Guiding Comprehension

Repetition • Inferential

Alexander repeats a phrase on
pp. 73–75. What is this phrase? How does its repetition affect your reading of the story?

Students should identify the following phrase: "Good-bye [number of cents]." Possible effect: The repeated phrase is used because it is funny that Alexander is talking to money.
It also reminds us that Alexander keeps spending his money.

Character • Critical

Reread the first paragraph on
p. 75. What does this paragraph tell you about Alexander's character?

Responses will vary. Some characterizations of Alexander may suggest that he has a hard time sticking to a plan. Also, he doesn't think about his choices very carefully.

Visualize • Critical

Look at the pictures on
pp. 74–75. How do these pictures help you visualize the story? Why do you think some readers prefer stories that do not include pictures?

Have students describe how pictures help them to visualize the characters and setting. Students may suggest that some readers prefer stories without pictures because it lets the readers come up with their own pictures.

STRATEGY SELF-CHECK

Visualize

Remind students that active readers make pictures in their minds as they read a story. Explain to students that during reading they should try to picture in their minds what the characters look like, what they do, what is happening to them, and the setting of the story. Ask students to describe how they visualize selected characters and events on pp. 74–75. (Possible response: When Alexander tries to hold his breath till 300, I imagine his face gets redder and redder.)

Tell students to use visualization to help them keep track of the sequence of events. Have them identify major images of events and characters. Then have students discuss how these images help them.

SELF-CHECK

Students can ask these questions to assess their ability to use the skill and strategy.

Did I visualize the characters and events of the selection?
Did my efforts at visualization help me keep track of the sequence of events?

then… revisit the skill lesson on pp. 64–65. Reteach as necessary.

If… students have difficulty listing events in order or visualizing,

Sequence

Visualize Provide the following prompt: Visualize—or picture—the major events of the story so far to help you fill in your time line graphic organizers. You may wish to draw a picture to show each event.

If you want to teach this selection in two sessions, stop here.

"Alexander, Who Used to Be Rich Last Sunday"
by Judith Viorst

Student Edition
Unit 1, pp. 68–81

Realistic fiction is a made-up story that could really happen. Do you know anyone like Alexander?

I'm Alexander and for some reason, I just can't hold on to money. The only things in my pockets are a few bus tokens. My brothers, Anthony and Nick, are the opposite. They always seem to have more money than they need. It is totally unfair that they can hold on to their money as my money disappears without a trace.

On Sunday, Grandma and Grandpa came to visit. They gave each of us a dollar. Well, I was rich, not rich enough to pay for college, of course. But I did have one whole dollar, and I had a plan. I planned on saving it because I wanted to buy a walkie-talkie.

As you know, plans do not always work out. Dad and I went downtown and I bought some bubble gum. That cost me fifteen cents, or three nickels. The clerk gave me three quarters and a dime in change.

Later I bet my brothers that I could do some amazing tricks like jumping from the top of the stairs without falling. Wrong! I even bet my Mom that she couldn't guess which hand held a marble. She guessed right, and now I was out another fifteen cents. I was down to 70 cents. That's just seven dimes.

Well, my brothers thought this was a good time to tease me. I had a few choice words to say to them, but I should not have said them. Dad fined me for those words, and I was out another ten cents. That was just my first fine of the day.

All day long, money slipped through my fingers. It cost me more than ten cents to borrow a snake from my friend Eddie. Then I went to a garage sale. Who could resist a one-eyed stuffed animal or a deck of cards with only two cards missing?

That's when I knew I had to put the rest of that dollar away or I would have nothing left to save. Oops! It was too late. My dollar had vanished. I looked everywhere for more money but found none. I guess it is just how my life is supposed to be. I will be spending it with nothing but bus tokens in my pockets though once I was rich.

From Alexander, Who Use to Be Rich Last Sunday. Text copyright © 1978 by Judith Viorst. Reprinted with permission of Atheneum Books for Young Readers, Simon & Schuster Children's Publishing Division. All rights reserved.



	Close
	Extend Language Direct students' attention to the words absolutely and positively on p. 75. Help students to understand how these words make the verb phrase was saving stronger. Explore with students other words (certainly, surely, really, and so on) that are commonly used in this way. PRACTICE LESSON VOCABULARY Students orally respond yes or no to each question and provide a reason for each answer. Are quarters types of coins? (Yes, they are coins that are worth 25 cents.) Are dimes and nickels types of paper money? (No, they are types of coins.) Can a rich person afford to buy many things? (Yes, rich people have a lot of money.) BUILD CONCEPT VOCABULARY Review previous concept words with students. Ask if students have met any words today in their reading or elsewhere that they would like to add to the Concept Web.

"Alexander, Who Used to Be Rich Last Sunday" by Judith Viorst

"Alexander, Who Used to Be Rich Last Sunday"
by Judith Viorst