Curriculum Based Decision Making: Intervention Guide Reading Comprehension

Bully-Be-Gone with Annie

Annie Books

Written by Michelle Fattig

Pictures by Joshua Fattig

A Reading Comprehension and Vocabulary

Building

Intervention

Students will learn Summarization, Vocabulary, and Social Skills strategies through scientifically researched based techniques, in order to apply the strategies to learning.

Summarization for Reading Comprehension

Summarization is likely to benefit students low in comprehension, because it helps children to see how all of the parts are connected and to approach reading in a more strategic way, prompting them in a step-by-step manner to look for important details and related parts of a story. (Naglieri & Pickering, 2003, p. 66)

Summarization:

A learning strategy for struggling students

Guided Instruction

Compiled by Michelle Fattig, Ed.S.

Teaching the Summarization Skills:

• Ask students for the overall idea of the selected reading

• Have the students help write a general statement about the story

• Ask them to list the main ideas with two or three supporting ideas for each main idea

• Give each part of the story a heading a record important details that the students help to identify

• Identify what information is and is not important

• Ask the students to describe the parts of the passage

• Relate the important parts of the passage to the main topic and/or the title

• Have students write a summary that includes each of the parts

• Have students check the summary against what was read to see if anything important was left out

• Guide students to underline or circle most important parts

• Encourage the students to look back in the text and scan (but not re-read)

• Encourage use of overall labels for information (e.g., ducks, geese, cows are barnyard animals)

• Instruct students to write important ideas, order the ideas by importance, and ignore unimportant information

• Use direct explanation

• Teach why, when, and where to apply summarization

• Model skills. Talk through examples and show how the skill is applied

• Break down into simple steps

• Summarize short paragraphs before proceeding to harder/longer

• Phase out teacher directives as students demonstrate successful, self-directed implementation of the techniques

• Why are you studying this passage

• What are the main points? Underline

• Can you think of some questions about the main idea you have underlined?

• What do you already know about the topic?

• What do you want to learn about the topic?

• How does this relate to what you know?

• Continue to use the process and graphic organizers with selected texts to foster generalization

» Naglieri, J.A. & Pickering, E.B. (2003). Helping children learn: Intervention handouts for use in school and at home. Baltimore, MA: Brookes Publishing, p. 67.

Activity 1

· Provide student copy of Annie to students

· Read the book to the students

· Encourage responses to the story and pictures

· Retrieve student copy

Activity 2

· Provide student copy to students

· Read the book aloud with the students (shared reading)

· Encourage student responses to the story and pictures

· Facilitate rhyme and alliteration activity (e.g., Antsy Annie Always Answers-now you try)

· Retrieve student copy

Activity 3

· Provide student copy to students

· Read the first chapter aloud with the students (shared reading)

· Utilizing Summarization for Reading Comprehension Strategy, discuss

o The overall idea of the chapter

§ Who, What, When, Where, Why questions

§ Discuss the main ideas with 2-3 supporting ideas for each

§ Give each part of the chapter a heading using the board or an overhead

· Record important details with the students helping to identify

· Ask students to describe parts of the story in their own words

· Encourage the students to scan the chapter and see if anything important was missed

· Allow the students to take the student copy home to read with their parents

· Refer to the vocabulary words listed

o Complete Vocabulary activity Word Identification Memory

Activity 4

· Provide student copy to students

· Read the second chapter aloud with the students (shared reading)

· Utilizing Summarization for Reading Comprehension Strategy, discuss

o The overall idea of the chapter

§ Who, What, When, Where, Why questions

§ Discuss the main ideas with 2-3 supporting ideas for each

§ Give each part of the chapter a heading using the board or an overhead

· Record important details with the students helping to identify

· Ask students to describe parts of the story in their own words

· Encourage the students to scan the chapter and see if anything important was missed

· Allow the students to take the student copy home to read with their parents

· Refer to the vocabulary words listed

· Complete Vocabulary activity Vocabulary: Words in Context Word Finder

Activity 5

· Provide student copy to students

· Read the third chapter aloud with the students (shared reading)

· Utilizing Summarization for Reading Comprehension Strategy, discuss

o The overall idea of the chapter

§ Who, What, When, Where, Why questions

§ Discuss the main ideas with 2-3 supporting ideas for each

§ Ask the students to give each part of the chapter a heading using the graphic organizer on page ** of the student copy

· Encourage the students to record important details with help in the identification

· Ask students to describe parts of the story in their own words

· Encourage the students to scan the chapter and see if anything important was missed

· Allow the students to take the student copy home to read with their parents

· Refer to the vocabulary words listed

Activity 6

· Read the fourth chapter aloud with the students (shared reading)

· Utilizing Summarization for Reading Comprehension Strategy, discuss

o The overall idea of the chapter

§ Who, What, When, Where, Why questions

§ Discuss the main ideas with 2-3 supporting ideas for each

§ Ask the students to give each part of the chapter a heading using the graphic organizer on page ** of the student copy

· Encourage the students to record important details with less help in the identification process

· Ask students to describe parts of the story in their own words

· Encourage the students to scan the chapter and see if anything important was missed

· Discuss and give examples of important and unimportant details on board or overhead, while encouraging students to provide input

· Allow the students to take the student copy home to read with their parents

· Refer to the vocabulary words listed

· Complete Vocabulary activity Words in Context Sentence Sticks

Activity 7

· Read the fifth chapter aloud with the students (shared reading)

· Utilizing Summarization for Reading Comprehension Strategy, discuss

o The overall idea of the chapter

§ Who, What, When, Where, Why questions

§ Discuss the main ideas with 2-3 supporting ideas for each

§ Ask the students to give each part of the chapter a heading using the graphic organizer on page ** of the student copy

· Encourage the students to record important details with less help in the identification process

· Ask students to describe parts of the story in their own words

· Encourage the students to scan the chapter and see if anything important was missed

· Discuss and give examples of important and unimportant details on board or overhead, while encouraging students to provide input

· Allow the students to take the student copy home to read with their parents

· Refer to the vocabulary words listed

· Complete Vocabulary activity Words that Describe: About Annie

Activity 7

· Encourage the students to read Annie

· Utilizing Summarization for Reading Comprehension Strategy, encourage students to use the graphic organizer on page ** to independently:

Identify and write a sentence about the overall idea of the book

Using Who, What, When, Where, Why questions:

· Discuss the main ideas with 2-3 supporting ideas for each

· Give each part of the book a heading

· Record important details and describe parts of the story in their own words

· Scan the book and see if anything important was missed

Activity 8

· Ask the students why they think they read Annie and completed the activities

· Encourage participation by indicating that guesses are ‘OK’

· Encourage students to discuss what they have written for the main point

· Ask what they have learned

· Discuss what learning strategies are and what they are used for

· Directly explain the Summarization Technique and asked if the students have any questions

· Break the process into simple steps on the board or overhead

· Talk about generalizing and using the Summarization Technique in other classes or projects

· Ask students to volunteer where they might use the strategy

On-going Activity

· Use the Summarization Strategies with other books and text reading to facilitate comprehension

· Use Vocabulary strategies daily or weekly to encourage exposure to a rich academic language base

Supplementary Activities

Vocabulary

Word Identification

Memory

Word Match

Students will identify words from the story

Memory game matching words to cards

· Choose words and create word cards using the Annie page

· Place the memory cards face down in rows

· Students take turns turning cards two at a time. If their word card and the other card match, they read their card and place it in a stack. If the cards don’t match, both are turned face down again.

· Play until all matches are made.

Student center activities: Vocabulary. (2005). Just Read Florida.

Produced by the Florida Center for Reading Research.

Retrieved January 9, 2007 from:

Annie Cards

Vocabulary

Word Identification

Words in

Context

Word Finder

Students will identify words from the story

Memory game matching words to cards

· Use Annie cards to create sentence strips with blanks for a word in each sentence and the missing words on cards made from Annie cards

· Placing sentence strips and word cards in the center, have the students take turns selecting and reading a sentence strip, pausing dramatically for the blank and looking to partner meaningfully.

· A partner selects the appropriate word, places it in the blank and reads the sentence.

· The first student gives thumbs up or thumbs down sign if he or she is correct or incorrect.

Student center activities: Vocabulary. (2005). Just Read Florida.

Produced by the Florida Center for Reading Research.

Retrieved January 9, 2007 from:

Vocabulary

Word Identification

Words in

Context

Sentence Sticks

Students will identify words from the story

· Place container of “who,” “what,” and “Where” popsicle sticks and cards at center.

· Working in groups or pairs, students choose a popsicle stick from each container and place them in ordered sequence: “Who,” “What,” “Where” (Annie jumped bed).

· Read the words on the sticks and identify other words that would complete the sentences. (ran and on the)

Student center activities: Vocabulary. (2005). Just Read Florida.

Produced by the Florida Center for Reading Research.

Retrieved January 9, 2007 from:

Vocabulary

Words that Describe

About Annie

Students will identify descriptive words from the story and generate others.

· Place sentence strips, cards, paper, and colors at the center.

· Have a student select three word cards. Place the cards on the sentence strip in the blank spaces to create sentences.

· Have the student read the sentences.

· Encourage students to identify other descriptive words about Annie.

Student center activities: Vocabulary. (2005). Just Read Florida.

Produced by the Florida Center for Reading Research.

Retrieved January 9, 2007 from:

A Windy Day With Annie

Written by Michelle Fattig

Pictures by Joshua Fattig

This book is dedicated 
to my wonderful husband, 
amazing children, 
our family. 
 

Text copyright © 2007 by Michelle Fattig.
Illustrations copyright © 2007 by Josh Fattig.
All rights reserved under international and Pan American
Copyright Conventions. Published in the United States by
Flower by the Water Publishing.
Library of Congress Cataloging-in-Publication Data
Fattig, Michelle. A Windy Day with Annie / Michelle Fattig ;
Illustrated by Josh Fattig. P. cm.
SUMMARY: In her own words, a young girl describes her
feelings and emotions about living with Attention Deficit Disorder.
ISBN (pbk)
 
Manufactured in the United States of America.

Michelle and Josh have attention deficit disorder. They use their unique insight and experience to fight crime, battle evil, and promote world peace.

Contents

A Lovely Day to Daydream

And Time Flies

A Brownie or a Boy Scout

Two Minutes to Go

Dodge Ball

Best Friend? I Think Not!

A Windy Day With Annie

A Lovely Day

To Daydream

Well hello there, I thought I was the only one here.

It’s really not my fault, you know?

If it wasn’t so deliciously cloudy,

delectably cold, and simply marvelous outside, I

could pay attention.

But, that’s just how it is, and I rather like it myself…

The weather that is, NOT this class!

The sound of the wind blowing through the trees is such an interesting thing, don’t you think?

She just goes on, and on, and on… why should we have to learn about the Greek mythology stuff anyway?

I doubt very seriously that I’m going to run into one of these guys anytime soon.

I also doubt very seriously that I’m going to need to know about the snake hair lady in order to get a decent job or even that all of this learning will find me great friends!

Sorry, what’s that?

You say I look familiar?

Hmmm...I get that a lot.

It could be the hair, or the eyes.

Maybe it’s the fact that I am so completely ORDINARY!

Maybe it is also the fact that there is absolutely nothing interesting or exciting about me!

It could be that I am completely boring, boring, boring, boring with utterly no pizzazz at all.

What?

Overly dramatic you say? Hmm...I get that a lot too.

Will you just look at that!

Ten minutes…ten long, long, long, long minutes.

Maybe if I tried really hard I could listen and learn a bit.

Oh but gee look, the wind is picking up.

I just love when the wind picks up!

Hey…what are YOU doing here?

It’s the weather isn’t it?

School can be very boring.

I KNOW. I KNOW!

But, there is some cool stuff too.

Like have you ever just been sitting there and out of the blue…BAM a thought grabs hold of your brain and just won’t let go?

No?

Hmm.

Did you have to dissect frogs in Science class?

When we did it they put a boy and girl together as a team.

I guess the teacher thought that if the girl was too grossed out that the boy could do the dirty deed!

Well for some reason they stuck me with Jason.

Let’s just say it wasn’t ME who ran out of the room with a hand over my mouth!

Hoo hoo!

Did he look green around the gills!

Run, run, run he did, right to the boys’ room if you know what I mean!

Guess Mr. Maringetti was right to put us together.

After all, it was me who taught Mr. Maringetti how to fillet a fish!

No really.

I did!

We were supposed to be dissecting these yucky smelling perch one day, but instead I showed Mr. Maringetti how to clean it!

I guess sometimes the teacher has a thing or two to learn too.

Two, to, too…

See what I did there?

When I was younger and my friend Camille came over to play I would talk her into going fishing with me at our little pond.

We had trout that were so dumb they would swallow a plain hook with no bait or anything!

Can you believe that?

You do know what a trout is, don’t you?

It’s a very, very, very pretty fish.

It’s almost a shame to catch them. Hmm…

Anyway, my favorite thing to do was to clean the fish right in front of Camille, and then watch her run, run, RUN away!

I’m above all of that now, of course.

I would never stoop to such machinations.

Cool word huh?

I found it the other day.

By found it I don’t mean it was lost, just that I stumbled upon it and have now claimed it as my own!

I like to claim the big words.

Words are pretty neat.

My friends think that’s weird.

But how weird can it be?

M-A-C-H-I-N-A-T-I-O-N-S

And Time Flies

Man, oh man, oh man!

STILL more than nine minutes to go!

I wonder if they are serving malts today with lunch.

I think it’s hamburger day, which I normally like, don’t get me wrong, but it’s the pickles that get me.

Are normal pickles supposed to be THAT rubbery?

?

Do you think that they are actually slipping something in on us, trying to pretend that it’s an everyday, never-mind-me pickle, when REALLY it could be some kind of ‘smart-pill’ or ‘pay-attention-to-the-teacher pill?’

Hmm…I wonder if there is a way to look that up.

Hey!

I forgot to tell you…

I’m Morgan Maryanne Marlena MacIntosh.

Not really…

I’d like to be!

I’ve heard that when you are a grown up you can change your name.

Change it to anything you want!

Can you imagine?

Why I could think of dozens of names that are brilliant, magnificent, marvelous.

Maybe I could change every year, maybe for my birthday.

Maybe even on my HALF-birthday!

Hmm…I wonder if the telephone company would send out new books for me every time I changed my name.

Oh no.

What if they wouldn’t?

What if no matter what the books would only come out once a year?

What if no one could find me?

Guess this may take some more thought.

Morgan Maryanne Marlena MacIntosh Marrissa Melanie Mia Michelle …

Did you ever run for student council?

I thought about it.

I even kind of came up with a neat slogan.

I thought I’d trace this pig-shaped cutting board my mom has and say something like, “Don’t be a fat pig, vote for me!”

It doesn’t seem to rhyme does it? Guess that’s why I didn’t run.

It would be interesting to see if

anyone would vote for me JUST so they wouldn’t be a fat pig!

Hee Hee.

Now THAT’S some of that peer pressure stuff my mom is always talking about.

Does your mom ever bug you about stuff?

I don’t mean real stuff like cleaning your room or washing the dishes.

I’m pretty sure there is a law that says parents HAVE to bug you about THAT stuff.

I mean weird stuff, like ‘why don’t you comb your hair better’ or, ‘why do you have to wear the only wrinkled clothes in your drawer?’

My mom really seems to be overly invested in the state of my wrinkles or no-wrinkles.

Don’t tell her, but sometimes I push my shirts WAY to the back of my drawer on purpose, so it has a nice wrinkly-lived-in-look.

My best friend, Gwen, is sitting over there.

No, not over there, she is over there.

She has the green shirt with that weird bird thing on the front.

She didn’t used to be my best friend.

She used to be this really annoying girl I went to Sunday school with, who lived JUST near enough, that my mom made me invite her over.

I really didn’t want to have her over,

but when the mom announces, the kid does.

You know what I mean?

I used to do things like make her sleep on the mattress we keep behind the couch for those emergency sleepovers that just seem to happen kind of situations.

You can never be too prepared you know.

Maybe I picked that up from my brother when he was in the boy scouts.

A Brownie or a

Boy Scout

I always wanted to be in the boy scouts but my mom wouldn’t let me.

She made some excuse about them not letting girls in.

As if!

Did she really think I’d fall for THAT one?

She tried to appease me with Brownies.

No not the dessert brownies, the BROWNIES brownies.

You know those little girls who wear little brown outfits and sell cookies.

At least I think they sell cookies.

And at least I think they wear brown uniforms.

It would make sense that “Brownies” would wear brown and sell cookies wouldn’t it?

Anyhoo…

It’s the same mattress I had to sleep on when she broke my foot.

Yeah, she really did!

Well, SHE won’t ADMIT that she did, but she did!

I was, graciously of course, pulling out the old mattress behind the couch, used for emergency sleepover situations, and SHE decided to HELP.

I don’t mean help in a good way that is actually helpful, but more in a “helpful way” that actually pulls the sheet free from the mattress, and temporarily over your head, so you can’t see where you are going, and you step off of the couch into air and end up landing on your foot so it snaps in two kind of way.

Did you catch the subtle difference there?

She didn’t become my best friend, or even a friend that I could tolerate and not want to smack a bit, until much later on.

I used the broken foot to avoid having to see her or invite her over for some time, but eventually the mom figured out my tactics, and I was once again forced to play with her.

Actually, for a while, we were forced to RIDE together too.

Imagine!

Did I mention that I live on a farm?

Two Minutes to Go

I live on a farm.

It is a small farm. It’s not really a farm, I guess, but more of a really,

really, really large yard.

It’s really bigger than a really, really, really large yard, but we don’t really raise anything, so it can’t be called a farm can it?

Well I guess we do have ducks, which I guess TECHNICALLY means we are “raising them,” in that they are actually living and getting older with us.

And we do have a dog, so I guess technically we are “raising” him too.

So… I guess it is a farm, just not a very big farm!

Hmm…I wonder if I can look that up too.

I actually broke my cast, after I broke my foot, while lying on that same mattress we keep behind the couch, for those emergency sleepovers, that ‘just-seem-to-happen’ kind of situations.

Can you believe that?

I used to have bunk beds.

Which really didn’t make a whole lot of sense because our ceilings are really low.

I mean our ceilings are really, really low!

I mean like when I jump I can actually touch the ceiling, and sometimes when I used to run and jump into my bunk bed…well more like run and throw a leg up on the dresser and swing into my bunk bed, I would get a little carried away and um, hmm, I think I forgot what I was saying.

That happens you know.

You are cruising along, chatting it up, and BAM!

The thought is gone.

Hey look!

Two minutes to count down!

Let’s grab some of those rubbery pickle-like-pay-attention-pill things and have lunch!

Uh oh.

Mrs. Sleepotts is looking over here. Guess maybe the weather got me

again.

Really, I swear, it’s not my fault.

Oh dear.

Stay in you say?

Need to talk with me about my report?

Ah, hmm, it’s probably in my locker.

May I go look?

You best go on without me.

This could take awhile.

Dodge Ball

You’re back!

We have PE now.

You know…Physical Education, Phys Ed, the PhEdmeister.

No, I just made that one up.

I really like PE except that we have to change our shoes.

I’m not above changing my shoes mind you; it’s more the smelling of Tommy’s feet that bothers me!

They kind of smell like a combination of old socks and really, really, REALLY,

bad cheese.

Not the stuff that you forgot in the fridge, and it turned colors and kind of smells bad, kind of cheese.

I mean that really, really REALLY fancy stuff my mom buys when important people not just us are coming over kind of cheese.

You know?

Tommy is a funny guy.

He always picks me first when we play scooter football in PE.

The teacher gives extra points if a girl catches the ball, so Tommy figures we are a shoe in to win every time.

Tommy says that I can go pro some day if they make a professional scooter football league.

Hmm… do you think professional scooter football players would make much?

Think they might put me on a cereal box or put me in the Olympics?

I bet my mom would let me wear my perfectly-worn-in-wrinkled clothes, if I made it to the Olympics as a scooter football player.

Maybe not.

I like scooter football a lot, but it is not my ‘all-time-favorite, I’d pick it every time if I had the choice,’ kind of ‘like a lot.’

No, I save THAT kind of ‘like a lot’ for dodge ball!

Dodge ball is the all time greatest PE game EVER!

I mean you get to throw things at people and run around like crazy and not get yelled at by an adult!

What could be better I ask you?

Well.. Except when in the good old days we could still jump on the trampoline.

Now trampolines were the greatest.

We could jump and do flips and bounce around.

Then someone said we could break our necks or something and they stole all our fun.

They try to pawn these little itty itty bitty trampolines off on us, but give me a break!

I forgot about mentioning the fun of parachute day!

Parachute day rocks, rocks, ROCKS!

You know parachute day don’t you?

Parachute day is when you all get around the parachute and lift it up, up, UP in the air and then pull it down real hard so it sort of billows like a cloud, or really fluffy cotton candy!

We almost lost parachute day too.

When Tommy and Kim decided to run under at the same time, well they didn’t really decide to do it at the same time, they just sort of did it at the same time.

Anyhoo… Tommy and Kim ran under at the same time and bonked heads and Tommy had to go to the hospital.

Kim had to go to the nurse for ice.

After that, they almost took parachute day away because apparently unsafe parachute play can cause concussions!

Bet they don’t put that warning on the parachute box!

What Mr. Smith?

Oh, yes sorry.

I’m coming right now.

Oh man!

Archery day?

Woo hoo!

I forgot how great archery day is!

Maybe I’ll see you later.

I’m coming Mr. Smith!

Best Friend?

I Think Not!

You are still here I see.

Do you want to walk with me to class?

Remember I showed you my best friend, who didn’t used to be my best friend, who was wearing the green shirt with that weird bird thing on the front?

Did I tell you about the slumber party at her cousin’s house where she ate talcum powder by accident?

Hoo hoo… it was one of the funniest moments EVER!

Since we live on a farm. Well.. sort of a farm.

Well.. you know.

We don’t have many close neighbors.

Since we don’t have many close neighbors my mom says she is not driving to Timbuktu and back.

That is a place, which is far, far, far away!

Really.

It is.

I looked it up!

Anyhoo..

Any kids who lived anywhere close to us and went to our school were considered prime friend potential, at least by my mom anyway!

Well if you remember, Gwen and I were not very fond of each other to begin with.

That was, of course, a long, long, LONG time ago.

Now we are, of course, the best, best, BEST of friends.

Well Gwen’s cousin was my friend.

A friend I LIKED.

NOT one that my mom picked so she didn’t have to drive to Timbuktu.

She lives on a farm too.

A real farm though.

Not a small sort-of-like-a-farm like we live on.

Her dad drives big, big, BIG tractors and has giant cows and everything!

Her name is Trista. She also ate a spider at the party, but that is a whole other story!

We were, all three of us, pretending to have fun.

Because, after all, Gwen was still the kind of “pretend friend that my mom forced on me and I kind of wanted to smack a bit” kind of friend at that time.

It was somebody’s bright idea; probably mine because I usually had the bright ideas!

Don’t tell them I said so.

Anyhoo.. It was somebody’s bright idea to make up skits.

Do you know what a skit is?

You know, like mini plays sort of. You and your friends make up funny characters and lines and dance around to make your friends laugh.

Even if they are the kind of, “pretend friend that my mom forced on me and I kind of wanted to smack a bit” kind.

Well…I was brilliant and had them rolling and laughing and holding their stomachs.

At least that is the way I remember it.

So Gwen, who also I suspect wanted to smack me a bit, was determined to be funnier, brighter, and more, more MORE entertaining.

Gwen got this funny old hat and used

a funny old gray wig and some funny old pants.

She humped over and walked around like an old man.

We thought this was VERY funny indeed.

That made Gwen very happy because she wanted to be funny, funny, funnier than me!

Gwen started to dance around and kick up her knees.

We laughed harder.

Gwen talked and sang in an old man voice.

We laughed harder yet!

Gwen picked up an old talcum powder bottle and pretended it was her or “his” if you like, drink.

We laughed.

Gwen tipped it up to drink……..

And what do you know……..

The talcum powder bottle was OPEN.

The talcum powder bottle was FULL.

The talcum powder must not have tasted very good judging by the look on Gwen’s face!

Gwen’s eyes opened wide. Her mouth fell open. Her white, powder covered tongue shot out of her mouth like some kind of strange fuzzy, white, creature.

Gwen just stood there like that for what seemed like a long, long, LONG time!

I couldn’t believe what I was seeing. Now remember, I was none too fond

of Gwen then.

I started to chuckle, I started to giggle, I started to rumble, I started to guffaw, I started to laugh so hard my eyes started to water.

Gwen suddenly bolted for the door!

Water, she needed water to rinse out her mouth!

She ran to the bathroom, but Trista’s mom was taking a bath!

Gwen ran up the long dark hallway wiping at her tongue.

Gwen ran down the long dark hallway wiping at her tongue.

Gwen finally dashed down, down, DOWN the staircase, through the dining room, across the hallway, over the dog sleeping on the floor, into the kitchen.

She stuck her head under the faucet plastering her hair smack to her face.

When Gwen stood up, her gray wig was dripping and falling down into her eyes.

Her hat had fallen off into the sink where Trista’s mom had been peeling potatoes.

When she lifted it back out and put it on her head, she had potato peelings falling around her ears.

In the mad dash her pants had ended up down around her ankles.

The talcum powder appeared in watery, white, streaks all down her face and the front of her shirt.

Now if you recall.

Gwen had been trying to out-funny me.

You know what?

I think she did it!

Well.

Here we are.

Maybe I’ll see you later?

Oh yeah, I forgot to tell you… my name is Victoria.

The Vic-ster, Victorious Victoria. Vics, VickAAAY.

Toria the Vic.

But my friends call me Annie.

See ya!