a
Go to page
DURING READING
Reader Response
Open for Discussion Personal Response
Think Aloud MODEL If I moved to another land, I would miss familiar faces and the places I'm used to. I would feel as if my heart were in America.
Comprehension Check Critical Response
1. Possible response: The authors wanted to teach us a little bit about South Korean culture.
Author's Purpose
2. Time lines should include: movers arriving, Jangmi putting away her possessions, neighbors bringing food, a girl bringing melon balls, neighbors leaving, Jangmi writing a letter. Target SkillSequence
3. Responses will vary.
Target Skill Monitor and Fix Up
4. Messages 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 Good-Bye, 382 Shin Dang Dong.
SUCCESS PREDICTOR
Monitor Progress
then… use the Retelling Cards and the Scoring Rubric on p. 217 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.
Write Now
Look at the Prompt Have students identify and discuss key words and phrases in the prompt. (market, store, or shop that sells interesting items; ad; vivid words)
Strategies to Develop Word Choice
Have students
  • create a concept map with names and brief descriptions of products in the store.
  • find ads in magazines and discuss them with a partner.
  • use vivid words to tell what they see, hear, smell, taste, or touch.
NO:   tasty fruits
YES: juicy, red cherries
For additional suggestions and rubric, see pp. 219g–219h.
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.
Retelling: SUCCESS PREDICTOR
Reader Response
Open for Discussion If you moved to another land, what
would you miss? What would you take with you? How
would your move be like Jangmi’s move?
1.
Why do you think the authors wrote this story? Look at Meet the Authors on page 418 for ideas. Think Like an Author
Make a time line showing the sequence of events during
Jangmi’s first day in her new home. Sequence
Was anything in this story confusing at first? How did
you figure out the parts that were unclear? Did reading
on help you? Monitor and Fix Up
Write an e-mail message that Jangmi might send Kisuni.
In it, tell some things Americans have instead of chummy,
ondal floors, and rice paper doors. Use words from the
Words to Know list and from the story. Vocabulary
4.
2.
3.
Look Back and Write In what did Jangmi pack her things
to take to America? How did she feel about that? Look back
at page 200. Use details from the story in your answer.
Meet authors Frances and Ginger Park on page 409.
TEST PRACTICE
Write Now: Ad
In Good-Bye, 382 Shin Dang Dong, the narrat or describes the market in Korea where she buys melons.
Think about a market, store, or shop that sells interesting items.
Now write an ad for this place, using vivid words.
Prompt
Writing Trait
Vivid word choice makes a store or a product appeal to a reader. Use words that appeal to the senses.
Student Model
Vivid word choice appeals to readers' senses.
Inviting image
in first sentence grabs readers' attention.
Ad makes direct appeal in last sentence.
Use the model to help you write your own ad.
Student Model
 
   
Close  
Scoring Rubric
Look Back and Write
Top-Score Response will use information from the selection to tell what Jangmi packed her things in to take to America and her feelings about it.
Example of a Top-Score Response Jangmi packed all her things in a big brown box marked "Lovely Things." She was sad because her family was moving and she had to leave her home in Korea. She had happy memories there. She would miss the sound of raindrops and the taste of chummy melons. She would miss her friends.
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 Good-Bye, 382 Shin Dang Dong, use Selection Tests, pp. 89–92.
Fresh Reads for Differentiated Test Practice For weekly leveled practice, use pp. 133–138.
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.
Use the Retelling Chart on
p. TR16 to record retelling.