Alexander, Who Used to Be Rich Last Sunday
Group Time
Reinforce Comprehension
SKILL SEQUENCE Have students explain what the sequence
of events in a selection means (the order in which things happen),
and have them list clue words that sometimes signal sequence
(first, next, then, last). If necessary, review the meaning and provide a
model. The sequence of events in a story is the order in which things
happen. In the story Alexander, Who Used to Be Rich Last Sunday, the
sequence starts this way: Alexander first remembers receiving a
dollar from his grandparents. Then he gets advice on how to save it.
Next he spends fifteen cents on bubble gum. That is the order that
events happen in the story. The words first, next, and then help me
identify the sequence of events.
Ask partners to take turns as they continue listing the sequence of
events in the story, beginning with Alexander spending fifteen cents
on bubble gum. As each partner lists an event in the story, have
them ask the other partner What happens next?
Alexander, Who Used to Be Rich Last Sunday, pp. 76–81BEFORE READING Have students retell what happened in the
selection so far. Ask: What does Alexander vow to do after he
has to pay his mom for guessing the hand that held the purple
marble? Reread p. 75 and model how to visualize Alexander’s facial
expressions as he vows to “positively” save the rest of his money.
As I read about Alexander vowing to save his money, I think about
how he might feel. I can visualize him looking determined and a
little frustrated. Then he hears about Eddie’s snake and perhaps
his expression changes to looking interested. Remind students to
visualize as they read the rest of Alexander, Who Used to Be Rich
Last Sunday. STRATEGY Visualize
DURING READING Follow the Guiding Comprehension routine on
pp. 76–81. Have students read along with you while tracking print
or do a choral reading. Stop every two pages to ask students what
has happened so far. Prompt as necessary. For example, ask:
- Why is Alexander fined by his father?
- What is he left with after he spends all his money?
AFTER READING Do you think it would help Alexander to have
a budget? Reread with students for comprehension as needed.
Tell them that tomorrow they will read “Tips for Saving Money,”
a newspaper article that contains advice on ways to save money.
Extend Comprehension
SKILL SEQUENCE Have students predict what might happen the
next time Alexander’s grandparents visit and give him a dollar. What
sequence of events could they list on a new time line?
STRATEGY VISUALIZE Ask students to visualize the change in
Alexander’s mood as he spends more and more of his money. Ask
questions such as:
- How does Alexander feel? Do you think he feels in control of his spending?
- Picture in your mind the expression on Alexander’s face as he
says things like “Good-bye nickel” and “I absolutely was
saving the rest of my money.” Why do you think he says things
like that?
Alexander, Who Used to Be Rich
Last Sunday, pp. 76–81
BEFORE READING Have students recall what has happened in the
selection so far. Remind them to pay attention to the sequence of
events and to visualize as they read the remainder of the story.
CRITICAL THINKING Have students read pp. 76–81 independently.
Encourage them to think critically. Direct their attention to the first
sentence on p. 78 and ask: Is the author really suggesting that
Alexander will live to 199? Have students identify the literary device
used here. (exaggeration) Have them identify the purpose of this
device. (humor) Have students discuss the genres of writing in which
humorous devices are (and are not) appropriate.
AFTER READING Have students complete the Strategy Response
Log activity (p. 80). Then have them find another story in which the
main character successfully saves money and write a conversation
between the two characters. Have the successful saver give advice to
Alexander about how to keep to a budget.
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