Scott Foresman Reading Street

Suki's Kimono
Group Time

for Fluency

Use Decodable Reader 21.

Word Study/Phonics

LESSON VOCABULARY Use p. 148b to review the meanings of
cotton, festival, graceful, handkerchief, paces, pale, rhythm, and
snug. First have students blend the decodable words cotton,
festival, graceful, paces, pale, and snug. Then say and spell
the nondecodable words handkerchief and rhythm. Have
individuals practice with word cards.

DECODING MULTISYLLABIC WORDS Write crunchy and model
how to use meaningful parts to read it. I see the base word crunch
and the suffix -y. First I cover the suffix and read the base word:
crunch. Then I uncover the suffix and blend the base word and the
suffix to read the whole word: crunch y, crunchy. The suffix -y means
"having a certain quality," so crunchy means "having crunch."

Use the Multisyllabic Word Routine on p. DI•1 to help students
read these other words from Suki's Kimono: especially,
souvenir, decorated, overalls, assembly, snickered, concentrated,
introduce, and straightening. Be sure students understand the
meanings of words such as souvenir and assembly.

Suki's Kimono, pp. 150–157

BEFORE READING Yesterday we read about Azami's and Taro's favorite Japanese traditions. Today we'll read about a Japanese-American girl who wears traditional Japanese clothing to school.

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. 151. Together, set a purpose for reading.

p. 152 What can you tell about the girls from what they are wearing?

p. 156 What are the children doing behind the girl's back? Does she seem to care what the others think of her?

DURING READING Follow the Guiding Comprehension routine on
pp. 152–157. Have students read along with you while tracking print or do a choral reading of the story. Stop every two pages to ask what has happened so far. Prompt as necessary.

When does this story take place?
Why do some of the children stare and point at Suki?

AFTER READING What has happened in the story so far? What do you think will happen next? Reread passages as needed.

Extend Vocabulary

CONTEXT CLUES Choose and read a sentence or passage
containing a difficult word, such as this passage from p. 9 of The
Japanese Language: “The Chinese language had a great impact on
Japanese. This is similar to the way that the Latin language changed
English.” What does the word impact mean? (When one thing has an
impact on something else, it changes it.) How did you figure out the
word’s meaning? (I used the context clue changed because the book
implies that “had an impact” and “changed” are similar.) Impact and
change are synonyms because they have similar meanings. Looking
for synonyms as context clues can help you figure out the meaning
of unknown words. Remind students to use the strategy as they read
Suki’s Kimono.

Suki’s Kimono, pp. 150–157

BEFORE READING Today you will read about a girl who wears something different to school just as Minna did in “The Rag Coat.” As you read, think about other characters you have read about who weren’t afraid to be different.

Have students write in their Strategy Response Logs (p. 150) to
predict what will happen when Suki wears her kimono to school.

CRITICAL THINKING Have students read pp. 150–157 independently. Encourage them to think critically. For example, ask:

Would you like to have a friend like Penny? Why?
What influences what Suki wears? What influences what her sisters wear?

AFTER READING Have students meet with you to discuss the story and share their Strategy Response Log entries. Then provide the following prompt: Was your prediction accurate? Revise your old prediction or make a new prediction about the rest of the selection for your Strategy Response Log. Then have students list things that influence what they wear. Ask students to write about how they are more like Suki or more like Suki’s sisters when it comes to wearing clothes that are different from others. Encourage them to include an example of an experience that shows this likeness.