Biography

=** "the story of a person's life" **=


 * **Characteristics of biographies**
 * Several forms
 * Cradle-to-grave: spans a person's entire life
 * Partial: focuses on one particular event or period in a person's life
 * Fictionalized: may be based on facts, but the authors may have to "fill in the blanks" with information that the historical record deosn't provide
 * Picture Book: Uses text and illustrations to engage and inform students about the important events in a person's life
 * Combines the characteristics of the novel and storytelling with history
 * description - to give the reader background of the historical context
 * characters - not only the person the biography is about, but also the people who they interacted with and who affected them
 * includes a theme which readers can relate to
 * Includes facts, details, and short stories from a person's life
 * Describes how the person affects other people around them


 * **Why should children read biographies?**
 * Allows children to learn about and identify with people from the past and the present
 * Gives children examples of people who they can relate to or be inspired by
 * Reading biographies helps students prepare to write biographies
 * Reading biographies provides a model for students
 * By writing their own biographies about a person, students are able to better understand and connect to the individual
 * Reading biographies helps students develop their critical thinking skills
 * When students compare and contrast the information presented in several biographies about the same person
 * Biographies provide students with another type of source
 * Students do not just have to rely on the internet or textbooks as sources
 * Helps students develop "constructive skeptism" in other words, not just accepting the information as true and accurate in the text. These skills are helpful in creating students who will be informed citizens. "Constructive skeptism" can be developed by:
 * Looking at the sources the author uses
 * Thinking about the author's point of view
 * Thinking about the information the author includes in the biography


 * **What are the necessary skills needed to read biographies?**
 * Students need to be familiar with the text structure of biographies
 * Students need to be familiar with non-story type texts
 * Students should be taught text structures like compare and contrast, sequencing, cause and effect, and problem-solution in advance
 * Critical thinking skills
 * Students need to be able to evalute sources - they must ask themselves if the author is a reliable source
 * Draw conclusions
 * Compare and contrast information from biographies about the same person


 * **Teaching tips:**
 * Provide direct instruction of the text and organizational structure of biographies
 * Use modeling, guided practice, and independent practice to enhance instruction of the text structure
 * Point out key terms which that help tell the story and add to understanding
 * Practice critical thinking skills by giving students several biographies on the same person
 * Comparing and contrasting the inform ation presented in various biographies will help students with analyzing information and learn that historical information will sometimes vary
 * Use graphic organizers which help students understand the organization of the text structure as well as make the information more clear
 * This link is to a graphic organizer for biographies from TIME for Kids: []
 * Having students write biographies can help students learn to read and understand biographies in depth


 * **How can biographies be used in the classroom?**
 * They can be used in almost any content area to give students more information about important and famous people during a unit of study
 * Social Studies: can read biographies of famous historical people (Benjamin Franklin,Rosa Parks, John F. Kennedy. etc)
 * Science: students can read the biographies of different scientists, inventors, and astronauts (Thomas Edison, Neil Armstrong, etc)
 * Math: students can read biographies about famous mathematicians or those who created the math theories (Paschal, Fibonacci, etc)
 * Language Arts/Reading: students can read about their favorite authors (Dr. Seuss, Eric Carle, Maurice Sendak, etc)
 * Biographies can be used when celebrating a certain person/holiday so that students can learn even more about the person.
 * For example: In preparation for Martin Luther King Jr.'s Birthday, students can read his biography
 * Similarly, students can read biographies about Christopher Columbus (and other explorers) in the month of October for Columbus Day
 * Biographies can be a good way to get struggling readers or students who dislike to read by having them read biographies about their favorite athlete, singer, actor, etc.
 * For example, the biography of Miley Cyrus or Michael Jordan

**//References //** Moss, B & Lapp, D. (2010). //Teaching new literacies in Grades K-3: Resources for 21st century classrooms // . New York: Guilford. Moss, B & Lapp, D. (2010). //Teaching new literacies in Grades 4-6: Resources for 21st century classrooms // . New York: Guilford.

**//Links to Graphic Organizers: //** //
 * [] - interactive online graphic organizer called Bio-Cube, which students can use as they are reading or writing a biography
 * [] - TIME for Kids graphic organizer
 * Resources: ** //
 * [] - some ideas about how to teach biographies, includes format for "bio-poems"
 * [] - Scholastic provides a whole Writer's Workshop on writing biographies, great site to use as a resource for teachers or students
 * [] - biographies for children of famous leaders
 * [] - information and biographies about all of the U.S. presidents
 * [|ttp://www.davidaadler.com/the_picture_biography_series__holiday_house__9353.htm] - examples of David A. Adler's Picture Book Biography Series
 * [] - some biographies, video clips, and other multimedia features

** Examples: **











Student Responses:

__Megan Garlette Title:__ //Famous Children: Mozart// by Ann Rachlin __Citation__: Rachlin, A. (1992). //Famous Children: Mozart.// London: Barron's Educational Series __Reading Level__: DRA: 38 Guided Reading: O __Suggested Literacy Strategy__: Predicting would be a good comprehension strategy to use in conjunction with this book. This story details the early years of Mozart’s life, however they go over little known facts about the musician. Students can make predictions about Mozart’s success on the various challenges he faces in the story. __Description__: This book focuses on the childhood of Mozart and details the amazing feats he accomplished during the first few years of his life. Starting at age five, Mozart wows his father and is soon taken all around the world to display his musical talents. Readers will become engaged in the funny tales of the young child’s amazing talents.

__Kaitlin Farrell Citation__: Venezia, M. (1988). //Getting to Know the World’s Greatest Artists: Picasso//. Chicago, IL: Children’s Press. __Reading Level__: 2-5; DRA: 38; Guided Reading: P __Suggested Literacy Strategy__: Evaluating; Since the book revolves around art and includes examples of art, students can practice making judgements about the information that is presented. __Description__: This book covers the life story of the famous painter named Pablo Picasso (1881-1973). The book covers how his life has effected his work, how Picasso’s pieces of art have changed over time, and why he is so well known. It includes many examples of Picasso’s most famous paintings. These paintings and their styles are then compared and contrasted. Cartoons drawn by the author are also included to describe scenes in Picasso’s life in a humorous way. There are no chapters and the text flows easily as if reading a story.

**Jeanna Calia** __Book__: //Duke Ellington// by Andrea Davis Pinkney __Citation:__ Pinkney, A. D. (1998). //Duke Ellington//. New York: Hyperion Books For Children. __Reading Level:__ DRA: 28 Guided Reading: L Grade Level Equiv: 5.5 __Description:__ This biography is about the jazz musician, Duke Ellington, and it depicts the life of Duke as a young boy and his rise to fame during a time of racism. The story explains how he was a big part of the "evolution" of Jazz music. The biography describes Duke’s enormous talent as a piano player and how he was a great part of Harlem's Cotten Club history. He even performed at Carnegie Hall. The illustrations in this book are also bright and rhythmic with the writing. __Suggested Literacy Strategy:__ Students can use the Drawing Conclusions comprehension strategy when reading this book because they will be able to picture themselves in Duke’s shoes. Students can picture themselves with a similar special talent like Duke’s and come up with ways as to what their future may entail.

__Book__: //Harriet Tubman: A Woman of Courage// by Renée Skelton __Citation__: Skelton, R. (2005). //Harriet Tubman: A Woman of Courage//. New York, NY: HarperCollins Publishers Inc. __Reading Level__: DRA: 38; Guided Reading: P __Description__: This biography tells the inspiring tale of Harriet Tubman, a former slave who fought for her own freedom as well as the freedom of other slaves. With a variety of interesting pictures and child-friendly text, this book pulls the reader into a time in American history where Harriet Tubman heroically helped hundreds of African Americans escape on the Underground Railroad. __Suggested Literacy Strategy__: Biographies are filled with many interesting facts and useful information that allow students to make connections between the lives of people in the past and the events of today. The strategy of summarizing, in which students are asked to recall or retell only the important information would be helpful for reading this type of text because it helps students focus on only the most significant events that occurred during a person’s life.
 * Randee Myers**

**Casey Caruso** <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">__Book__ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">: //Johnny Appleseed// by Eva Moore <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">__APA Citation__ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">: Moore, E. (1970). //Johnny Appleseed//. New York, NY: Scholastic Book, Inc. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">__Reading Level__ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">: DRA= 24, Guided Reading= K <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">__Suggested Literacy Strategies__ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">: Students can use the summarizing comprehension strategy to better understand why Johnny Appleseed is a household name today. After they are finished reading the story, they can summarize it, highlighting the main points. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">__Description__ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">: This biography tells the story of Johnny Chapman, better known as Johnny Appleseed. There are nine short, kid-friendly chapters in this book explaining how Johnny Chapman got the name Johnny "Appleseed." This book takes the reader through the life of Johnny Chapman from when he was just a little boy- up until he was an old man. Johnny Appleseed was a wonderful man and is now a household name!

__Book:__ //The Beatles// __Citation:__ Venezia, M. (1997), //The Beatles.// New York: Children's Press. __Reading Level:__ 30-34, N __Description:__ This book summarizes the lives of the memebers of The Beatles from when they are young kids. It tells how they all became interested in music and how they met each other and became a band. It talks about how the band functioned and worked together and then about why they split up. __Suggested Literacy Strategy:__ I would use the Synthesizing strategy for this book. Students could explore a bunch of different activities after readin gthis book. They can create a project showing what they've learned combining the knowledge form this book and the knowledge they received from other sources. They can compare what they read to other similar texts or they can compare the different members of the band to other members.
 * Michelle Bonnetti**

__Book__: //Dr.Seuss// __Citation__: Wheeler, Jill C. (1992). //Dr. Seuss//. Minneapolis, MN: Abdo Consulting Group, Inc. __Reading Level__: Guided Reading- NR; Grade Level- 4.5 __Description__: This book tells the life story of Dr. Seuss, born Theodor Geisel. The book is divided into sections. Each section tells something different about Dr. Seuss and the important aspects of his life. A great deal of information is given about Dr. Seuss, ranging from his childhood to his adult life and his writing and books. This book gives insight as to why Dr. Seuss wrote the way he did and his inspiration for his books. __Suggested Literacy Strategy__: Two strategies that can be applied to this text are synthesizing and summarizing. Students can practice summarizing after reading this book to help them pick out the most important information from the book and great deal of information presented. Students can also compare the information found in this text to either other biographies or to Dr. Seuss' books. Students can take what he says about his inspiration for his books and about specific books he wrote and compare that knowledge to those specific books.
 * Kayleigh Shaw**

__Book:__ //Abe Lincoln’s Hat// __Citation:__ Brenner, M. (1994). //Abe Lincoln’s Hat//. New York: Random House Children's Books. __Description:__ This book presents a biography of our important 16th president, Abraham Lincoln. It represents Abraham Lincoln in a humoristic manner and tells the story of his life as a young lawyer who kept all of his papers in his tall stovepipe hat. This short biography humanizes Abraham Lincoln and contains all true stories accompanied by lively watercolor illustrations. __Reading Level:__ DRA: 28, Guided Reading: M, Grade Level: 2-3 __Suggested Literacy Strategy:__ The readers can use the literacy strategy of drawing conclusions so they can put themselves in the author’s shoe to evaluate and determine what was the purpose or agenda of writing this book. This book would serve as the epitome to use this literacy strategy because it depicts the period of time when Abraham Lincoln was a lawyer and the readers should conclude the purpose for including that part of his life in the book since he eventually became one of the presidents of the United States.
 * Liz Kalajian**

__Book:__ Strange Mr. Satie __Citation:__ Anderson, M.T. (2003). Strange Mr. Satie. New York, NY:Viking __Description:__ Picture book biography of the a musician by the name of Erik Satie. Though he was a shy man Satire had a strong love for music. He played the drum, piano, and he composed music. He wanted to create music that was love by both young and old people and followed his own musical rules, but many did not like it. He began very successful composing ballets in Paris. The pictures in the book are really colorful and lively students will enjoy looking at them. __Reading Level:__ DRA: 28, Guided Reading: M __Suggested Literacy Strategy:__ Students can use the summarizing literacy strategy to point out the most important points of Mr. Satire's life and write brief passage summaries of the book.
 * Jasmine Martin**

__Book:__ //Joan of Arc// __Citation:__ Poole, J. (1998). //Joan of arc//. New York, NY: Alfred A. Knopf, Inc. __Reading Level:__ Ages 8-11 __Description__: This picture book follows the life of Joan of Arc from her life as a farmer's daughter to martyrdom. It discusses how God spoke to her and told her it was her duty to save the city of Orleans from being taken over by the English, and to crown the real King of France. She leaves home, dresses like a man, learns to fight, and earns the respect of others as she leads them into battle against the English. She succeeds in beating the English and in crowning the proper King, however soon the English sentence her to death by burning under the accusation of witchcraft. She is put to death, but remains a saint and hero. __Suggested Literacy Strategy__: The summarizing strategy would work best for this book, as there are a lot of facts and information given to the reader. The students should pick out the most important parts of Joan of Arc's story and summarize her life and good deeds. <span style="font-family: Chalkboard,helvetica,sans-serif; line-height: 24px;"> __**Alli Clare**__ Title: //Moses// by Carole Boston Weatherford __Citation:__ Weatherford, C. B. (2006). //Moses//. New York, New York: Hyperion Books for Children. __Description:__ //Moses// tells the story of Harriet Tubman and her journey to freedom with vivid pictures and text. It takes her story and elaborates her faith in God. With the use of font changes, the voice of God interjects and talks to Harriet. The reader follows Harriet through her first escape from the South and her arrival in Philadelphia. Due to her undying faith in God, she trusts that she can return to the South and free her family members. Harriet then makes nineteen more trips to the South using the routes of the Underground Railroad and her faith in God. __Reading Level:__ Grade: 3.5 DRA: 40 Guided Reading: Q __Suggested Literacy Strategy__: Summarizing. This book has a great beginning, middle, and end that I think would make it easy for students to be introduced to the concept.
 * Lauren Masco**

<span style="font-family: Arial,Helvetica,sans-serif; font-weight: normal;">__Book Title__ <span style="font-family: Arial,Helvetica,sans-serif;">: //<span style="font-family: Arial,Helvetica,sans-serif;">The Story of Ruby Bridges <span style="font-family: Arial,Helvetica,sans-serif; font-style: normal;">by Robert Coles // <span style="font-family: Arial,Helvetica,sans-serif; font-weight: normal;">__Citation__: Coles, R. (1995). //<span style="font-family: Arial,Helvetica,sans-serif;">The Story of Ruby Bridges // <span style="font-family: Arial,Helvetica,sans-serif; font-weight: normal;">. New York, NY: Scholastic, Inc. __Reading Level__<span style="font-family: Tahoma,Geneva,sans-serif;">: <span style="font-family: arial,helvetica,sans-serif; font-weight: normal;">DRA: 38; Guided Reading: O; Grade: 5.4 ** __Description__: This book presents a biography of Ruby Bridges, the only African American child to attend a New Orleans elementary school after desegregation was court ordered in 1960. It elicits elements of shock as the author explains how the federal marshals escorted the brave six-year-old past angry crowds of white protestors who surrounded the school. The reader then follows Bridges through her school years, which were often alone, as the parents of the white students ignorantly kept them home and away from her. Coles' use of quotes from her teacher also adds to the story's powerfulness, as it allows the reader to put the emotions of this compelling time period into perspective. Finally, the use of watercolors make the illustrations vivid and colorful, thereby contributing to its captivating quality. __Suggested Literacy Strategy__<span style="font-family: Georgia,serif; font-weight: normal;">: <span style="font-family: Tahoma,Geneva,sans-serif; font-weight: normal;">Because this <span style="font-family: Tahoma,Geneva,sans-serif;">biography is filled with a great deal of facts, some of which are more important than others, the strategy of summarizing, where students are asked to retell only the important information, would be applicable for reading this story. Applying such a strategy would force the reader to pay specific attention to only the most significant events that occurred Ruby Bridges' life, thereby enhancing its usefulness.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Gianna Seidler

Book:** Helen Keller by Margaret Davidson **Reading Level:** DRA: 28; Guided Reading: M **Suggested Literacy Strategy:** Students can use the main idea comprehension strategy while reading this book. Helen Keller overcame many obstacles in her life and it is shown in this story. Students can look at the main idea of this story and be inspired. They should realize after reading this book and looking at the main idea that they can overcome anything if they work hard at it.
 * Jen Levine
 * Citation:** Davidson, Margaret. (1969). //Helen Keller// . New York: Scholastic.
 * Description:** //Helen Keller// is a biography about a girl named Helen Keller. Helen was born deaf and blind. Unable to see, hear, or speak, Helen was unable to communicate with those around her. A woman named Anne Sullivan worked with Helen to teach her how to talk, read, and communicate with others. This book contains many stories of the hardships and struggles Helen went through and how she worked hard to overcome them.

__Book__: //A Picture Book of Anne Frank// by David A. Adler <span style="font-family: arial,helvetica,sans-serif;">__Citation__: Adler, D. (1993). //A Picture Book of Anne Frank//. New York, NY: Holiday House. <span style="font-family: arial,helvetica,sans-serif;">__Reading Level__: DRA: 28, Guided Reading: M, Grade Level: 5.2 <span style="font-family: arial,helvetica,sans-serif;">__Description__: This picture book chronicles the life of Anne Frank who was a young Jewish girl who lived in Poland during World War II. She wrote a diary describing how she lived in hiding until they were caught and sent to a camp, where she died. In the back of the book is a timeline of the important dates in Anne Frank’s life. The book also provides a lot of background information on the Holocaust. __Suggested Literacy Strategies__: There are a lot of comprehension literacy strategies that could be used with this biography, such as summarizing, synthesizing, and drawing conclusions. Since there are a lot of facts in the book, summarizing would be good strategy for students to use to pull out the most important information. In addition, if this book is read along with other similar books on the same topic, students can use synthesizing to find similarities in the content and the message. Drawing conclusions can also be taught with this book because students can put themselves in the author’s shoe to determine the author’s overall purpose for writing this biography.
 * Erin Jackson**


 * Cynthia Antunes**
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Title: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> //What Lincoln Said// by Sarah L. Thomson
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Citation: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Thomson, Sarah L. (2009). //What Lincoln Said//. New York, NY: Harper’s Collins Publishers Inc.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Reading Level: **//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">DRA: //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 38 //Guided Reading Level:// O //Grade Level Equivalent:// 3.8
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Description: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> The book uses President Abraham Lincoln’s direct quotes as an addition to the author’s text. All of Lincoln’s direct quotes are written in red so they are easily distinguished from the author’s text. Although it is a biography of his life, the book does not go into too much of his own personal background. Instead the book focuses more on his career. The book is really interesting and enjoyable because the text is concise and interesting. The illustrations also make the book interesting for students because the illustrations are large, colorful, and somewhat cartoonish.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Suggested Literacy Strategy: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The comprehension strategy that would be the best to use with this book is: summarizing, because there is a lot of information and details. Students will get practice picking out the most important parts of a book to create a summary. When teaching students about summarizing, the book can be split into sections so that students can write a summary about when he was younger, during his presidency, and his death/legacy, or the students can summarize the whole book.

__Title__: //Derek Jeter: Daring to Dream// __Citation__: Thornley, Stew. (2004). //Derek Jeter: Daring to Dream//. Enslow Publishers. __Reading Level__: 4-6 __Description__: The spring time is a great time of year for students. The life outside is coming back, days are getting warmer and longer. Students become more ancy and less focused. As a teacjher, it is a good idea to bring in new material and different ideas for them so that stay interested. One way is to use a biography of someone famous so that they can relate. This biography is about Derek Jeter who plays for the Yankees. Students will recognize his name as the baseball season begins and be interested in his story. The book tracks his life from birth to his current position in MLB. It gives facts and details about his life that show more of him than just his baseball career. __Suggested Reading Strategy__: As with most biographies, the main point or idea is to give a background and insight into someone's life. In order for the students to stay focused and comprhend the information being given, the best reading comprehension strategy is summarizing. By summarizing they can stay focused on only the most important ideas like those that affected Jeter's life or baseball career.
 * Tom Medvecky**

__Title__: //Happy Birthday, Martin Luther King// __Citation__: Marzollo, J., (1993). //Happy birthday, Martin Luther King//. New York: Scholastic Press. __Reading Level__: Grades: K-2; Guided Reading Level: L; DRA Level: 24-28 __Description__: This book discusses Martin Luther King Jr.’s life from the moment he was born to the day that he died. In the beginning, it discusses what he was like as a young boy, where he went to school, how he became a Reverend, and other qualities that he shared with his father. It also talks about how Martin Luther King helped changed the laws that discriminated against Blacks in the community. We celebrate Martin Luther King Day because he was an important person who helped millions of people gain freedom. __Literacy Strategy__: Main Idea would be a good strategy to use with this book. It gives children the chance to think about what the author wants readers to remember after reading this story. Students will be able to realize that the main idea is that Martin Luther King was an extremely important person who helped changed laws and bring freedom to America, which is why we celebrate Martin Luther King Day every year.
 * Christina Marino:**

//The Story of Ruby Bridges// By Robert Coles Illustrated by George Ford __Citation__: Coles, R. (1995). //The Story of Ruby Bridges.// New York: Scholastic. __Grade Levels__: 1-3 __Summary__: This is a story about a young girl Ruby Bridges. Ruby lived during the age of black and white segregation in the South. She was from a very poor family. Black and white children were not allowed to go to the same school, which was unfair and against the law. So a judge ordered that four girls attend designated white schools. Ruby was one of these girls. Everyday she faced angry mobs walking into school. None of the parents will let their children go to school so Ruby attends an empty school, but continues to learn and strive for equality. One day Ruby’s teacher sees her stop in the middle of the mob and it looks like she is talking. When asked about it Ruby said that she was praying for the angry people and she usually does it at the corner but today she forgot and had to pray right in the middle of the mob. __Suggested Literary Strategy__: Students could look for a common theme in this book. You could use this book during black history month and tie the theme of this book along with other things you may be going over.
 * Margaret Molloy**


 * Debra Szubrowski**
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Title: **//<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Eleanor Roosevelt: A Life of Discovery //
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Citation: **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Freedman, Russell (1994) //Eleanor Roosevelt: A Life of Discovery// New York: NY, Houghton Mifflin Company.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Reading Level: **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">DRA: 44, Guided Reading: U
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Description: **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">This book is a biography of the first lady, Eleanor Roosevelt. It talks about her upbringing and focuses on her accomplishments and how she devoted her life to helping others through teaching, advocating equal rights or working in government. She also served as a Delegate to the United Nations and as Chairman of the Human Rights Commission. This book would be good to incorporate in a social studies unit because it incorporates many big topics such as equal rights, women’s studies and humanitarianism.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Suggested Comprehension Strategy: **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Summarizing would be a good strategy to use for this book because it includes so much information about Eleanor’s life. Students will need to learn how to summarize the book and find the most important information.