Grade: 1st

Duration: 30 minutes

Unit: Making Smart Money Choices (Lesson 1 of 5)

---

Learning Objectives (Aligned with Common Core State Standards)

• Social Studies:
  CCSS.ELA-LITERACY.SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
  CCSS.ELA-LITERACY.SL.1.6 - Produce complete sentences when appropriate to task and situation.

• Language Arts (supporting social studies dialogue & writing):
  CCSS.ELA-LITERACY.L.1.1.C - Use frequently occurring conjunctions to connect ideas (e.g., and, but, or).
  CCSS.ELA-LITERACY.W.1.2 - Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

---

"I Can" Statement

• I can explain how people get things.

---

Success Criteria

• I can tell at least two ways that people get things.
• I can use sentence starters to help me share my ideas.
• If I am ready, I can write a few sentences about how I would get something I want.

---

Materials Needed

• Large chart paper or whiteboard
• Markers
• Visual aids: pictures representing different ways people get things (e.g., buying at a store, borrowing from a friend, receiving as a gift, growing food)
• Sentence starter posters printed in large, clear font (dyslexia-friendly font like OpenDyslexic or Arial Rounded)
• Handouts with sentence starters in large print for each student (for ELL and dyslexic support)
• Paper and crayons or pencils for extension activity

---

Lesson Procedure

1. Introduction & Engagement (5 minutes)

• Begin with a friendly greeting and a simple question spoken clearly:
  "How do you get things that you want or need?"
• Show visual aids (pictures or real objects) to spark curiosity.
• Explain today’s goal: to talk and think about how people get things.

2. Think-Pair-Share Activity (15 minutes)

• Think (3 minutes): Give students 1 minute to quietly think about the question. Encourage them to use visual images and sentence starters on their handouts, e.g.:
  • "I get things by..."
  • "People can get things when they..."
• Pair (5 minutes): Students turn to a partner and share their answers using the sentence starters. Teachers circulate and support ELL/dyslexic students by gently prompting and modeling sentence use.
• Share (7 minutes): Bring the class together. Record student ideas on chart paper under the question, “How do we get stuff?” Use large letters and symbols beside each response. Examples of common responses might include: "buying," "borrowing," "receiving gifts," "making or growing," "trading."

3. Guided Discussion & Charting (5 minutes)

• Highlight two or more key ways people get things based on student responses.
• Encourage students to say sentences aloud using sentence starters.
• Reinforce that there are many ways people get what they need or want.

4. Extension (optional for advanced learners, 5 minutes)

• Invite advanced learners to draw or write a short paragraph about how they would get something they want (e.g., "I would save my allowance to buy a toy.").
• Provide sentence starters and example templates for support.

5. Wrap-Up and Assessment (final 2 minutes)

• Review the lesson goal and ask a few students to share one way people get things to check understanding.
• Use thumbs up/down to informally assess if they can articulate at least two ways to get things.

---

Differentiation Strategies

• For ELL students: Provide sentence starters printed with visuals; speak slowly and clearly; use gestures and realia to demonstrate concepts; pair ELL students with fluent English speakers during sharing.
• For students with dyslexia: Use large print materials, dyslexia-friendly fonts, and visual aids; provide oral sentence starters when needed; allow extra time for writing; offer writing with crayons if preferred.
• For advanced learners: Encourage descriptive writing extension and sharing their unique thoughts in full sentences.

---

Dyslexia-Friendly Options

• All sentence starters and written materials will be provided in large, clear print using dyslexia-friendly fonts.
• Use visuals and color coding on charts to help comprehension.
• Read aloud all instructions and model responses clearly.

---

Teacher Reflection Questions (to improve future lessons)

• Did students feel comfortable sharing their ideas with partners?
• Were sentence starters effective supports for ELL and dyslexic students?
• How well did the chart help students organize ideas?
• Which students were ready for the writing extension, and how can I further support those who weren’t?

---

End of Plan