5^th Grade

Kate Shelley Bound For Legend    FIRST READING

By Robert D. Son Souci  

Before reading – 

Complete a “Guess The Covered Word” – use the text box, “Flood!” on page 264 in the student text. 

Teacher then should lead a discussion: Discuss what the questioning and monitoring strategy is.  

Comprehension Strategy focus — As you read pause to monitor how well you understand what happens in the story. Clarify any events that are confusing by rereading.  

Questioning and monitoring are further explained, “As you read, your brain monitors your comprehension. When something doesn’t make sense, you ask yourself questions, “What does that word mean? How can that happen? What are they talking about here?” The more complex the topic, the more monitoring and questioning your brain has to do. Even in familiar text, you may sometimes misread a word, and then have to go back and reread when you realize something is not right. As you read, your brain is constantly monitoring whether or not what you are reading makes sense. As long as it seems to make sense, you are not aware of this monitoring function but when something — an unknown word, a misread word, an apparent contradiction — disrupts meaning making, your brain sends up a red flag with a big question mark on it. Once you realize that something is not working, you try some fix-up strategies — rereading, continuing to read while looking for clarification, or asking someone. Sometimes, you may decide that the confusion is not worth the trouble, and you “forget about it” and read on. If your brain raises too many red flags and you have too many questions to try to resolve, you may decide you didn’t really want to read this anyway and quit reading (Guided Reading the Four Blocks Way book page 45).” 

Set purpose for reading — as you are reading today, place a sticky note in the places where you notice you have a question. 

During reading — Read with a partner. Place sticky notes where you or your partner have questions. Many teachers have students stop after each page or half page and ask a question.  

After reading — Discuss places in the book where the children had questions. List the questions and code them (these codes are from Strategies That Work written by Stephanie Harvey, page 85).  

• Questions that are answered in the text     A

• Questions that are answered with someone’s background knowledge  BK

• Questions whose answers can be inferred from the text   I

• Questions that can be answered by further discussion   D

• Questions that require further research to be answered   R

• Questions that signal confusion      C or HUH?

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  5^th Grade

Kate Shelley Bound For Legend    SECOND READING

By Robert D. Son Souci 

Objective: Students will understand the distinguishing features of a biography. 

Before reading –

Text Strategy: Reading a biography. Teacher should lead a discussion of what is a biography. Discuss the genre. Help students understand the characteristics of a biography.

• It is the true story of a real person’s life. It may tell about a whole life or one or more events from that life.

• Another person tells the story. It is written down from the third person point of view.

• The author may create dialogue and details to add interest, but the story is true to the facts.

• It includes the story elements of setting, characterization, plot and theme.

During reading –

While you are reading, think about how you know this selection is a biography. Think about where in the text supports your answers. 

After reading –

Teacher should lead a discussion. As a group identify details that show this selection is a biography. Use the text to justify your answers.  

Hints for the teacher:

The title indicates a historical tale about a woman.

The map makes the setting realistic.

There are actual quotations from Kate Shelley.

Selection is written in the third-person point of view.

It is about a real girl.

Someone else tells the story. 
 

Writing Connected to Reading 

Have the children complete a biography poem about Kate Shelley using the book to fill in the answers.

Line 1: First Name

Line 2: Four adjectives describing line 1

Line 3: son/daughter of __________

Line 4: who loves ________, __________, _________

Line 5: who feels ________, __________, _________

Line 6: who needs ________, __________, _________

Line 7: who gives ________, __________, _________

Line 8: who fears ________, __________, _________

Line 9: who would like to see ________, __________, _________

Line 10: resident of _________.

Line 11: Last name 

Another writing extension is to have the students’ write biographies.

Tips for writing a biography:

• Start with an important event or a special fact about the person

• In the main part of the biography, write about the person’s early life first. Then tell about the person’s later years.

• Write an exciting title that will get a reader’s attention.