Smart Spending Choices

Grade Level

1st Grade

Duration

30 minutes

Unit

Making Smart Money Choices (Lesson 5 of 5)

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Common Core State Standards Alignment

CCSS.ELA-LITERACY.RI.1.1

• Ask and answer questions about key details in a text.

CCSS.ELA-LITERACY.RI.1.2

• Identify the main topic and retell key details of a text.

CCSS.ELA-LITERACY.SL.1.2

• Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

CCSS.ELA-LITERACY.RF.1.4.B

• Read grade-level text with purpose and understanding.

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Learning Objectives ("I can" statements)

• I can explain how to make choices about spending money.
• I can identify examples of earning, spending, saving, and donating from a video and a song.
• I can fill out a chart with at least three examples from the video and song lyrics.

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Success Criteria

• Students will fill in a chart with at least three examples of earning, spending, saving, or donating from the provided video and lyrics.
• Students will demonstrate understanding by answering questions during discussion.

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Materials

• Video on earning, spending, saving, and donating money (3-4 minutes, age-appropriate)
• Printed lyrics of a song about money (two versions: original and simplified dyslexia-friendly version)
• Chart handout with four columns: Earning, Spending, Saving, Donating
• Whiteboard and markers
• Pencils and crayons
• Reflection worksheet (for extension learners)

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Lesson Procedure

1. Warm-up & Introduction (5 minutes)

• Greet students warmly and say: "Today we are going to learn how to make smart choices when we spend money!"
• Review prior knowledge by briefly asking: "What do you know about money? How do people get money? What can they do with it?"
• Introduce the learning objective: "I can explain how to make choices about spending money." Write this on the board in kid-friendly language.
• Show the success criteria so students know what to aim for.

2. Video Presentation & Discussion (8 minutes)

• Play the short video on earning, spending, saving, and donating money. Pause at key moments to clarify or ask questions like:
  • "What did you see someone do to earn money?"
  • "What is one thing that they decided to spend money on?"
  • "Can someone remind us why saving money is important?"
  • "What does donating mean?"
• Encourage all students to participate by raising hands or sharing answers aloud.

3. Close Reading of Lyrics with Guided Support (10 minutes)

• Distribute the song lyrics handout: some students get the original, others the dyslexia-friendly simplified version.
• Read the song aloud as a class the first time, then reread inviting volunteers to help read.
• Use a guided reading approach by working with small groups or individually for students needing extra support. Focus on understanding key phrases related to earning, spending, saving, and donating.
• As a class, discuss how each line relates to money choices.

4. Complete the Chart Activity (5 minutes)

• Provide each student with the chart handout.
• As a whole class, list examples from the video and song lyrics in each column. For example:
  • Earning: Doing chores
  • Spending: Buying a toy
  • Saving: Putting money in a piggy bank
  • Donating: Giving to a charity or friend
• Students then complete their own charts by writing or drawing at least three examples they remember.

5. Extension & Reflection (Optional, for Advanced Learners, if time) (2 minutes)

• Invite advanced learners to write or dictate a short reflection about a smart spending choice they can make at home or school.
• Prompt: "What is one thing you want to save money for? Why?"

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Differentiation Strategies

• Guided Reading: Small group or one-on-one support during lyric reading to scaffold comprehension.
• Dyslexia-Friendly Text: Simplified and clearly spaced lyrics to improve readability and reduce cognitive load.
• Visual Supports: Use pictures or icons next to chart headings for Earning, Spending, Saving, Donating, to aid understanding.
• Oral Responses: Allow students to verbally complete parts of the chart if writing is a challenge.

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Assessment

• Informal assessment during discussion to check for understanding of earning, spending, saving, and donating.
• Review completed charts to confirm at least three correct and relevant examples.
• Observe participation during guided reading and ability to connect lyrics to money choices.
• Optional: Review reflection writing for advanced comprehension and application.

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Teacher Reflection (Post-Lesson)

• Did students meet the success criteria by identifying three or more examples from the video and song?
• Which students required additional support and how effective was the guided reading?
• How did the dyslexia-friendly lyrics impact engagement and comprehension?
• What adjustments can be made for future lessons on money management concepts?

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This highly interactive and multimodal approach ensures 1st graders not only grasp foundational money skills but also engage in literacy practice aligned to Common Core standards, while supporting diverse learning needs.