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DURING READING
Reader Response
Open for Discussion Personal Response
Think Aloud MODEL Alexander always seems to lose money or to buy things he doesn't need. I would tell him to think more carefully about how he spends his money. I might also tell him to stop making excuses for the unwise decisions he makes.
Comprehension Check Critical Response
  1. Although responses will vary, some students may project an upset or exaggerated tone as they read the story. Author's Purpose
  2. Students' time lines should reflect the sequence of events.
    Target Skill Sequence
  3. Possible response: I visualize Alexander standing on his hands; this visualization helps me keep track of the sequence of events.
    Target Skill Visualize
  4. Possible words: dollars, pennies, pay, buy, save, sell, rent, cents, sale
    Target Skill Vocabulary
TEST PRACTICE Look Back and Write For test practice, assign a 10–15 minute time limit. For assessment, see the Scoring Rubric at the right.
Retell
Have students retell Alexander, Who Used to Be Rich Last Sunday.
SUCCESS PREDICTOR
Monitor Progress
then… use the Retelling Cards and Scoring Rubric for Retelling on p. 83 to assist fluent retelling.
If… students have difficulty retelling the selection,
Check Retelling Rubric
ELL
Check Retelling Have students use illustrations and other text features to guide their retellings. Let students listen to other retellings before attempting their own. See the ELL and Transition Handbook.
Retelling: SUCCESS PREDICTOR
Write Now
Look at the Prompt Have students identify and discuss key words and phrases in the prompt. (time when you used numbers and math; math story)
Strategies to Develop Sentences
Have students
  • circle the beginning word in each sentence and change words that are used too often.
  • make sure every sentence has a subject and a verb.
  • join short, related sentences with connecting words.
NO: I needed $5. My sister gave me
$3. My brother gave me $2.
YES: I needed $5. My sister gave me
  $3, and my brother gave me $2.
For additional suggestions and rubric, see pp. 85g–85h.
Hints for Better Writing
  • Carefully read the prompt.
  • Use a graphic organizer to plan your writing.
  • Support your ideas with information and details.
  • Use words that help readers understand.
  • Proofread and edit your work.
Reader Response
Open for Discussion Alexander most certainly could use some advice. What advice would you give him?
1.
Alexander tells this story in his own words. Read part or all of the story out loud. Read it the way you think Alexander would say it. Think Like an Author
How did Alexander use his dollar? Create a time line of his spending showing the order in which he used up his dollar. Sequence
What picture did you have in your mind when Alexander's
nickel dropped through a crack? How did visualizing that help
you understand what you were reading? Visualize
The words rich, nickels, dimes, and quarters are all related to money. What other words from the story could you add to that list? Vocabulary
4.
2.
3.
Look Back and Write Did Alexander really spend all of his money? Look back at the selection and add up all he spent. Use information from the selection to write an answer and explanation.
Meet author Judith Viorst on page 411.
TEST PRACTICE
Write Now: Math Story
In Alexander, Who Used to Be Rich Last
Sunday, a boy subtracts amounts from
a dollar.
Think about a time when you used math.
Now write a math story using that event.
Prompt
Writing Trait
Using a variety of
sentences makes
writing sound
smoother.
Short and
long sentences
help the
paragraph flow.
Different kinds
of sentences
add style to
the paragraph.
Writer sets
up problem.
Student Model
Use the model to help you write your own math story.
 
   
Close  
Scoring Rubric
Look Back and Write
Top-Score Response A top-score response will use information from the selection to add up the money Alexander spent and explain how he spent it.
Example of a Top-Score Response Alexander did not spend his whole dollar, but it was gone. He spent fifteen cents on gum and eleven cents on candy. He spent twelve cents to rent a snake and twenty cents at a garage sale. His brother tricked him out of four cents and he lost eight cents. Alexander paid some bets. He also had to pay fines for kicking and using bad words.
For additional rubrics, see p. WA10.
Scoring Rubric    Narrative Retelling
Rubric 4 3 2 1
Connections
Makes connections and generalizes beyond the text
Makes connections to other events, stories, or experiences
Makes a limited connection to another event, story, or experience
Makes no connection to another event, story, or experience
Author's
Purpose
Elaborates on author's purpose
Tells author's purpose with some clarity
Makes some connection to author's purpose
Makes no connection to author's purpose
Characters
Describes the main character(s) and any character development
Identifies the main character(s) and gives some information about them
Inaccurately identifies some characters or gives little information about them
Inaccurately
identifies the characters or gives no information about them
Setting
Describes the time and location
Identifies the time and location
Omits details of time or location
Is unable to identify time or location
Plot
Describes the problem, goal, events, and ending using rich detail
Tells the problem, goal, events, and ending with some errors that do not affect meaning
Tells parts of the problem, goal, events, and ending with gaps that affect meaning
Retelling has no sense of story
Selection Test To assess with Alexander, Who used to Be Rich Last Sunday, use Selection Tests, pp. 9–12.
Fresh Reads for Differentiated Test Practice For weekly leveled practice, use pp. 13–18.
Use the Retelling Chart on
p. TR16 to record retelling.
Retelling Plan
  • Week 1 Assess Strategic Intervention students.
  • Week 2 Assess Advanced students.
  • This week assess Strategic Intervention
    students.
  • Week 4 Assess On-Level students.
  • Week 5 Assess any students you have not
    yet checked during this unit.