Scott Foresman Reading Street

Good-Bye, 382 Shin Dang Dong
Group Time

for Fluency

Use Decodable Reader 23.

Word Study/Phonics

LESSON VOCABULARY Use p. 196b to review the meanings of airport,
curious, delicious, described, farewell, homesick, memories, and
raindrops. Students can blend all of these words. Have individuals
practice reading the words from word cards.

DECODING MULTISYLLABIC WORDS Write endless and model how
to use meaningful word parts to read it. I see that this word has a
base word and a suffix. First I cover the suffix -less and read the
base word: end. Then I uncover the suffix and blend the base word
and the suffix to read the whole word: end less, endless. The
suffix -less means "without," so endless means "without end."

Use the Multisyllabic Word Routine on p. DI•1 to help students read
these other words from Good-Bye, 382 Shin Dang Dong: monsoon,
possessions, halfway, watermelon, disappointment, radiators,
enthusiastic, and celebrated. Be sure students understand the
meanings of words such as monsoon and radiators.

Good-Bye, 382 Shin Dang Dong,
pp. 198–207

BEFORE READING Yesterday we read about how children in Korea live. Today we will read about a Korean child who leaves her life in Korea to begin a new life in the United States.

Using the Picture Walk Routine on p. DI•1, guide students through the
text asking questions such as those listed below. Then read the question
on p. 199. Together, set a purpose for reading.

p. 203 Where are these girls? (in the rain, at a market) Despite strong monsoon rains, these two girls search baskets in an open market in Korea, looking for the ripest and plumpest melon called chummy.

p. 209 Where is this girl, and what is she doing? (on an airplane looking out the window) She's looking down on her homeland, Korea.

DURING READING Follow the Guiding Comprehension routine on
pp. 198–207. Have students read along with you while tracking the print or do a choral reading of the story. Stop every two pages to ask what has happened so far. Prompt as necessary.

What was Jangmi's main problem?
What happened after Jangmi and Kisuni returned from the market?

AFTER READING What has happened so far? What do you think may happen next? Reread passages with students as needed.

Extend Vocabulary

WORD STRUCTURE Choose and read a sentence containing an
unfamiliar word, such as this sentence from p. 4 of It’s a World of
Time Zones: “The first thing you would see in the morning would
be sunrise.” What does the compound word sunrise mean? (the
time when the sun seems to come up) How did you determine the
word’s meaning? (I saw that the word was made up of sun and rise.
I put the meanings of those two words together) Discuss why using
word structure is helpful to determining the meanings of words, and
remind students to use the strategy as they read Good-Bye, 382 Shin Dang Dong.

Good-Bye, 382 Shin Dang Dong,
pp. 198–207

BEFORE READING Today you will read a story about a child who
changes cultures as she moves from Korea to the United States.
As you read, think about other people who changed cultures that you
have read about.

Have students write their descriptions in their Strategy Response
Logs (p. 198). Encourage them to compare their feelings with
Jangmi’s feelings as they read.

CRITICAL THINKING Have students read pp. 198–207 independently. Encourage them to think critically and solve problems. For example, ask:

How real does Jangmi seem to you? Is she acting as most other children would?
What else could Jangmi’s parents have done to prepare her for her move? What would you have done?

AFTER READING Have partners discuss the selection and share their Strategy Response Log entries. Have students devise a plan to prepare a child for a move from the United States to Korea. Have them share their plans with you and discuss what they learned about changing cultures.