100%(4)4 out of 4 people found this document helpful
This preview shows page 13 - 16 out of 18 pages.
Moore, N. (n.d.). American Heroes Sojourner Truth . Retrieved February 2, 2020, from Reutzel, D. R., & Cooter, R. B., Jr. (2016). Strategies for reading assessment and instruction in an era of Common Core Standards: Helping every child succeed (5th ed.). Boston, MA: Pearson. 13
Rob. (2019, March 1). Key Comprehension Strategies to Teach. Retrieved February 2, 2020, from Sönmez, Y., & Sulak, S. E. (2018). The Effect of the Thinking-Aloud Strategy on the Reading Comprehension Skills of 4th Grade Primary School Students. Universal Journal of Educational Research, 6(1), 168–172. Retrieved from -com.ezp.waldenulibrary.org/login.aspx?direct=true&db=eric&AN=EJ1165440&site=ehost-live&scope=siteSpear-Swerling L. Structured Literacy and Typical Literacy Practices: Understanding Differences to Create Instructional Opportunities. TEACHING Exceptional Children. 2019;51(3):201-211. ?direct=true&db=eric&AN=EJ1203869&site=ehost-live&scope=site. Accessed February 2, 2020. Stages of Writing Development. (n.d.). Retrieved February 2, 2020, from Stelson, C. B. (2006). The Wright brothers: first flyers. Boston, MA: Houghton Mifflin. Studies, S. (2010). Sojourner truth american heroes biographies level 4 book 5: houghton mifflin harcourt social .. Place of publication not identified: Holt Mcdougal. TypeTastic - Take Your Students into Typing Adventure! (n.d.). Retrieved February 2, 2020, from 14
Appendix AGlowing ShoesOne quiet, Tuesday morning, I woke up to a pair of bright, dazzling shoes, lying right in front of my bedroom door. The shoes were a nice shade of violet and smelled like catnip. I found that out because my cats, Tigger and Max, were rubbing on my legs, which tickled. When I started out the door, I noticed that Tigger and Max were following me to school. Other cats joined in as well. They didn’t even stop when we reached Main Street! “Don’t you guys have somewhere to be?” I quizzed the cats. “Meeeeeooooow!” the crowd of cats replied. As I walked on, I observed many more cats joining the stalking crowd. I moved more swiftly. The crowd of cats’ walk turned into a prance. I sped up. I felt like a rollercoaster zooming past the crowded line that was waiting for their turn as I darted down the sidewalkwith dashing cats on my tail. When I reached the school building . . . SLAM! WHACK! “Meeyow!” The door closed and every single cat flew and hit the door. Whew! Glad that’s over! I thought. I walked upstairs and took my seat in the classroom. “Mrs. Miller! Something smells like catnip! Could you open the windows so the smell will go away? Pleeeeaase?” Zane whined. “Oh, sure! We could all use some fresh air right now during class!” Mrs. Miller thoughtfully responded. “Nooooooo!” I screamed. When the teacher opened the windows, the cats pounced into the building. “It’s a cat attack!” Meisha screamed Everyone scrambled on top of their desks. Well, everyone except Cade, who was absolutely obsessed with cats. “Awww! Look at all the fuzzy kitties! They’re sooo cute! Mrs. Miller, can I pet them?”