

1. 2. 3.

Name Conventions



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Lesson 2 Illustration Details Tell about how the illustrations in the book helped you understand the story and Alexander’s character.

Lesson 1 Character Actions Write about the decisions Alexander made about spending his money.

Name Writing



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Lesson 3 Character Actions Look at page 17 in Alexander, Who Used to Be Rich Last Sunday. On a sheet of paper, write a sentence that tells about each event on the page. Use descriptive words to tell about Alexander’s actions.

Lesson 4 Time Frame On a sheet of paper, write a new beginning for A Chair for My Mother. Start your new beginning at the time of the fire.

Lesson 5 Character Details Look at the first half of the text, A Chair for My Mother. Choose an event and write dialogue between the narrator and her mother about that event. Write your dialogue on a separate sheet of paper. Make sure to use details to describe the characters’ thoughts or feelings.

Name Writing



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Lesson 6Write a question about what you read in A Chair for My Mother.

Lesson 7Write a sentence telling about what you read on pages 16–18.

Lesson 8Write a sentence that tells something you learned about Alexander in today’s reading.

Lesson 10Write a sentence about what you read today in A Chair for My Mother.

Lesson 9Write one question you would ask Alexander about how he spends his money.

NameFirst Read of

the Lesson



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VocabularyLesson 6boost

Lesson 7stoop

Lesson 8absolutely

Lesson 9dopey

Lesson 10tulips

Name Vocabulary



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Lesson 8 Character

Review your Main Idea chart. Think about how the main idea and key details help you better understand the main character, Alexander. Write sentences that describe what type of character Alexander is.




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Lesson 9 Central Message or Lesson

Write a paragraph about the message or lesson you learned from Alexander, Who Used to Be Rich Last Sunday. Tell how you will apply this message or lesson in your own life.




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Review the Story Sequence chart you completed for the ending of the story. Write a summary of the ending, using details from the chart and from the text.

NameLanguage

Analysis



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NameLanguage

Analysis


Review the Story Sequence chart for Alexander, Who Used to Be Rich Last Sunday. Draw three pictures: one showing something that happened first, a second picture showing something that happened in the middle of the story, and a third picture showing something that happened last.



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Name


Reading

Lesson 6

Write a sentence or two that tells why the girl was not allowed to ride in the back of the truck on the chair as it was being delivered.

Lesson 7

Write your thoughts about how the author structured this story—telling readers the ending on the first page. Use the text to support your answer.

Lesson 8

Write an opinion about the way that Alexander has spent his money. Use text details to support your answer.

Lesson 9

Write an e-mail from Alexander’s point of view to his parents, telling them what he learned.

Lesson 10

Write about how the illustrations help you imagine what it would be like if your home burned.



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Lesson 6 Simple Sentences Circle the simple sentence.

The sun was hot that day, so the pool felt cool. I had fun

Lesson 8 Expanding Simple Sentences Rewrite the sentence, “I read my book.” Add an adverb.

Lesson 7 Expanding Simple Sentences Rewrite the sentence below by adding an adjective.

I found a penny on the sidewalk.

Lesson 9 Expanding Simple Sentences Write sentences with the compound subjects, “Felix and Max,” and “The teacher and her students.”

Lesson 10 Expanding Simple Sentences Choose words to complete each sentence.

sees walked played feeds

1. I to the park and basketball.

2. She the ducks and them.

Name Conventions



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Lesson 6 Endings Write about the next thing that the family will save for. Be sure to include one detail that describes the item and one detail that explains the reason for the item.

Lesson 7 Endings Write a new ending to Alexander, Who Used to Be Rich Last Sunday. Use adjectives in your writing to describe what happens in this new ending.

Name Writing



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Lesson 8 Character Dialogue The book Alexander, Who Used to Be Rich Last Sunday does not have any dialogue in it. On a separate sheet of paper, write dialogue between two of the characters during one of the events in the book.

Lesson 9 Revisions Return to the dialogue you wrote in an earlier lesson. On a separate sheet of paper, revise your writing. Revise or add words for more emphasis. Check for correct capitalization and punctuation.

Lesson 10 Character Response Think back to the characters in A Chair for My Mother. Make a Character Web on a separate sheet of paper. Then, below, tell how this character responded to events at the beginning, middle, and end of the story.

Name Writing



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Lesson 11

Write a sentence that tells how these two books are alike.

Lesson 12

Write a sentence about each of the characters and what you learned about them on these pages.

Lesson 13

Write a question you have about either Alexander, Who Used to Be Rich Last Sunday or A Chair for My Mother.

NameFirst Read of

the Lesson



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Name Vocabulary

Lesson 11

fined

savings

Lesson 12

absolutely

block

Lesson 13

rich

bargain



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NameReading Analysis

Find an illustration in the book that helps you better understand the plot, or what is happening in the story. Write a few sentences about what that illustration tells you about what is happening in the story.

Lesson 11 Use Illustrations to Understand Plot



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NameLanguage

Analysis

Review the T-Chart you created that lists Alexander’s point of view on things and the girl’s point of view. Then write a comparison statement about how these two character’s points of view are similar or different. Use evidence from each text to support your statement.

Lesson 13 Point of View



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Name


Reading


Lesson 11 Write a compare and contrast statement about the plots of the two stories. Use the text to support your answer.

Lesson 12 Write your opinion about who you think has a better approach to money, Alexander or the girl. Be sure to give reasons for your opinion.

Lesson 13 Write a few sentences about which story you like more. Be sure to support your opinion with reasons and examples from the text.



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Name Sleuth Work

More Than Cash Dispensers

Have you ever visited an ATM? Did you stare in wonder when, like magic, money came out of the machine? Several decades ago banking wasn’t so convenient.

People use banks to safely keep and save money. Then, when they need to spend it, they withdraw the money. That’s hard to do if your bank isn’t nearby. It’s even harder to do if your bank is closed. So how do you get cash when you need it?

In the early 1970s, the first ATM, or automated teller machine, was introduced. Using a plastic bank card and a PIN, or personal identification number, people could access their bank accounts. They could do this at any time of day or night or even when the bank is closed. They could withdraw money, and they could deposit money and checks. ATMs started springing up everywhere, making it easy for people to withdraw money from their bank accounts.

Banks are adding new ATM services every year. For example, people can now deposit checks without using an envelope. That’s because ATMs scan, or read, checks. Another improvement is talking ATMs. These machines have audio, so people that cannot see well or at all can access their bank accounts by listening to instructions.



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Name Sleuth Work

ATMs keep improving. Some ATMs now have video screens. A banker uses the video screen to talk with the person using the ATM. Other banks are even testing ways mobile phones can be used at ATMs. Just imagine what ATMs will be able to do next!

Look for Clues Underline one piece of evidence from the text that tells how modern ATMs are different from ATMs from the early 1970s.

Ask Questions Write a question you have about ATMs.

Make Your Case Underline the most convincing statement the writer makes to support the idea that ATMs are more than just cash dispensers.

Make Your Case: Extend Your Ideas Write why you agree or disagree that ATMs are more than cash dispensers.



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Name Conventions

Lesson 11 Compound Sentences Combine the simple sentences using and or but.

1. The rain fell. The thunder boomed.

2. I lost my tooth. It wasn’t the first one I lost.

3. She painted the bedroom. He painted the bathroom.

Lesson 12 Form Compound Sentences with and Write two compound sentences that use the word and.

Lesson 13 Form Compound Sentences with but Write two compound sentences that use the word but.



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Name Writing

Lesson 11 Use Time Order Words to Organize Plot Revise your writing from p. 80. Add time order words to help readers more clearly following the order of events in your writing.



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Name Writing

Lesson 12 Plan and Draft an Opinion Write your opinion about the decisions one of the characters made. Make sure to use details from the text to support your opinion. Use and to combine two simple sentences.

Lesson 13 Revising and Publishing Reread your opinions written during the last lesson. Revise your opinion, making it stronger.



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ved. Lesson 3

Write a sentence about what you read today.

Lesson 2Write a question that you had after reading Do I Need It? Or Do I Want It?

Lesson 1Write a sentence about something you learned from Do I Need It? Or Do I Want It?

Lesson 5On a piece of paper, write a quick note to a friend about what you learned today.

NameFirst Read of

the Lesson

Lesson 4Write a sentence that tells what you learned from one of the captions you read today.

Making Decisions • Unit 2 Module B • Lessons 1–5 • 91

RGEN14_RWJTG_G2_U2B_L01-05.indd 91 25/07/13 9:53 PM

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Lesson 1needs

Lesson 3earn

Lesson 4regularly

Lesson 5businesses

Lesson 2afford

Name Vocabulary

92 • Unit 2 Module B • Lessons 1–5 • Making Decisions


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Lesson 2 Asking Questions

Look back through the book and write one question you have about the text. Then write an answer as to how a text feature helped you to answer that question and better understand the text.



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Lesson 4 Asking Questions

Think about the questions the author asks on pages 20–29. Write about which of these questions helped you to think more about one of the main ideas in the book.



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NameLanguage

Analysis

Lesson 3 Author’s Purpose

Write a summary paragraph about the author’s purpose for writing pages 10–19 in Do I Need It? Or Do I Want It? You can revisit your Main Idea/Purpose graphic organizer to help you as you write your paragraph.



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Name

Lesson 5 Author’s Purpose

Think about the question that the author asks readers on page 27 in Do I Need It? Or Do I Want It? What will you do with your money? Write a few sentences that answer that question. Think about why the author asked that question. Write a sentence or two that shares your opinion about what the author’s purpose was for asking that question.

Language Analysis



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Name


Reading

Lesson 1Write a summary sentence that tells the importance of the text feature described in your Web.

Lesson 2The author includes the word save in the Glossary but does not define save in the main text. What do you think about the way the author handled sharing information about what save means? Write your opinion.

Lesson 3The author talks about how families decide which wants they will spend their money on. How is carpet or a bike a want? Use evidence from the text to support your answers.

Lesson 4The author of Do I Want It? Or Do I Want It? shows many things people might save for, such as a vacation, a trampoline, and a computer. Which of these things do you think might be worth saving for? Support your opinion with reasons.

Lesson 5Write a sentence or two about the facts and details the writer uses to support her opinion about budgets.




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Name Conventions

Lesson 1 Commas in a Series Add commas in the sentence below.

The fruit salad had apples peaches cherries and grapes in it.

Lesson 2 Commas in a Compound SentenceAdd a comma in the sentence below.

The Hawks scored and the fans cheered loudly.

Lesson 3 Commas in a Compound Sentence On a separate sheet of paper, write this simple sentence as a compound sentences. Use a comma and the word but.

She fell off the swing. She was not hurt.

Lesson 4 Commas in Dates Add a comma to the date below.

January 8 2012

Lesson 5 Commas with Adjectives Use these pairs of adjectives to write sentences on a separate sheet of paper. Don’t forget to use commas.

1. fuzzy pink 2. tiny green



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Name Writing

Lesson 1 Sections in a Book Look at the sections in Do I Need It? Or Do I Want It? Write an opinion about which section would be most helpful to you in your own financial decision making. Support your opinion with reasons.

Lesson 2 Ask Questions Write three questions that you would like to ask the author of the book Do I Need It? Or Do I Want It?



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Name Writing

Lesson 3 Author’s Purpose Make a list of text evidence that supports the opinion that considering wants and needs is important when making a budget.

Lesson 4 Stating Reasons What would you do with $5? On a separate sheet of paper, write about your plan. Include reasons to support your plan.

Lesson 5 Text Features Choose a section in Do I Need It? Or Do I Want It? On a separate piece of paper, write a sentence that tells the purpose of the section. Then write about the text features and the kind of information they give you. Then write your opinion about whether the text features helped support the author’s purpose.



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NameFirst Read of

the Lesson

Lesson 6Write a question about the budget activity on pages 28–29 in Do I Need It? Or Do I Want It?

Lesson 7Write a sentence that tells about I Wanna Iguana.

Lesson 8Write a question about something in I Wanna Iguana.

Lesson 9Write one thing you learned about Alex’s mom.

Lesson 10Write a sentence about something you learned from I Wanna Iguana.



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Name Vocabulary

Lesson 6donation

Lesson 7doubt

Lesson 8mention

Lesson 9trial basis

Lesson 10allowance



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Language AnalysisName

Lesson 6 Text FeaturesThink about the text features found in this book. Complete a Venn diagram that compares and contrasts two of these text features. Then write sentences that compare and contrast two of these text features.



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Lesson 7 Ask and Answer QuestionsReread pages 84 and 85 in I Wanna Iguana. Think about questions you find yourself asking as you read. Write your questions down, and then write the answers to your questions.



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Name Sleuth Work

Another Movie Night to Remember For weeks, I had seen a big, red circle on the calendar. It was my parents’ anniversary. I got the sense this was an important day, and I wanted to do something to celebrate . . . but what?

Mom had once told us that Dad asked her to marry him after taking her out for pizza and a romantic movie. We decided to have a movie night that Mom and Dad would never forget.

We bought the ingredients to make Mom’s favorite pizza. My older sister Bethany found out what movie they had seen, and we rented it for the night. But everything started to go wrong.

First, the pizza slid off the pan and onto the floor as I carried it to the table. Next, Bethany burned the popcorn, so the whole house smelled awful. Then we discovered that the DVD wouldn’t play. Bethany and I were upset, but Dad chuckled as he opened a window to air out the house. He took us out to dinner, to the same restaurant where he and Mom had eaten that special night. Over pizza, we heard the story of how Mom and Dad met. It was better than the best romantic movie—even without popcorn!



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Look for Clues Underline details that support the idea that Mom and Dad were not upset about the problems that happened with the surprise.

Look for Clues: Extend Your Ideas What clue tell about what went wrong on this big night?

Ask Questions Write a question that you would ask someone who is celebrating a special day.

Ask Questions: Extend Your Ideas What questions would you ask the girls who planned the event?

Make Your Case On a separate piece of paper, write three words or phrases that describe the narrator’s feelings. Then write a new version of the story, using your own words.

Make Your Case: Extend Your Ideas Do you think it was smart for the girls to plan a surprise for their parents? On a separate piece of paper, write an opinion about this.

Sleuth Work



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Reading

Lesson 6 Look at the Further Reading resources. Write about which resource you think would be the most helpful. Explain your thoughts.

Lesson 7 Write two questions you would like to ask Alex from the story I Wanna Iguana.

Lesson 8 Many stories include dialogue. I Wanna Iguana is told through a series of letters. Do you think the story is better told in a series of letters than it would be in dialogue?

Lesson 9 Reread pages 91—92. What do you know about Alex’s father? Do you think he is more like his wife or Alex? Write a few sentences that explain your opinion. Use details from the text to support your opinion.

Lesson 10 Write a few sentences to answer this question: Do you think Alex will take care of the iguana and be able to keep it? Use the text to support your answer.



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Lesson 6 Commas Circle the sentence that uses commas correctly. Cross out the sentence that does not use commas correctly.

1. The tree branch fell and it landed, on my fence.

2. The teacher brought us new pencils, erasers, and markers.

Lesson 7 Commas in Letters How would you start a letter to your friend? Write your greeting below.

Lesson 8 Commas in Letters How would you finish a letter to a friend? Write your closing.

Lesson 9 Commas in Letters Write this greeting correctly.

Dear Uncle Mike

Lesson 10 Commas in Letters Circle the closing that is correct.Sincerely Mackenzie Sincerely, Mackenzie

Conventions



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Name Writing

Lesson 6 Writing Opinions On a separate sheet of paper, write an opinion paragraph that names 2–3 needs you think a classroom may have. Include reasons that support your opinion.

Lesson 7 Revising Writing Revisit the opinion paragraph you wrote during the previous lesson. On a separate sheet of paper, revise your paragraph by adding additional reasons to support your opinion.



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Name Writing

Lesson 8 Writing Letters Review the letters from Mom on pages 81–87 in I Wanna Iguana. Then, on a separate sheet of paper, rewrite one of Alex’s response to Mom’s letter. Give different reasons to support the opinion you express in the letter. Make sure to list facts or reasons in your letter. Choose your words carefully to persuade Alex’s mom to accept your opinion. Don’t forget to use commas in the greeting and closing of your letter.

Lesson 9 Opinion Writing Review pages 88–95 in I Wanna Iguana. Look at the details the author uses to describe Alex’s character. On a separate piece of paper, write a letter to Alex’s mom as if you were a friend of Alex’s. Tell Alex’s mom why you think Alex should have the iguana or not. Make sure to give reasons that support your opinion.

Lesson 10 Planning Think about what you have read in I Wanna Iguana. Decide whether you agree with Alex or Mom’s point of view about having an iguana for a pet. On a separate sheet of paper, write a list of reasons that support your opinion.



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NameFirst Read of

the Lesson

Lesson 11Think about the two texts, Do I Need It? Or Do I Want It? and I Wanna Iguana. Write a sentence for each text that tells what you found most interesting.

Lesson 12Write a question for each text, Do I Need It? Or Do I Want It? and I Wanna Iguana, that you might ask the author.



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Lesson 11expensive

adorable

Lesson 12earns

mention



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Lesson 11 Compare and Contrast Text Structures

On the lines below, take notes about the text structure of Do I Need It? Or Do I Want It? and I Wanna Iguana.

Do I Need It? Or Do I Want It?

I Wanna Igauna

Language Analysis



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Lesson 11 Compare and Contrast Text Structures

After looking back at Do I Need It? Or Do I Want It? and I Wanna Iguana, write compare or contrast sentences about the text structures of the two books. Use your notes from the previous lesson to help you draft your sentences.

Language Analysis



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Lesson 12 Main Topic and Author’s Message

Think about the main topic and author’s message in Do I Need It? Or Do I Want It? and I Wanna Iguana. Write sentences that compare or contrast the main topic of each book. Include details from the texts.

Reading Analysis



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Write your response below.

Lesson 11 Choose a text feature from Do I Need It? Or Do I Want It? and review the information it provides. How does the text feature help answer questions for a reader? Write your response below.


Reading



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Write your response below.

Lesson 12 Think back over the two texts, Do I Need It? Or Do I Want It? and I Wanna Iguana. Which book do you think gets its message across more clearly? Be sure to support your opinion by using information from the texts.


Reading



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Name Conventions

Lesson 11 Simple Sentences

Complete each sentence below to include the missing subject or predicate.

1. wrote a letter to his mom.

2. The family .

Lesson 12 Expand and Rearrange Simple Sentences

Add or change words to expand the simple sentence.

My family needs a budget.



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Name Writing

Lesson 11 Drafting Use your writing plan to write a first draft of your opinion paragraph. On a separate sheet of paper, write an opinion paragraph.

1. State which opinion you agree with: Mom or Alex.

2. Support your opinion with reasons and explanations from the letters.

3. Write a concluding statement that restates your opinion.



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Name Writing

Lesson 12 Revising Your Writing Review your opinion paragraph that you wrote in the previous lesson. Today, on a separate sheet of paper, you will revise your writing to make it better.

1. Look for sentences that you can expand or rearrange.

2. Add words, phrases, or sentences to make your message clearer and stronger.

3. Check for spelling mistakes.4. Make a clean, improved copy of your writing.



Documents

Grade · Look at page 17 in Alexander, Who Used to Be Rich Last Sunday. On a sheet of paper, write a sentence that tells about each event on the page. Use descriptive words to tell