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Grade Level: This book would be good to use with students in grades 1-4.

Serravallo Strategy: Zoom in on a Moment of Importance 4.6
I can use this book to zoom in on the main conflict of a text to see how it affects the ending.

On page 10- Rosie faces the conflict of her uncle not approving her building. This is a great spot for students to examine how this might affect the ending:
The uncle she loved most was Zookeeper Fred. She made him a hat (to keep snakes off his head) from parts of a fan and some cheddar cheese spray- which everyone knows keeps pythons away.
And when it was finsihed, young Rosie was proud, but Fred slapped his Knee and he chuckled out loud. He laughed till he wheezed and his eyes filled with tears, all to the horror of Rosie Revere.
Who stood there embarrassed, perplexed, and dismayed. She looked at the cheese hat and then looked away. "I love it," Fred hooted. "Oh, truly I do."
But Rosie Revere knew that could not be true. She stuck the cheese hat on the back of her shelf and after that day kept her dreams to herself.

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Grade Level: this book would be great to use with students in grades 3-5.

Serravallo Strategy: Focus on the Image 4.15
I can use this book to teach students to identify what the illustration is symbolizes connecting it to the main idea of the page/text.

On pages 25-27 the text identifies how the seed changes he way of thinking showing students that its your choice for who you treat others. That with a change of mind you can change your surroundings. The illustration connects to the main idea.
The text reads:
Until recently. I've made a big decision. I've decided I dont want to be a bad seed anymore. I'm ready to be happy. It's hard to be good when you're so used to being bad. But I'm trying. I'm taking it one day at a time. Sure, I still forget to listen. And I still show up late. And I still talk during movies. And I do all kinds of other bad stuff. But I also say thank you. And I say please. And I smile. And I hold doors open for people. Not always. But sometimes.

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Grade Level: This book would be good to use with students in grades 3-5

Serravallo Strategy: Focus on an Issue 4.21
I can use this book to teach students to think of the social issue the text focuses on with the details surrounding it.

On pages 6-9:
One mouse is smaller than all the rest. His name is Meteor. The other mice know he won't be chosen for this important mission. But someone has his eye on meteor, and he's impressed with the little mouse's hard work. The shuttle Commander announces that six mice will be selected for the flight. He's picks five of the biggest, strongest mice. But for the sixth spot, to everyone's surprise, he chooses... METEOR!

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Grade level: This book would be good to use with students in grades 2-4.

Serravallo Strategy: End in the Moment 5.11
I can use this book to teach students to understand the important of the ending by recalling the beginning, middle, and end. Then drawing pictures to recall the main points.

On pages 25-32 Lonnie expresses how he created his water gun and the success he achieve:
In 1989 he found a toy maker who was interested in seeing the water gun if Lonnie ever happened to be in Philadelphia. "But don't make a special trip." the guy said. Lonnie made a special trip.
In his wife's suitcase, he carried a new prototype. He unpacked it, filled the tank with water, pumped the gun until the air pressure was good and high, and...
WHOOSH!
WOW!
Kids everywhere agreed with the "Wow!" Lonnie's water gun, called the Super Soaker, became a smash hit. In no time there were Super Soakers in backyards and on the beach, in parks and on playgrounds. Each sale of a Super Soaker put a little money into Lonnie's pocket.
All those hours- all those years- that Lonnie spent in his workshop had paid off big-time. Now he could afford to do just about anything he wanted.
So what did Lonnie do? He got a bigger workshop, which is where you'll find him today. Because facing challenges, solving problems, and building things are what Lonnie Johnson loves to do. And his ideas just keep on flowing.

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Grade Level: This book would be good to use with students in grades 2-4.

Serravallo Strategy: External Character Description 6.20
I can use this book to teach students to notice and pick out details of main characters in a text.

On pages 5-10 Small Saul is described as he is trying to become a pirate and visuals plus text detail is easily accessible for students to describe or draw Small Saul:
Small Saul was hardly a natural pirate. Being rough and tough just wasn't his nature.
He was good at intro to Swabbing the Deck, but he was easily distracted during Treasure Map Interpretation.
He did well in Navigation, but he lacked focus in Looting. The Basics. He was born to sing sea shanties, not to hold a sword. Small Saul now had a chance to travel the open seas. He just needed to join a pirate crew.
Even though Saual was small, it looked like no one had room for him...

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Add More to Your Pictures (then, Maybe More to Your Words!)

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Add More to Your Pictures (then, Maybe More to Your Words!)

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Grade Level: This book would be great to use with students in grade 2-4.

Serravallo Strategy: Add More to Your Pictures (Then, Maybe More to Your Words!) 6.2
I can use this book to teach students to add more details to the story as the storyline progresses. What is continuously happening to the main character?

On page 6- Jeremy is expressing the struggle of living with a cone and the things he wishes he could do. Student could draw the moments he wishes he could experience:
Now he was knocking into doorjambs and backing his way down the stairs with all the grace of a fat squirrel. He didn't smell so good either. Clearly, the Cone was winning. To take his mind off his problems, he tried to keep busy: hunting, redecorating, and hiding from Ava the little human... But nothing could shake his decline funk. Until a change landed right in his lap. Well, his cone. Ava had been eating breakfast as usual: Fruity O's and milk. His favorite. And as always, he'd jumped on the table to lap up the leftovers. But this time, his tongue couldn't reach the bottom of the bowl. Come on, Cone, he said, Help me out! The Cone didn't answer.