Good-Bye, 382 Shin Dang Dong
Group Time
Reinforce Comprehension
SKILL SEQUENCE Have students tell what sequence means (the
order in which things happen) and list clue words that can signal
order (first, then, before, after, next, when, later, finally). If necessary,
review the meaning and provide a model. Recall the book Charlotte’s
Web. First, Wilbur hears he’s going to get killed at Christmas. Then
Charlotte spins a web that says “Some pig.” Finally Wilbur wins a
medal at the state fair, and he knows he won’t get killed. The words
first, then, and finally help me see the story sequence, or the order in
which things happen.
Ask students to tell the sequence of events in the Decodable Reader story “All That Moms Do.” Write these events on the board and say: Put these story events in the order in which they happened. Use First, Next, Then, and Last.
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Jim’s mom made him lunch. (Last)
A mother bird worked hard to feed her baby bird. (Next)
Jim went to his treehouse. (First)
Jim cleaned his room. (Then) |
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BEFORE READING Have students retell what happened in the story so
far. Ask: When were Jangmi’s things packed away? Reread p. 200
and model how to monitor and fix up when you don’t understand the
order in which things happen. I know Jangmi is moving and her things
are packed away. However, I’m not sure when her things were packed
away. So I’ll reread these sentences: “When I opened my eyes, my heart
sank. My bedroom was so bare!” Now I know that Jangmi’s things were
packed before she woke up. Remind students to monitor and fix up if
necessary by rereading. STRATEGY Monitor and Fix Up
DURING READING Follow the Guiding Comprehension routine on
pp. 208–215. Have students read along with you while tracking print or do a choral reading. Stop every two pages to ask what has happened so far. Prompt as necessary.
- Where does this part of the story take place?
- What happened after Jangmi unpacked and put her things out?
AFTER READING What does Jangmi’s story tell you about changing cultures? Reread with students for comprehension as needed. Tell them that tomorrow they will read “It’s a Small World,” a song about the ways in which people of all cultures are alike.
Extend Comprehension
SKILL SEQUENCE Ask students what sequence of events refers to and why it is important to understand sequence in a story. What are some ways an author shows you the order of events? Why do you think the author began this story out of order? How does this affect your understanding of Jangmi?
STRATEGY MONITOR AND FIX UP Ask students what they do when they are reading and realize they have lost track of the order of events. Have students identify what they would reread if they realized they were unsure about events such as the following:
- What happened when Jangmi opened her eyes on the day her family was going to move?
- How did Jangmi’s father describe their new house to her?
BEFORE READING Have students recall what has happened in the story
so far. Remind them to look for sequence and to monitor and reread
if they need to as they read the remainder of the story.
CRITICAL THINKING/PROBLEM SOLVING Have students read
pp. 208–215 independently. Encourage them to think critically and solve problems. For example, ask:
- When do you think Jangmi first starts to accept her new home?
- How would you go about making a new friend in a new community?
AFTER READING Have students complete the Strategy Response Log activity (p. 214). Then have them write an advice column in response to a letter from a young boy who does not want to move with his family from the United States to Mexico.
AudioText
Good-Bye, 382 Shin Dang Dong,
Good-Bye, 382 Shin Dang Dong,