There Was an Old Lady That Swallowed Some
Leaves
Bibliographic
Information
Colandro, Lucille. There
Was an Old Lady That Swallowed Some Leaves. Scholastic Inc., New York. 2010
Plot Description
There was an old lady that swallowed some really weird
stuff! Why would she swallow some leaves, a shirt, a pumpkin, a pole, some
pants, a rope, some hay? What happens when all of sudden she needs to sneeze?
Quantitative Reading
Level
Flesch-Kincaid Grade Level: 2.6
Flesch-Kincaid Reading Ease: 95.7
ATOS Level: 3.5
Qualitative Reading
Level
Meaning: Low. Text contains a single level/layer of simple
meaning.
Structure: Low. The narrative structure is mostly simple and
is more explicit than implicit and is largely conventional. Narration does not
shift in point of view. The order of events is chronological.
Language: Low: Text contains little or no use of figurative
language or irony. The language is contemporary, familiar, conversational
language that is explicit, literal and easy-to-understand.
Knowledge Demands: Low. Requires only everyday, practical
knowledge. No references to other
texts.
Content Area
Science: Elementary, English
Subject Area Tag
Science, English, Reading for Pleasure: Picture Book
Content Area Standard
NY State Science, Elementary
STANDARD 1—Analysis, Inquiry, and Design
Students will use mathematical analysis, scientific inquiry,
and engineering design, as appropriate, to pose questions, seek answers, and
develop solutions.
STANDARD 2—Information Systems
Students will access, generate, process, and transfer
information using appropriate technologies.
STANDARD 6—Interconnectedness: Common Themes
Students will understand the relationships and common themes
that connect mathematics, science, and technology. and apply the themes to
these and other areas of learning.
STANDARD 7—Interdisciplinary Problem Solving
Students will understand the relationships and common themes
that connect mathematics, science, and technology and apply the themes to these
and other areas of learning.
PROCESS SKILLS: BASED ON STANDARD 4
Science is an ongoing process. Most often there is a
question or problem that initiates an investigation searching for a possible
solution or solutions. There is no single prescribed scientific method to
govern an investigation. It is important that students practice the skills
outlined below. For younger students, the emphasis is on discovery. For older
students, the emphasis is on formulating and investigating their own questions.
Key Idea 1:
The Earth and celestial phenomena can be described by
principles of relative motion and perspective.
New York State Content Area Standard (Grades K-5)
1. Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze
their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.
4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text (e.g., a section,
chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content
and style of a text.
7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
9. Analyze how two or more texts address similar themes or topics
in order to build knowledge or to compare the approaches the authors take.
10. Read and comprehend complex literary and informational
texts independently and proficiently.
11. Respond to literature by employing knowledge of literary
language, textual features, and forms to read and comprehend, reflect upon, and
interpret literary texts from a variety of genres and a wide spectrum of
American and world cultures.
Curriculum
Suggestions
- Use as part of a unit on the seasons
Links to Supporting
Digital Content
Seasons game
Science of the Seasons
Read along
*photo obtained from Scholastic
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