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How it supports writing :

Encourages self-reflection and personal voice

Strong descriptive language and visual imagery

Follows a clear problem-solution structure

Offers opportunities for cause-effect writing

Writing activities:

Write a personal narrative about feeling pressure to fit in

Use descriptive writing to imagine a “weird case” of your own (e.g., “A Case of Jellybean Hair”)

Opinion writing: Should Camilla have eaten the lima beans? Why or why not?

Create a “What happens next?” alternate ending

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How it supports writing :

Deep themes of friendship, war, and bravery

Rich historical context for cross-curricular writing

First-person narrative supports memoir and reflective writing

Evokes empathy, encouraging emotional expression in writing

Writing activities:

Write a diary entry from Say’s or Pink’s point of view

Write a letter from Say to Pink after the war

Historical fiction: Create a short story based on a Civil War event

Personal response: How did this story make you feel? What lesson did you learn?

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How it Supports Writing:

This text uses clear structure, simple dialogue, and a basic narrative arc (beginning, middle, end), making it ideal for teaching story structure, sequencing, and writing dialogue. It's also a great model for character-driven stories.

Writing Activities:

Write Your Own Fly Guy Adventure: Students create an original story using their own character (e.g., "Bee Girl" or "Ant Dude") using the same format.

Speech Bubbles & Dialogue: Have students rewrite or extend the story using speech bubbles or proper dialogue punctuation.

Sequencing Activity: Students write a paragraph retelling the story in correct order using transition words (first, next, then, finally).

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The Star by Linda Ragsdale & Mirko Filippi

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The Star by Linda Ragsdale & Mirko Filippi

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How it supports writing:

Simple but powerful text — ideal for SEL-linked writing

Supports personal reflection and growth mindset themes

Encourages confidence in early writers

Writing Activities:

Reflective Writing: “What makes you shine?” or “When have you felt invisible but kept going?”

Creative Writing: Write your own story or poem about a star that represents you or your dreams.

Illustrated Affirmation: Students write and illustrate a positive message for themselves or others.

Narrative Writing Prompt: “Imagine you are a star in the sky — what do you see and feel?”

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The Star by Linda Ragsdale & Mirko Filippi

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How it supports writing:

Real-world issue as context for informative and persuasive writing

Beautiful, poetic language supports descriptive writing

Builds empathy and global awareness

Writing Activities:

Informative Writing: Write a short article or brochure on water scarcity around the world.

Descriptive Writing: Describe the setting of the village and the long walk for water using sensory details.

Poetry: Write a free verse poem inspired by Gie Gie’s journey or hopes.

Persuasive Letter: Write a letter to a local leader advocating for clean water access globally.

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How it supports writing:

Strong use of voice and tone in a relatable character

Episodic structure is easy to model for young writers

Emphasizes opinion and cause-effect thinking

Writing Activities:

Opinion Writing: “What makes a great mood or a bad mood?” Use examples from the text and your own life.

Mood Journal: Write daily entries inspired by Judy’s mood changes and how they affect her actions.

Comic Strip Writing: Turn a scene into a short comic strip using dialogue and captions.

How-To Piece: “How to Get Out of a Bad Mood” — mix text and Judy-style humor

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How it supports writing:

Rich character development and voice

Clear narrative arc with emotional depth

Strong internal dialogue and descriptive scenes

Writing Activities:

Personal Narrative: Write about a time you made an unexpected friend or experienced change in your life.

Character Analysis: Describe Opal or another character and how they grow throughout the story.

Letter Writing: Write a letter to Opal giving her advice or asking her questions about her new life.

Point of View Writing: Rewrite a scene from Winn-Dixie’s perspective.

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How it supports writing instruction:

Rich with figurative language, imagery, and tone.

Excellent for modeling “small moment” personal narratives.

Writing Activities:

Emergent/Early: Draw a picture of an outdoor night walk and write a sentence about it.

Transitional: Write a paragraph describing an outdoor experience using sensory details.

Fluent: Write a full narrative or poem that uses similes/metaphors to describe a walk or nature moment.

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How it supports writing instruction:

Helps students understand how to express actions, emotions, and behavior using pictures and short text.

Encourages sentence structure, character thoughts, and voice.

Writing Activities:

Emergent/Early: Draw and label a character doing something they shouldn't (e.g., "No, Sarah!").

Transitional: Write their own version using simple sentences (“No, [name]!”), focusing on behavior and consequences.

Fluent: Write a narrative from David's perspective, explaining why he did the things he did.

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How it supports writing instruction:

Models personal narrative structure (beginning, middle, end).

Rich sensory language for setting and small moment writing.

Writing Activities:

Emergent/Early: Draw and label a snowy day; write 1-2 sentences.

Transitional: Write a short paragraph about a weather-related memory.

Fluent: Write a personal narrative about a memorable day outdoors using sensory details (what they saw, felt, heard).

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Alexander and the Terrible, Horrible, No Good, Very Bad Day

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Alexander and the Terrible, Horrible, No Good, Very Bad Day

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How it supports writing instruction:

Teaches emotional expression and narrative structure.

Helps students describe events in sequence with tone.

Writing Activities:

Emergent/Early: Draw a picture of a “bad day” and write 1–2 simple sentences.

Transitional: Write about their own bad day in 3 parts (beginning, middle, end).

Fluent: Write a narrative mimicking the tone and structure, but with their own voice (e.g., “The Worst Field Trip Ever”).

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Alexander and the Terrible, Horrible, No Good, Very Bad Day book

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How it supports writing instruction:

Introduces diary and journal writing formats.

Helps develop point of view and voice.

Writing Activities:

Emergent/Early: Write or dictate a diary page from an animal’s perspective with illustrations.

Transitional: Write 3–4 daily entries from an insect or animal’s point of view.

Fluent: Create a full diary with multiple entries, incorporating humor, voice, and facts.

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How it supports writing instruction:

Supports writing about routines and personal experiences.

Uses poetic and descriptive language to show rather than tell.

Writing Activities:

Emergent/Early: Draw and describe a part of their morning routine.

Transitional: Write a paragraph about a daily task or job they do.

Fluent: Write a descriptive personal narrative focusing on a morning or evening routine, including sensory details.

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How it supports writing instruction:

Models narrative writing with conflict resolution.

Builds character development and moral/theme exploration.

Writing Activities:

Emergent/Early: Draw a friend and describe one thing they like about them.

Transitional: Write a paragraph about a time they made a new friend or solved a conflict.

Fluent: Write a full personal narrative involving friendship, misunderstanding, and resolution.

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How it supports writing instruction:

Ideal for reflective writing and exploring change in characters.

Encourages descriptive setting and theme development.

Writing Activities:

Emergent/Early: Draw and label a peaceful place in nature.

Transitional: Write a paragraph about a time in nature or on vacation.

Fluent: Write a reflective narrative about a place or experience that changed their perspective, using imagery and theme.