By: Soyung Pak Illustrated by Susan Kathleen Hartung Read ... · though he could not read the words she wrote, he still knew how to communicate with his grandmother by reading the

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START: Read 1 Guide for Repeated Interactive Read-Alouds

Read 1: STATE STATE: Show cover illustration and identify title and author. The title of the book is Dear Juno and the author, or the person who

wrote the story, is Soyunk Pak. The illustrator, or the person who draws the picture, is Susan Kathleen Hartung.

STATE: This is Juno and his little dog, Sam. It looks like Juno is taking a letter out of an envelope. I wonder who this

letter is from and if Juno will be able to read it. Let’s read and find out.

Read 1: TEACH

TEACH: Push-in story problem that’s connected to the story purpose by using the think-aloud strategy (I wonder, I noticed, I was

thinking….). This is where you can turn back to previous pages to connect events and infer the story problem. Oh, now I know the problem. Remember back at the beginning of the story (turn page back) when…

TEACH: Push-in and connect key events that relate to the story problem.

Page # Think Aloud Page #

Previous Events/Explanation

3 (Flip Back to Front Cover) Remember on the front cover Juno was opening a letter but we weren’t sure who it was from. Now we know he received the letter from his grandmother. Let’s keep reading to find out what she wrote him in the letter…

5 I’m thinking that Juno has received a letter before from his grandma and knows she speaks and writes in a

Push-In and Connect

Key Events

Dear Juno By: Soyung Pak

Illustrated by Susan Kathleen Hartung

Push-In Story Problem

Target Vocabulary


different language. That is why he knows he needs his parents help in order to read the letter.

7 Juno decided to see if he could read the letter without help from his parents. Let’s see what happens…

9 I’m thinking that Juno can’t really read the words on the letter because they are written in a different language. See the letters here (point to letter), they are not the same letters that we use in English (point to text on page 9). The letters were in a different language so Juno could not read them. This is a problem!

10 Juno’s parents were surprised when he explained to them what his grandmother said to him in the letter. They thought that he couldn’t communicate with his grandmother because she spoke a different language! But Juno explained to his parents that he understood what she said in the letter by looking at the items she sent with it.

11 See here, Juno used the picture and flower as a clue to what his grandmother had written to him in the letter. By using these items, he was able to understand that she had a new cat and was growing red and yellow flowers in her garden.

14 Juno was right about everything his grandma said! Even though he could not read the words she wrote, he still knew how to communicate with his grandmother by reading the clues she sent.

17 Juno reaching for leaves

19 Juno grabbed a big leaf from the tree and drew pictures for his grandmother.

20 Juno knows that he can communicate with his grandmother through pictures and she will understand. I


am thinking that he is being careful and drawing exactly what he wants her to know. I noticed that he drew a picture of a plane flying over him. I wonder if he is trying to communicate to his grandma that he wants her to come visit. Remember when Juno first opened the letter. He was able to understand everything his grandmother said by the objects she tucked into the letter. I think that is why he wants to draw his letters. He wants to be able to communicate with her.

23 Grandma received Juno’s envelope in the mail. She is looking at the big leaf and Juno’s drawings to find out what Juno was trying to communicate or say. I wonder if she understands Juno’s clues…

26 Juno was so excited to receive another package from his grandmother. In this package his grandmother sent him more clues to read. He knew by looking at the colored pencils she wanted him to send another letter. He also saw the picture and knew that his grandma’s cat had kittens now and he figured out that the toy plane meant grandmother was coming for a visit! So grandmother was able to read Juno’s clues because she responded and told him she would be coming for a visit! They both realize they can communicate and understand one another by sending clues like objects and pictures.

TEACH: Push-in target vocabulary using PAT. Page # Point Act Tell

2 Juno, blinking lights, sky, planes

Soared Wondered

Disappeared- Went away, cannot be seen. Seoul- A city in Korea, which is a place on the other side of the world. Persimmons- Type of fruit

3 Letter Smudged- not clear, the ink has been rubbed and is


Edges blurry Address- place where he lives

5 Window, parents, dirty dishes Bubbles growing in the sink

7 Sam the Dog, letter Wagged his tail, opened Carefully- with gentle hands

9 Letter, words, photograph, flower Unfolded Understand- Didn’t know what it meant Photograph- a picture

14 Grandma writing Juno’s Letter Weed- when you pick plants you don’t want out of your garden

16 Pinned letter on Board, class, flower Peeking, thought

18 Swinging Tree, leaf

19 Picture of mom and dad Picture of Sam Playing Picture of himself

Finished- all done

22 Letters Father

Pulled out Patted

Proudly- feeling really good about something Mailed- to send a letter or package to someone

25 Big envelope, box of Colored Pencils, small Plane

28 Sipping Cheek

Dream- to think about something while you are sleeping

Target Tier 2 vocabulary related to story: Communicate- To be able to understand one another. Realize- To notice, understand Receive- To get something


Read 1: ASK

ASK: Why couldn’t Juno read the words in the letter he received from his Grandmother?

Possible Answers:

Juno could not read the letter because it was written in a different language.

Juno and his grandmother speak different languages. Juno speaks, writes, and reads English; his grandmother speaks, writes, and reads Korean.

Read 1: RESPOND RESPOND:

Restate what child said in a more complex sentence.

Use correct syntax.

Model rich vocabulary.

Build on children’s statements by adding more information.

Read 1: TIE

TIE: Summarize main idea: Juno and grandma communicate in different ways but they can still understand one another.

Transition to next activity and push-in how it relates to the story.



Read 2: STATE STATE: Show cover illustration and identify title and author. The title of the book is Dear Juno and the author, or the person who

wrote the story, is Soyung Pak. The illustrator, or the person who draws the picture, is Susan Kathleen Hartung.

STATE: Story Problem: (cover) This is Juno and his little dog, Sam. Remember Juno received a letter from his

Grandmother that he couldn’t read because it was written in a different language. But Juno and his grandma were able to figure out other ways to communicate.

STATE: Purpose of Read 2: I wonder how Juno feels about his grandma? Let’s read and find out.

Read 2: TEACH

TEACH: Push-in characters’ thoughts and feelings (as they connect to key events) that relate to the story problem.

Page # Think Aloud Previous Event/Explanation

2 I’m thinking that Juno must miss his grandma. He is thinking about her when he sees the planes fly over him. He knows that she would have to travel by plane to visit him because she lives in a place that is far away. I bet Juno’s grandma is very special to him.

3 Juno must be so excited to receive a letter from his grandma. I bet he doesn’t get to see or communicate with her very often

Push-In and Connect

Characters’ Feelings with

Key Events



Push-In Story Problem

Target Vocabulary


because she lives so far away. He probably feels very special when he receives a letter from her in the mail and is eager to open it quickly and find out what she said.

9 Juno sees the letter grandma wrote and thinks, “I can’t read this letter because it is written in a different language.” But he also sees that his grandma has included a picture and a flower with her letter. He realizes that his grandma is trying to communicate with him through these items as well. He is able to figure out and understand what she wrote in the letter by the items she sent in the envelope. I bet he feels so proud of himself for being able to understand his letter from his grandma.

11 He is so proud that he can understand his grandma’s letter and is excited to tell his parents about it. His parents are surprised and impressed with Juno because even though he could not read the letter he was still able to figure out what his grandma said.

15 Juno realizes at school that his grandma might like getting letters from him as well. He now knows how to communicate with her. I bet he is thinking of a way to send her a letter and tell her that he misses her.

18 Juno is eager and excited to write his grandma a letter that he can send to her. He wants her to know that he misses her.

19 Juno is probably thinking, “I know how I can communicate with grandma. I can draw her pictures!” They don’t speak the same language but she can look at his pictures and know what he is saying. He wants her to see his family, his house, and to let her know that he misses her and wants her to come visit him. He knows that she lives far away and that she will have to fly. He drew a picture of him standing under the plane. Just like in the beginning of the book. (flip to first page) He was thinking about his grandma when he saw the plane that night. He drew the same picture. I think he really misses his grandma and wants her


to visit him.

23 I bet she is feeling very happy and excited to get a letter from her grandson. She is smiling and reading his letter. I think she knows that she and Juno can communicate through pictures.

25 Juno is so excited to receive the letter that he opens it right away! He sees the toy plane and is thinking, “I know what Grandma is telling me. She is coming to visit!” I bet he feels very happy and excited that his grandma is coming to visit.

28 He really misses his grandma and can’t wait for her to visit. He misses her so much that he dreams about her and what it must be like to live in her country. He really likes communicating with his grandma.

TEACH: Push-in target vocabulary using PAT same as in START Read 1. Target Tier 2 vocabulary related to story: Communicate- To be able to understand one another. Realize- To notice, understand Receive- To get something Proud- To feel good about something, to be happy about Eager- can’t wait

Read 2: ASK ASK: How do you know that Juno misses his Grandma?

Possible Answers:

He asked her to come visit him.

He dreamed about her.

He was thinking about her as he watched the planes in the sky.


He was excited to send her a letter.

He was excited and eager to open the letters grandma sent to him.

Read 2: RESPOND RESPOND: SAME AS START READ 1

Read 2: TIE TIE:

Summarize main idea: Juno and grandma communicate if different ways but they can still understand each other.

Transition to next activity and push-in how it relates to the story.



Read 3: STATE STATE: Show cover illustration and have the children recall the title and author. Remember, the title of the book is Dear Juno and the

author, or the person who wrote the story, is Soyunk Pak. The illustrator, or the person who draws the picture, is Susan Kathleen Hartung.

STATE: Pull-out story problem. (Children state the story problem)

STATE: Purpose of Read 3 Now that you know this story so well, I would like for you to help tell what happened.

I wonder how Juno and his grandma communicate if they don’t speak the same language? Let’s read to find out.

Read 3: TEACH

TEACH: Pull-out key events and characters’ thoughts and feelings.

Read a few passages that prompt children to respond.

Ask questions such as “What is happening here?” Then, connect character’s feelings to that event, “How do you think ______felt when that happened?”

Page # Possible Descriptions of Events Possible Descriptions of Characters’ Thoughts and Feelings

2 What is Juno doing on this page? Follow up question: Who is he thinking about?

How do you think Juno feels?

Pull-Out Characters’ Feelings

Key Events



Pull-Out Story Problem

Target Vocabulary


3 What is happening here?

How did he feel when he got the letter? How did he know the letter was for him?

4 What is Juno doing here? Follow up question: Why did he need his parents?

9 What did Juno decide to do? What did he find inside the envelope?

How do you think he felt when he opened the envelope? Follow up question: Can he communicate with his grandma, why?

11 What is happening here? Follow up question: How does Juno know what grandma said in the letter if he can’t read what his grandma had written?

How do you think he feels when he is able to tell his parents what he thinks the letter is about? How did his grandma make is easier to communicate in this letter?

15 What’s happening here?

17 What is Juno doing on this page? Follow up question: Why do you think Juno wants the leaf?

How do you think he is feeling right now?

19 What happens next? Follow up question: Why do you think Juno is drawing the pictures and not writing words?

Do you think grandma will be able to read Juno’s letters, why? How are they still able to communicate even though they speak different languages?

22-23 What is grandma doing on this page? How do you think she feels?

25 What happens here? Follow up Questions: What did he find in the envelope? What was grandma communicating with each item (colored pencils, picture of the kittens, toy plane)?

How do you think Juno feels about getting the letter and knowing that his grandma will visit soon?

28 What is happening on this page? What is Juno dreaming/thinking about?


TEACH: Pull-out target vocabulary.

Provide opportunities for children to use target vocabulary. Communicate Realize Receive Proud Eager

Read 3: ASK ASK: How did Juno and his grandma communicate even though they couldn’t understand each other’s language?

How did they stay in touch? Possible Answers:

They send objects and pictures to represent what they wanted to tell one another.

Read 3: RESPOND RESPOND:

Restate what child said in a more complex sentence.

Use correct syntax.

Model rich vocabulary.

Build on child’s statements by adding more information.

Read 3: TIE TIE:

Summarize main idea: Juno and grandma communicate in different ways but they can still understand each other.

Transition to next activity and pull-out how it relates to the story.

Documents

By: Soyung Pak Illustrated by Susan Kathleen Hartung Read ... · though he could not read the words she wrote, he still knew how to communicate with his grandmother by reading the