After reading he first few pages of the book, model how to stop and check for understanding by asking yourself, “Do I understand everything I just read? What has happened so far in the story?” Make sure to point out the “who” and the “what” of the story. Model both correctly and incorrectly. This incorrect way will lead into another strategy: Back up and reread.

Begin by modeling a misunderstanding in the story, or an inability as the reader to recall events or characters. Show students how to back up and reread. Explain how when what was read is unclear, it is often helpful to back up and reread. For example, read from the beginning and stop at page 7. Ask yourself, “Why does Ruby always go home at lunchtime?” Model how to go back a few pages and begin to read again. After reading up to page 7 again, point out that there is a pattern in the story. Every time Ruby goes home at lunch, she comes back with something that is similar to Angela. Reiterate the “who” and the “what” in the story. Once it’s clear why Ruby is going home, continue modeling this strategy throughout the text.

This is a great strategy for this book because many times (especially in early elementary) students copy one another. Using their prior knowledge will help them to better connect and understand the story. Students can also share a lot of these questions with their elbow buddies.

• Have students think about a time when someone copied them. Ask them how they felt to be copied. If you felt that way, how do you think Angela feels?
• Angela is upset with Ruby because she’s copying her. What have you done to solve a conflict with a friend?
• Have things ever happened just by coincidence for you?

This text has many different types of punctuation which can effect how a student reads. For example, point out how on page 18, the text is all in capital letters:

• “YOU COPIED ME! I’M TELLING MISS HART! P.S. I HATE YOUR HAIR THAT WAY.” Read this part in different ways and model how it affects the meaning of the story. 

Another way to discuss different parts of the story with punctuation is do a little exercise with students. Write a sentence on the board three times (for example, “I did”). Add a period, question mark, and exclamation point after each phrase. Model to students how it would sound different, and then students can practice with a different sentence.

Possible words may include: imitated, frustrated, pleasant, coincidence, and loyal.