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DURING READING
Reader Response
Open for Discussion Personal Response
Think Aloud MODEL I didn't want to wear something new and cool. I wanted to wear my kimono, and I'm glad I did. Everyone made fun of me because I looked different. But after I danced, they clapped.
Comprehension Check Critical Response
  1. Responses will vary but should include that the author shares Suki's thoughts and focuses on Suki's qualities. Author's Purpose
  2. Penny dresses in overalls while Suki dresses in a kimono.
    Target Skill Compare and Contrast
  3. Possible response: I predicted that the class would learn something important. The story title and students' reaction helped me make this correct prediction. Target Skill Predict
  4. Descriptions will vary, but should show an understanding of the words on the Words to Know list and from the story. 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 Suki's Kimono.
Retelling: SUCCESS PREDICTOR
SUCCESS PREDICTOR
Monitor Progress
then… use the Retelling Cards and the Scoring Rubric for Retelling on p. 165 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.
Write Now
Look at the Prompt Have students identify and discuss key words and phrases in the prompt. (why it is important to be yourself, editorial, this issue)
Strategies to Develop Focus/Ideas
Have Students
  • write a brief journal entry about a time when it was hard to be an individual.
  • discuss examples of "being yourself" with a partner.
  • discuss ways to state an opinion strongly.
NO: It seems like maybe . . .
YES: Everyone should always . . .
 For additional suggestions and rubric,
 see pp. 169g–169h.
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 Pretend that you are Suki. Suki,
why didn’t you wear something new and cool to school?
Tell about your first day at school.
1.
If you read carefully, you get to know Suki. How does
the author help you do that? Think Like an Author
At school, Suki meets her friend Penny. How are Penny’s
clothes different from Suki’s? Compare and Contrast
What prediction did you make when Suki began telling
the class about her kimono? What helped you make your
prediction? Was it correct? Predict
The words paces and rhythm and graceful might be used
in a description of Suki’s dance for her class. Write that
description for a class newspaper using those and other
words from the Words to Know list and from the story. Vocabulary
4.
2.
3.
Look Back and Write What two foods did Suki and her
obchan eat at the street festival? Look back at page 153.
Then write and draw what they were.
Meet author Chieri Uegaki on page 410.
TEST PRACTICE
Write Now: Editorial
Prompt
Suki's Kimono tells about a girl who dresses the way she wants instead of like everyone else.
Think about why it is important to be yourself.
Now write an editorial about this issue.
Writing Trait
Focus on a main idea.
Support it with strong,
vivid details and
examples.
Student Model
Student Model
Use the model to help you write your own editorial.
Writer urges
readers to
take a specific action in the
final sentence.
In the first
sentence,
the editorial
focuses on the main idea. All
the details in
the other sentences
support the
main idea.
 
   
Close  
Scoring Rubric
Look Back and Write
Top-Score Response A top-score response will use the information from p. 153 of the selection to write and draw the two foods that Suki and her obchan ate at the street festival.
Example of a Top-Score Response Suki and her obchan went to the street festival. They ate bowls of cold, slippery noodles. The noodle dish was called somen. They also shared a cone made of crunchy shaved ice. The ice was topped with a sweet sauce made from red beans.
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 Suki's Kimono, use Selection Tests, pp. 81–84.
Fresh Reads for Differentiated Test Practice For weekly leveled practice, use pp. 121–126.
Retelling Plan
  • This week assess Strategic Intervention
    students.
  • Week 2 Assess Advanced students.
  • Week 3 Assess Strategic Intervention students.
  • Week 4 Assess On-Level students.
  • Week 5 Assess any students you have not yet
    checked during this unit.
Use the Retelling Chart on
p. TR16 to record retelling.