How to Start Your Own Business

Guided Reading Procedure 1010L How to Start Your Own Business Written by Alvin Granowsky Key IDEA This comprehensive guide covers everything students need to know to start their own business, including selecting a business, preparing a business plan, calculating profits, expanding the business, and keeping customers satisfied. LITERACY STANDARDS ADDRESSED IN THIS PLAN RI.4.3 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.4 Craft & Structure Sessions 1, 2, 3 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. RI.4.5 MAIN FOCUS Craft & Structure Sessions 2, 3 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.4.7 MAIN FOCUS Integration of Knowledge & Ideas Sessions 2, 3 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. L.4.4b Vocabulary Acquisition & Use Additional Instruction Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). L.4.5b Vocabulary Acquisition & Use Additional Instruction Recognize and explain the meaning of common idioms, adages, and proverbs. RF.4.3a Phonics & Word Recognition Additional Instruction Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF.4.4 Fluency Session 2 Read with sufficient accuracy and fluency to support comprehension. W.4.1 Text Types & Purposes Writing Task Write opinion pieces on topics or texts, supporting a point of view with reasons and information. ISBN 978-1-62889-209-3 RI.4.10 Range of Reading & Level of Text Complexity By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4 5 text complexity band proficiently, with scaffolding as needed at the high end of the range. SL.4.1c Comprehension & Collaboration Sessions 1, 2, 3 Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. W.4.8* 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.4.10 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 4 1

Session 1 Text Selection: pp. 4 13 Learning Focus RI.4.3 Students read closely to explain ideas and concepts in a technical text by referring to specific evidence in the text. RI.4.4 Tell students they will be reading a lot of new words about business, such as products and services (p. 4). They will be able to look up the words in the glossary or a dictionary and use context clues to figure out the meanings. TEACHER TIP Pausing for discussion provides the opportunity to check students understanding of the text and allows for the reinforcement of reading strategies students need to use. Corrective Feedback Have students closely reread the title and Introduction to find the author s key idea. Encourage them to silently reread, stopping at key points to think and talk together about their understandings. SL.4.1c DISCUSSION Collaborative Key Idea: Text Selection The Introduction and first three chapters of this book explain how kids can come up with ideas for starting their own businesses. PREVIEWING THE TEXT 5 minutes Read the title and author credit with students. Then have students read the back cover. Encourage students to look at the chapter titles and flip through the charts and photos. Looking at the book cover and title, what do you think this book will be about? lemonade stands; businesses kids can start and run Who can share some ideas about the types of businesses kids can run? lemonade stands; dog walking, lawn mowing; babysitting What questions do you have as you skim through this book? How do I decide if starting a business is a good idea? What is the most important thing I need to know about starting a business? Great questions! Let s read to find out. READING THE TEXT 10 minutes Invite students read the Introduction on pages 4 5. Discuss it together. Our purpose in reading today is to learn as much as possible about how to start a business. Who would like to share a main concept, or idea, discussed in the introduction? To start a business, you need to sell a product or service. Who can explain the difference between a product and a service? A product is something you can sell, like jewelry, lemonade, or cards, and a service is something that people would pay you to do, like gardening or babysitting. What is one key to selecting which product or service you are going to sell? You need to pick something that interests you and something that you are, or could be, good at doing. Why do you think your business should be something that interests you? because you ll be more likely to work hard at starting and running it; because there s no point in doing something you don t like doing If you are satisfied that students can apply the focus, set the reading assignment for this session If you are not, prompt students to return to pages 4 5 to identify ideas and concepts from the Introduction. As we read, we ll continue to look for specific information in the text that explains how to start a business. When we focus on the ideas and concepts explained in the text, we get a clear understanding of how to do something on our own. Let s read the rest of the selection. DISCUSSING THE TEXT 10 minutes Invite students to think about Chapter 1 and explain something they learned about selecting an idea for a business. Have them pose and respond to specific questions. Encourage them to cite evidence from the text. 2 HOW TO START YOUR OWN BUSINESS

As we talk, contribute to the discussion with comments that are on topic and be sure to ask questions to clear up any confusion. Let s review the first steps you should take in selecting the type of business you d like to start. You should decide what you are good at and what you enjoy doing. Did you have a question about this idea? How can you figure this out? You can make a list of your talents and a list of your interests, like the chart on page 7. Once you write both sides of the list, you can see what things end up in both categories and know that is probably a good idea for you. That answer uses good details from the text. Does anyone have more questions about selecting an idea for a business? How does the list help me come up with a business idea? Great question. Who has an idea? You can think of jobs that match up with your list of talents and interests. For example, if you like cooking and are good coming up with new recipes, maybe you should start a business selling a new kind of snack. Focus on the word innovations on page 4. Let s look at the word innovations in the middle of page 4. How can we find out what this means? We could look it up in the glossary or a dictionary. What is the meaning? new ideas, methods, or things Based on this definition, how do you think innovations relate to an idea for a business? If you come up with an innovation, like a new product, you can start a business and sell it. Let s reread the paragraph to see if our meaning makes sense. Confirm students good use of the focus and encourage them to keep it in mind whenever they read technical or procedural 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. DISCUSSION TIP As students pose and respond to specific questions, make sure they make comments that contribute to the discussion and link to the remarks others made. RI.4.4 Word Meanings COMPREHENSION SHARE If the book you are reading tells you how to make or do something, read all the steps in the process. Think about the order of the steps. Ask yourself why one step must be completed before doing the next. CHOICE COMPREHENSION: EXPLAIN IDEAS E-RESOURCE Formative Assessment Have students use the blackline master on page 10 to explain ideas in a technical text. Review students responses as you evaluate their mastery of the learning focus. 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: What are the important parts in each step of starting a new business? Gather details from the text explaining the importance of each step in the process. Review students collected evidence as you evaluate their mastery of the learning focus. RI.4.1* COMPREHENSION Explain Ideas W.4.8*, RI.4.3 WRITING Gather Information MONDO BOOKSHOP GRADE 4 3

Session 2 Text Selection: pp. 4 13 LEARNING FOCUSES RI.4.3, RI.4.5, RI.4.7 Students return to the text to read closely in order to explain ideas and concepts in a technical text in chronological order by referring to specific evidence in the text. Simultaneously, students will interpret information presented visually in the book and explain how it relates to the text. RETURNING TO THE TEXT 5 minutes Ask students to reflect on the text read previously. Guide them to recall how they applied the learning focus to their reading. Let s review our discussion from the last session. We talked about how to come up with an idea for starting a business. You read carefully and were able to explain the steps involved in choosing a product or service to sell at a new business. READING THE TEXT 10 minutes Explain the learning focuses. Invite students to reread pages 4 13. Check in to see how well they have understood the focuses. If you are satisfied that students can apply them, set the reading assignment for this session. If not, provide corrective feedback as suggested on page 2 of this lesson plan. We re going to continue to explain the concepts and ideas presented in this text. This time, we re also going to pay special attention to the order of each step in the process of starting a new business, as well as the information presented in the illustrations and text features on each page. Together let s reread Chapter 2. Take turns identifying concepts from these pages in the order they need to happen to be able to find the perfect business opportunity. The first thing you need to do is listen to people around you to find out want they want and need. Next you should ask them questions about possible business ideas to make sure you are on the right track. You re describing events in sequential, or chronological order. Can anyone add to those steps? After the first two steps, you should try out the new business by working with someone who has a similar job before you officially decide to start your business. What other important steps should you take as you narrow down your ideas? You should think about anything that might be a dangerous part of your business and figure out how you will stay safe. Where did you find that information in the book? in the Caution box on page 11 Using the information in the text and the features on the page allowed you to explain this part of the process in chronological order. 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. 4 HOW TO START YOUR OWN BUSINESS

DISCUSSING THE TEXT 10 minutes Facilitate a discussion in which students pose and respond to questions about the text. Encourage them to cite evidence from the text as they explain the concepts in chronological order. As we discuss this text, we are going to continue to explain the steps for starting a new business in chronological order and look at how the text features on each page help us gain a deeper understanding of the content. Today one person will ask a question and another will answer. Let s begin with a question. Once I have an idea for my business, what should I do next? Who can answer this? You need to decide how much time and money you want to invest in your business. The first thing you need to do is figure out why you are starting your business. You could use the list of questions on page 12 to help you get started figuring this out. How does illustration on page 13 add to this information? The picture shows a girl dreaming about a roller coaster ride while sewing, so I think she is working to pay for a trip to a theme park. She is smiling as she sews, which shows me that if you have a specific goal in mind for your business, you probably want to work harder and the work might even be more fun. Focus on the word pitfalls on page 11. Look at the word pitfalls in the call-out box on the bottom of page 11. Think about what it means given our understanding of both this section of text and the main idea of this chapter. Who has an idea about the definition of this word? warnings; possible problems; disadvantages How did you figure this out? The words pitfalls is followed by to avoid, so it sounds like this is a warning; the text begins with It would be a mistake... How do you think pitfalls is different from caution? I think pitfalls are possible problems, and caution is a warning. You used context clues, along with what you already knew, to define this unfamiliar word. Encourage students to spot words in the text that give them trouble and to share the words with the class so students can help each other figure out the meanings. You may want to remind them to use the glossary in the back of the book along with context clues and their prior knowledge of the topic to help them define the unknown words. Confirm students good use of the focuses and encourage them to keep them in mind whenever they read technical texts. You were able to explain the concepts in this text in chronological order. You also were able to identify the information in the illustrations and charts on the pages and explain how it relates to the content of this book. How did asking and answering questions during our discussion help you better understand this information? I asked questions about things I wasn t sure of and now I understand how to start a business because my classmates explained things that were confusing for me. SL.4.1c DISCUSSION Collaborative COMPREHENSION SHARE Readers think about the most important ideas and key words as they work through a text. Words such as first, next, and finally help determine sequence. Words such as because and since denote cause and effect. However, both sequence and cause and effect are often implied, rather than stated explicitly. RI.4.4 Word Meanings ELL SUPPORT RI.4.3 Discussing the Text Ask questions at students language proficiency levels and provide the following sentence frames for student responses: The section of the text explains. The image helps explain. MONDO BOOKSHOP GRADE 4 5

E-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note the session s learning focuses. Observe each student s articulation and use of text evidence to evaluate individuals effective use of the learning focuses. RF.4.4 FLUENCY Accuracy W.4.8*, RI.4.3 WRITING Gather Information CHOICE FLUENCY FOLLOW-UP Fluency Practice Use Oral Previewing to enhance fluency and comprehension. Follow this procedure: 1) Student listens to a fluent reader read selected text aloud several times. 2) Student reads the text independently. CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 as they read. Students will collect details from the text to answer the question: What are the important parts in each step of starting a new business? Gather details from the text explaining the importance of each step in the process. Review students collected evidence as you evaluate their mastery of the learning focus. 6 HOW TO START YOUR OWN BUSINESS

Session 3 Text Selection: pp. 14 21 Key Idea: Text Selection Chapters 4 6 help students set realistic goals for their businesses and explain the costs and finances involved with running a business. RETURNING TO THE TEXT 5 minutes Explain that students have read about how to select a product or service to sell in their own business. They have explained, in chronological order, the concepts presented in both the text and visual features on each page. In our last session, we explained methods for selecting an idea for a business and discussed goals. We used information in the text, along with the charts and illustrations, to describe these concepts in chronological order. How did these focuses help us understand the text? By explaining the steps in chronological order, I was able to understand exactly what I would need to do if I wanted to start my own business. LEARNING FOCUSES RI.4.3, RI.4.5, RI.4.7 Students return to the text to read closely in order to explain ideas and concepts in a technical text in chronological order by referring to specific evidence in the text. Simultaneously, students will interpret information presented visually in the book and explain how it relates to the text. READING THE TEXT 10 minutes State the learning focuses. Invite students to read pages 14 15. Check to see how they are doing with application of the focuses. Then have students read pages 16 21, paying specific attention to the order of events in the process. As we read today, we re going to continue paying attention to the order of steps in the process of starting a new business. We ll also look for information in the charts, text boxes, and illustrations that tell us more about this topic. What is the main idea of Chapter 4? You have to make sure you have enough time to spend on your business if you want to be successful. Why? If you don t have time to keep promises you made to your customers, they won t do business with you anymore. Can you cite text evidence supporting your reason? The box at the top of page 15 helped me. Let s review the steps in this part of the process in chronological order. You need to figure out how much time you spend at school and on homework, then you need to think about activities you do after school and chores you have to do at home. After you add up all that time, you can see how much time you ll have left for your business. Now let s continue to read Chapters 5 and 6. RI.4.4 Introduce the word competitors to students and invite them to share their understanding of it. Read page 18 together. Then, discuss ways in which business owners are affected by their competitors. DISCUSSING THE TEXT 10 minutes Generate a discussion that links the three learning focuses. Remind students to use evidence from the text as they explain the concepts. Encourage them to continue to find details that support the particular points in the text. Can someone explain the concepts described in chapter 5? You need to figure out what it will cost to start and run your business. You should make a list of all the materials and supplies you will need and then find out the actual cost of each thing. Why should we figure out how much it costs to run a business? You won t make money if you don t figure out how much everything costs you and charge people the right amount to pay for your costs and have some left over for profit. SL.4.1c DISCUSSION Collaborative MONDO BOOKSHOP GRADE 4 7

Comprehension Share When you read, you often generalize information and apply it in ways other than the author many have intended. A how-to book, such as this one, often has lessons that extend far beyond the specifics addressed in the text. For example, keeping records is a crucial part of life in general. What questions do you have about this idea? How can kids get money to start their own businesses? Who can answer this? You can borrow it from your parents. You can save up from other little jobs you do until you have enough money. You could rent or borrow some of the equipment. How did you find this information? I combined the information in the Tip box with the text. You were using text features and ideas from other pages of the book to explain this process in chronological order. Support students as they continue to ask and answer questions about the concepts explained in this text. You ll finish this book on your own. Use sticky notes to remind you of the order of steps in the processes described. Then you ll work in small groups to discuss the book. W.4.8*, RI.4.3 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 to collect evidence. Then ask them to write a response on a separate sheet of paper that answers the question: What are the important parts in each step of starting a new business? Gather details from the text explaining the importance of each step in the process. Review students collected evidence as you evaluate their mastery of the learning focus. 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: Opinion Piece W.4.1 WRITING Opinion E-RESOURCE Summative Assessment Review with students the elements of an opinion. Talk about how the opening states an opinion, the use of details and facts to support the opinion, and the importance of a strong closing, which restates the opinion. Invite students to decide which type of business they think would be the best to start on their own. Students will work independently to write their opinions. You ve been reading about how to start your own business. What type of business do you think would be the best to start on your own? Work with a partner to review the text evidence you have collected about the steps needed to start a business and use it to support your idea. Then, write your opinion. Use facts and details to support your opinion. Remember to begin with a strong opening and end with a restatement of your opinion. 8 HOW TO START YOUR OWN BUSINESS

CHOICE Additional Instruction WORD STUDY Greek and Latin Roots Learning the meaning of certain Greek and Latin roots is an important part of word study. Have students determine the word meaning by recognizing common roots. Many words in English and other languages are built from Greek and Latin roots. An example from the text is telephone on page 5. What roots can we find in this word? tele, which means far and phon, which means sound Who can think of other words that contain one of these roots? television, telescope telegraph, phonics, microphone, xylophone, saxophone L.4.4b Greek and Latin Roots Idioms Help students develop vocabulary and language fluency by providing opportunities to analyze and use common English expressions that appear in the text. We can build our understanding of language by thinking about some common expressions that are found in this book. For example, on page 6, the text says grinding away at something you don t enjoy. What does the phrase grinding away mean in this context? working hard, suffering How can we check to see if this definition works? We can reread the whole sentence and substitute in our definition for this phrase. We can ask someone else if we aren t sure it works. Yes, grinding away usually refers to working hard and continuing to do something that is difficult. L.4.5b Idioms Explain that a literal meaning is the dictionary definition of each word. A nonliteral meaning is when a phrase means something different from the exact words in it. Discuss the meaning of the following expressions used in this text: Don t bite off more than you can chew (p. 14) and You can count on me (p. 31). WORD RECOGNITION Letter-Sound Correspondence, Syllabication, and Morphology Help students use letter-sound correspondence, syllabication, and morphology to accurately read unfamiliar multisyllablic words in context. Direct students attention to the word extracurricular on page 15. This may be an unfamiliar word, but we can use familiar strategies to read and understand it. First, do you recognize the prefix? extra- meaning in addition to Do you recognize a suffix? Yes, -ar. This suffix means of or relating to. Using this information and the context clues, what do you think this word means? extra activities, like sports or clubs, that we participate in after school Why should you consider your extracurricular activities when thinking about starting a business? You spend a lot of time participating in your extracurricular activities, so you might not have enough time for a business too. RF.4.3a WORD RECOGNITION Letter-Sound Correspondence, Syllabication, & Morphology MONDO BOOKSHOP GRADE 4 9

Name Date Comprehension: Explain Ideas There are many things you need to consider when starting a business. What do you think are the two most challenging steps? Identify the steps below and explain why you think they are the most challenging. Step 1: Why do you find this step challenging? Step 2: Why do you find this step challenging? Mondo Publishing Score: 10 HOW TO START YOUR OWN BUSINESS

Name Date Collecting Text Evidence What are the important parts in each step of starting a new business? Gather details from the text that explain the importance of each step in the process. Use this chart to collect evidence about each step in the process of starting a new business. Be sure to include page references as you take notes. You may need more than one copy of this chart. Step Page(s) Mondo Publishing Score: MONDO BOOKSHOP GRADE 4 11

Name Date Writing Task: Planning Your Opinion Plan an opinion piece about the best business to start. Introduce your piece by stating your opinion. Then give reasons why you feel this way. Support your opinion with evidence from the text describing the different steps you need to take to have a successful business. End by restating your opinion in a different way. Introduction (state your opinion): Reasons why this is the best business idea: Conclusion (restate your opinion): NOTE: Write your opinion piece on a separate piece of paper or a computer. Remember to read your writing when you are done and make any necessary revisions. Mondo Publishing Score: 12 HOW TO START YOUR OWN BUSINESS