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Submit a cover photo (with a clear title/author/illustrator) and write a short description that includes:

potential audience

the rationale for choosing the book (why is THIS the book to read)

the selected part of the book you would use (get specific, what specific picture/sentence/word)

how you would use the book and selected part in order to teach the trait (what will you do with it).

your name

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This Is My Book (and no one else) By Mark Pett

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This Is My Book (and no one else) By Mark Pett

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Primary K-2

Showing you students that you can write directly to your audience and that you can write stories to be interactive with your audience.

" This is perfectly Polite Panda. He's going to help me explain the rules in my book. I prefer to be called Spike. I drew you. I get to name you."

I would have student write a letter to someone and have them write it as if they are having a conversation with questions and things they like.

Ashlee Morin

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What Do You Do With an Idea? — New York Times best seller

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What Do You Do With An Idea? by Kobi Yamada

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What Do You Do With An Idea? by Kobi Yamada

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- K-5
- I feel like you could use this in any grade. It is motivational and lets students know to not push their ideas aside and that their ideas can even "change the world".
- I would use this book and question the students what the young boy might do. I also think the ending is very important to let the students know their ideas matter and should be shared because they “could change the world”
- This book is a great choice to allow students to embrace their ideas!
Paige Dodd

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A New York Times Best Seller and award-winning book, What Do You Do With an Idea? is for anyone who's ever had a big idea.
This is the story of one brilliant idea and the child who helps to bring it into the world. As the child's confidence grows, so does the idea itself. And then, one day, something amazing happens. This is a story for anyone, at any age, who's ever had an idea that seemed a little too big, too odd, too difficult. It's a story to inspire you to welcome that idea, to give it some space to grow, and to see what happens next. Because your idea isn't going anywhere. In fact, it's just getting started.
Praise for What Do You Do With an Idea?
National best seller, appearing in the
New York Times, Wall Street Journal, USA Today, and Publishers Weekly.
Gold medal winner of the Independent Publishers Award, the Washington State Book Award, and the Moonbeam Children's Book Award.

"What makes this message so unique is the simple but beautiful way it's delivered, in narrative and illustration, through the eyes and voice of an innocent and hopeful child.
What Do You Do With An Idea? is a spectacular book for all ages and is a wonderful treasure for any home or school library."—The Children's Book Review

"Despite the fact that it's Yamada's first time writing a children's book, it's had breakout success, selling over 300,000 copies since its publication date of January 2014."—Publisher's Weekly

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What Do You Do With an Idea? — New York Times best seller

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What Do You Do With an Idea? — New York Times best seller [Kobi Yamada, Mae Besom, Mae Besom] on Amazon.com. *FREE* shipping on qualifying offers. What Do You Do With an Idea? — New York Times best seller

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Potential audience: K-2nd

I love the moment when the sister pulls the brother’s paper out of the trash and tells him that what he had was actually good.

I feel like this book would students a different perspective to their own writing. Instead of students throwing out ideas because it does look exactly like the example or like their friends’, students would learn that having something slightly out of the ordinary is a good thing. I would like for my students to have the confidence that the sister gives her brother after pulling out the art from the trash.

Jennica Augustin

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K-2
I chose this wordless picture book because I thought it would be perfect to get emergent writers thinking and their imagination flowing. They need to use their imaginations to make sense of the story happening by just illustrations.

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An NPR Favorite Book of 2019 A New York Times Best Children's Book of 2019 An NYPL Best Book of 2019 A Publishers Weekly Best Book of 2019 A School Library Journal Best Picture Book of 2019 A BookPage Best Picture Book of 2019Horn Book Fanfare Selection of 2019 In his eagerly anticipated debut as author-illustrator, Caldecott and Coretta Scott King honoree Christian Robinson brings young readers on a playful, imaginative journey into another world. another perspective?another another
A
Discovered

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Another [Robinson, Christian, Robinson, Christian] on Amazon.com. *FREE* shipping on qualifying offers. Another

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A Bike Like Sergio's by: Maribeth Boelts

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A Bike Like Sergio's by: Maribeth Boelts

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This book involves diverse characters and characters who have to decide whether or not to do the right thing.
-The age group audience for this book is 4-10.
-I would choose this book to teach students about this trait. This book involves Sergio having choices and it can teach students about choices
Savannah Reynoso

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The Very Hungry Caterpillar by Eric Carle

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The Very Hungry Caterpillar by Eric Carle

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- The potential audience would be k-2.
- I chose this book because I really like the way the days added on to each other and how the caterpillar was eating something different everyday and more everyday.
- The specific part I would look at is when the caterpillar starts to look for food and the days are listed in a foldable type page.
- I would use this book in order to teach this trait by explaining to my students how the whole book is about the caterpillar and what he eats throughout the week. I would point out to my students that the caterpillar is not given a name but still develops through the story. I would then encourage my students to write their own story about what an animal or themselves eat throughout the week and to make sure it added up so that they eat more and more everyday.

-Hayley Hardy

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This book can be used to teach new writers that they can tell a great story in a few sentences.  I will use the pictures to teach the lesson. This book is all about a young child that gets a hole in a sneaker and then gets new shoes. The story is a great story in only a few sentences. I would use this book for K- 2nd grade.

Carly Ebdrup

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Two-time Caldecott Medalist and New York Times- bestselling picture book creator Chris Raschka pays tribute to one of the most quintessential events of childhood-getting new shoes-in this boldly illustrated and inspiring book for the youngest reader.

When a young child discovers a hole in a sneaker, mother and child embark on a big childhood adventure-a trip to the store to pick out new shoes.

From having feet measured and making a selection to finally showing off the new shoes to a friend, this momentous child moment is treated with respect, excitement, and page-turning energy in a wonderfully age-appropriate picture book.

Caldecott Medalist and New York Times- bestselling picture book creator Chris Raschka joyfully captures the event from the child's point of view. New Shoes is a preschool classic in the making.

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Amazon.com: New Shoes: 9780062657527: Raschka, Chris, Raschka, Chris: Books

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- The intended audience for this book is 4-8 year olds (K-2nd).
- I chose this book be use the main message is about how everyone is smart in their own way. It shows that even though we are all different, we can use our own strengths.
- I would use the last page of the book that says "I learned I can write, and think up great ideas. and I've found plenty of other things I am good at too. I no longer feel lost at sea. It's more like floating down a river. And the best part is: There is always more to learn! We are all smart cookies"
- This quote shows Cookie's change of character from the beginning of the book to the end, and it will teach the idea of perseverance.
- Julia Pellizze

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Jory John is a #1 New York Times bestselling author and two-time E.B. White Read-Aloud Honor recipient.

Jory's work includes the #1 New York Times bestselling picture book, "The Good Egg," and the #2 New York Times bestselling picture book, "The Bad Seed." He is also the author of the popular picture books, "Penguin Problems" and "Giraffe Problems," the award-winning Goodnight Already! series, the New York Times bestselling Terrible Two series, the recent picture books "Quit Calling Me a Monster!" and "Can Somebody Please Scratch My Back?" and the international bestseller "All my friends are dead," among many other books for both children and adults. Jory's forthcoming picture books, in 2019, include "That's What Dinosaurs Do!", illustrated by his frequent collaborator, Pete Oswald.

Jory's books have won numerous state book awards, most recently the North Carolina Children's Book Award, the Florida Sunshine State Reading Award, the Dorothy Canfield Fisher Award of Vermont, the Louisiana Young Readers Choice Award, the Volunteer State Book Award of Tennessee, the North Dakota Library Association Flicker Tale Award, the South Carolina Children's Book Award, the Oregon Spirit Book Award Honor Prize, and his work was shortlisted for the Texas Bluebonnet Award. His books were also twice-nominated for the prestigious Kate Greenaway Medal in England.

In addition to the books mentioned here, Jory has written for the New York Times, the Guardian, the San Francisco Chronicle, the Believer, McSweeney's Internet Tendency, and BuzzFeed, among many other publications. His work has also been featured in The Best American Nonrequired Reading, The Best of McSweeney's Internet Tendency, Reader's Digest, and more.

For more than six years, Jory worked as the programs director at 826 Valencia, a nonprofit writing and educational center in San Francisco's Mission District, founded by Dave Eggers. In that time, he conceptualized and edited, "Thanks and Have Fun Running the Country: Kids' Letters to President Obama," which was featured on "This American Life."

Find Jory at www.joryjohn.com or on Twitter @IamJoryJohn

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The Smart Cookie (The Food Group) [John, Jory, Oswald, Pete] on Amazon.com. *FREE* shipping on qualifying offers. The Smart Cookie (The Food Group)

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Grades 3-5

This is a great book inspired by the life of the first African American woman to travel into space, Mae Jemison. Mae's parents told her that if she worked hard and believed in her dreams, she could achieve anything, no matter what anyone else tried to tell her.

“If you can dream it, if you believe it and work hard for it, anything is possible.”

I will use this line from the book, being the entire message of the story, to encourage students to write a story about their dreams and aspirations. What do they want to achieve? How will they achieve it? Will they allow others' words to impact their goals, whether they be positive or negative?

Hailey Cosby

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A beautiful picture book for sharing and marking special occasions such as graduation, inspired by the life of the first African American woman to travel in space, Mae Jemison. An Amazon Best Book of the Month!

A great classroom and bedtime read-aloud, Mae Among the Stars is the perfect book for young readers who have big dreams and even bigger hearts.

When Little Mae was a child, she dreamed of dancing in space. She imagined herself surrounded by billions of stars, floating, gliding, and discovering.

She wanted to be an astronaut.

Her mom told her, "If you believe it, and work hard for it, anything is possible."

Little Mae's curiosity, intelligence, and determination, matched with her parents' encouraging words, paved the way for her incredible success at NASA as the first African American woman to travel in space.

This book will inspire other young girls to reach for the stars, to aspire for the impossible, and to persist with childlike imagination.

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Mae Among the Stars [Ahmed, Roda, Burrington, Stasia] on Amazon.com. *FREE* shipping on qualifying offers. Mae Among the Stars

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Written and illustrated by Peter H. Reynolds

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K-4

This book is very motivational and can encourage students to always believe in their work even if they don't think their skillsets are good enough. It can build their confidence and show them that ALL of their work has meaning and matters!

Key Parts:

"I just can't draw!"

"Just make a mark and see where it takes you."

"She pushed the paper toward Vashti and quietly said, 'Now sign it."

"It was the little dot she had drawn - HER DOT! All framed in swirly gold!"

"Vashti stared at the boy's squiggle. And then she said... 'Sign it.'"

I would use this book to shed light on Vashti's transformation of initially thinking her artistic skills weren't good enough to create a good drawing, to recognizing that her art was valuable, as well as to inspiring others to realize that theirs' is, too. I would connect her feelings with my students', and I would ask them, "Do you ever feel like you can't write like Vashti felt she couldn't draw?" I would use the gold frame to validate them that no matter if they think so or not, all of their writing deserves a gold frame just like Vashti's dot did. I would give them all a piece of paper and challenge them to "just make a mark and see where it takes them." The purpose of this prompt would be to get them to just explore their own original ideas and creativity, and to simply write based off of whatever comes to their mind.

Sophie Giardina

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"readers are taken on a stunning journey into the imagination of a young boy—who explores everything from the pyramids of Egypt to a dusty footprint on the moon—and then back out again to the wonderful world right in front of him. From a lost balloon to an endless road, there are stories to discover, to dream about, and to share.

k-2nd

invites readers to notice the world around them and demonstrates the reading writing connection

the reading writing connection

I would implement this by doing a read aloud and then asking the students to go on a walk around the school to help notice things in a new light since we've read. Have the student develop some ideas to write about

Madison Atkinson

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I don’t want to read this book by Max Greenfield

potential audience K-2

This book conveys the meaning of writing. It touches on how to tell when you are at the beginning and end of a book, where does a period belongs and what is a paragraph. As he is explaining the details of a book, he expresses this in a tone of not wanting to read the book and makes sure to emphasize this throughout the whole book.

“I mean why would I read this book? I already know what's going to happen. I’m going to open up the front cover only to find pages with, let me guess words.”

I would use this book to explain that tone and voice of writing is important. It doesn’t matter what you say but it does matter the tone it is written in to give your readers an emotional feeling of what you're trying to say through words.

Ashlee Morin

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My book with no pictures by B.J. Novak

potential audience: Primary k-2

I chose this book because it is a fill in the blank book story. This allows me to help students build the story and practice sentence fluency and they are included in the story. Allowing them to be a part of the story and focus on how to build a sentence.

" I am a ______from the mountains of _______!"

I would use this story in a small group instruction to help those students who may be struggling with sentence structure/ Fluency.

Ashlee Morin

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Potential audience: Primary- 2

This book stood out to be me because it recognizes woman in history who persisted to keep working through obstacles until, they were successful. It is a good book to read to students to let them know, no matter the obstacles keep pushing through.

AS a fifteen-year-old riding a bus home from school in Montgomery, Alabama, Claudette Colvin was expected to give up her sreat to a white woman just because she was African American. In her refusal to get up, she persisted in taking a stand for what's right, helping to inspire Rosa Parks to make the same choice nine months later, an act many point to as starting the modern Civil Right Movements.

This book is great at using the word “persisted” in a repetitive pattern to give the reader a definition of what is “persisted.” This is a creative way to introduce a new vocabulary word with context in various different ways to support the meaning of the word.

Ashlee Morin

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The days the Crayons Quite by Drew Daywalt

Potential audience: Primary K- 4

I like how each crayon has a reason as to why they are quitting. I like that it is written as a letter to Duncan, and each crayon makes it a personal mission to tell him why they are quitting.

“Well, poor Duncan just wanted to color, and of course he wanted his crayon to be happy. And that gave him an idea.”

This is a terrific book to show students how to organize their thoughts and ideas to convey a message to the person they are writing to.

Ashlee Morin

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Because by Amber Ren

Potential audience Primary k-5

This book had such a wonderful message of how being in the right time or the right place tends to help shape who we are as we grow.

“Because a man named Ludwig wrote beautiful music, a man named Franz was inspired to create his own.”

This idea of “because” helps tell a story that has so many great ideas that are supported by the things that are happening in the story of “because". This would be a great story to share with students to help invoke that all ideas can be turned into a story, even the things that don’t seem like it.

Ashlee Morin

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We will rock our classmates by Ryan T. Higgins

Potential audience Primary k-3

This is a very relatable story for children to connect to about being nervous for a talent show. I think the concepts will reach students and keep them interested throughout the story.

“At last, it was time for the rehearsal. Onstage, Penelope froze. She was worried that dinosaurs could not rock ‘n’ roll.”

This would be a great example of the power of “voice”. This tone of anxiousness is conveyed when there are certain words that are used to make the read feel like Penelope the dinosaur is feeling thought out the story. I would make a connection of the words to the students and see how those make an impact on them. Expressing that these are key words to convey certain emotions.

Ashlee Morin

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The year we learned to fly by Jacquline woodson

Potential audience Primary k- 3

This story is terrific at allowing the kids explore their imagination which is something kids do at this age group. This is something that i can build up with my class as a writing assignment.

“So, our people learned to fly, she said. They dreamed a thing and made it happen. Closed their eyes and flew away home.”

This would be a good example of organization. They are smoothed transitional and focus on one idea and expand upon that idea. I could have the students close their eyes and then have them write down all the things they thought of while they had their eyes closed and have them turn it into a story.

Ashlee Morin

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The Pout-Pout Fish by Deborah Diesen

Potential audience Primary K-2

This is a fun and cheerful book that the students can get involved in with a section throughout the book for them to chant the repetitive words

“I’m a Pout-Pout fish with a pout-pout face, So I spread the dreary-wearies all over the place.”

This book focuses on the word “pout” by not only including pictures of what that may actually look like but also including a definition. This would be used as introducing a new vocabulary.

Ashlee Morin

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The word collector by Peter H Reynolds’s

Potential audience: preschool - 3

Rationale: This book introduces new vocabulary but focuses on the conventions of writing. You could use this book to display proper usage of punctuation, commas, beginning and ends of thoughts.

Quote: “Jerome’s collection grew. He began organizing them. “Dreamy” “science” s

How to use book: I would use this book in the primary grades to show how you can make a sentence that can express meaning but does not require to be lengthy and how using certain vocabulary and punctuation can bring ideas and thoughts together. After reading this book I would do whole group instructions and walk through making a few sentences focusing on the conventions of writing.

Ashlee Morin

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1-5

It shows ways to identify and describe characters, settings, problems, events, and solutions in a story. This is also a helpful text for comparing story elements

I would use this book to read aloud and then analyze the story structure, comparing and contrasting characters, settings, problems, events, and solutions.

Students can map out and label the story structure collaboratively or independently. using the word "somebody ______ wanted, but, so, finally, and the end on a sheet of paper to guide the students through retelling events in the story through illustrations.

Madison Atkinson

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K-2nd

I chose this book because it uses words that are not typically used by elementary school students and explains what each unfamiliar word means.

"Then I get an idea that is stupendous. That's a fancy word for great."

I would use this book as an effort for students to use more expansive vocabulary. I would also have them write the way that Nancy does in the book.

Jennica Augustin

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- The potential audience is from around 3rd to 5th grade.
- I chose this book because a teacher can easily work this into their class toward the end of the year which helps set a tone for the next year.
- I would use this book by talking about the encouraging voice the author uses when talking about all the places on can go.
- Hayley Hardy

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This book is a great resource to give students an example of understanding their culture and why they are important

I would use the specific part of the book where she is speaking with her abuelo because she also thinks he looks like he doesn't belong to her

I would have the student explain to me or a peer why they think the character is feeling this way and ask if they have ever felt this way before.

Rebekah Wilson

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3-5

Allows readers to notice adjectives to describe characters, places, and things. Shows examples of voice through onomatopoeias and interjections to spice up the writing.

Having readers or listeners actively look for what sounds they expect to hear and how they think they would write those sounds in a story.

During reading I can stop and notice the kinds of words the author chose to use and think about what those words mean. Have students make a chart of onomatopeias that the author chose to use so that students can refer back to it when in their own writing.

Madison Atkinson

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1-5

It demonstrates great organization from the way it is written, down to what it is writing bout.

"Be Patient!"

I would use it in a read aloud

Angel Duboy

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Written by Margery Cuyler and illustrated by David Catrow

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K-2

This book is an adventurous book where a little boy takes a trip to the zoo and gets a balloon ride into the animals' habitats. It has an extremely engaging and fun plot that I think students would really enjoy!

I would honestly use this entire book, as it contains a great example of sequencing events from the beginning to the end. It starts with a little boy getting to the zoo, getting a balloon, and then getting lifted up into the sky from it. Then, a tree branch popped the balloon and dropped the little boy into the animals' habitat where he got to come across many different animals. The last animal he met was a stork, who put an end to his adventure and flew him home to his father and mother.

I would use this book and the many events throughout it to teach my students how to effectively write a sequence of events. I was thinking it would be beneficial to use an anchor chart or something like it to display each event and how the author made smart choices in order to progress them and enrich the reader's understanding of them.

Sophie Giardina

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Written and illustrated by Lynne Rae Perkins

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1-5

This book is a sweet winter story about holiday traditions, as well as has a variety of themes throughout it such as kindness, generosity, friendship, and how making mistakes can lead to wonderful things. It also has such great word choice that can open students up to so many new vocabulary words!

There are lots of words on each page of this book that I would want to introduce and expand on with my students. Some of these words include fetched, mysterious, bereft, forlorn, bluster, frigid, fierce, fragrant, jubilant, nimble, buoyant, agile, resilient, and many more!

I would use this book and the author's word choices throughout it to discuss the meaning of them and encourage my students to incorporate them into their own vocabulary and writing. I would maybe have my students go on a "word hunt" and find the exact definitions and synonyms of each word so that they can get a better idea of how to use them.

Sophie Giardina

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Written and illustrated by William Steig

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K-3

This book displays bravery, as young Irene steps up for her sick mother and takes a beautiful handmade gown to the queen, but she has to travel through a brutal snowstorm in order to do so. I think the adventurous side to this book would be extremely engaging for students.

Key Parts:

"With great care, Irene..."

"By the time she got there, the snow was..."

"By the middle of the pasture, the flakes..."

"When she reached Apple Road, the wind..."

"With the empty box clasped to her chest, Irene..."

"Early the next morning, when snow had long..."

"When she pulled the door open, a wall..."

I would use this book and the many examples of the way the author began so many sentences with depend clauses to show my students how they can create interest and energy, as well as enhance the flow of their writing with varied sentence beginnings. After teaching this and creating an anchor chart with several examples of good sentence beginnings, I would give my students a writing prompt and challenge them to use at least three new or different ones in their draft.

Sophie Giardina

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Written by Derrick Barnes and illustrated by Gordon C. James

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K-4

This book is a fun book where a little boy imagines how he will feel like royalty once he gets a fresh haircut, as well as how others will take notice of his good looks because of it. It's great for encouraging children to use their imagination, and to put themselves in his shoes to experience what it's like to get a haircut.

Key Parts:

"He'll drape you like royalty with that cape to keep the fine hairs off of your neck and your princely robes."

"He'll lean you back in the chair, dab that cool shaving cream on your forehead, and then craft a flawless line with that razor - slow, steady, surgical."

"The whole school will be seasick from the rows and rows of ripples. You'll have more waves on your head than the Atlantic Ocean."

This book is filled with many rhythmic and vibrant words and phrases, just like the ones above. I would use them to show students how powerful vocabulary can enhance the meaning and imagination of a story, especially with great use of imagery. Furthermore, I would challenge my students to incorporate such words into their own writing to paint more vivid pictures for their readers.

Sophie Giardina

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K-5

This story displays how the author has used words in different ways. He uses fictional text with interesting and different words that are unique and the children can borrow for their own writing.

I would use this book to read aloud and highlight words that johnny uses throughout the story, especially when "bear grumbled up the tree, disturbed from his slumber by the hullabaloo" to introduce the word hullabaloo as a noisy confusing situation, the author could have used "noise" but i think "hullabaloo" sounds a lot better.

to notice the kinds of words johnny Lambert chose to use in this book.

Madison Atkinson

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K-5
I chose this test to notice and use expressive words to enhance illustrations. the author uses unique words to be expressive and enhance illustrations.
I would use the section "and if the giraffe could tell you, he'd say he can't abide the bird" notice the bird" can't stand" the giraffe can't abide" what do you think cant abide means? (the same things as can't stand) why do you think that? (both phrases make sense in the sentence)
I would read aloud and have students see what they can learn from Rebecca Bender about being a writer and illustrator.
Madison Atkinson

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PreS-Gr 1—In this follow-up to Giraffe Meets Bird and Don't Laugh at Giraffe, Giraffe and Bird are still having difficulties getting along. The two continue to increasingly irritate each other, escalating to the point where each goes his separate way. But once apart, each realizes he is lonely and has no one to pester. The two soon make up only to start fighting again. The ending indicates that the audience knows better than to think these frenemies can't stand each other, but it's unclear why they are friends in the first place, since there do not appear to be any positive qualities in the relationship. The illustrations, done in acrylics, depict the discordant friendship in a way that is presumably meant to be humorous but mostly makes the characters seem mean and at times even violent. VERDICT With so much negative energy, the message about working at friendship gets lost, and the story fails to offer any kind of examples of getting along or compromising. An additional purchase.—Jessica Marie, Salem Public Library, OR

About Not Friends

STARRED REVIEW "Many children's books deal with the occasional conflict between friends, but this is a fresh, lively addition to the pack. From the spotted end pages on, we are up close and personal in Giraffe's and Bird's world, which is full of clouds, telephone wires, and TENSION....Sentences are short and in the present tense with verbs often in bold. The lack of background detail accentuates the actions and the warm browns and blues of the illustrations will reassure readers that this conflict might not be as bad as they think. In the end, we are reminded that actions speak louder than words."―Booklist Starred Review

"A charming friendship story with spare, witty text and that packs a visual punch....Vivid, textured illustrations add an extra level of hilarity to the story in a cartoon-style layout that will appeal to pre-readers looking for visual clues for comprehension. This story will ring true for young readers familiar with playground politics and shifting friendships."―Kirkus Reviews

"A sweet, silly captivating story with fabulous illustrations suiting the personality of each perfectly. A winner!"―Youth Services Book Review

"This is a hilarious book that speaks to the difficulties of relationships and the need for accepting differences in one another. This book would be a jump-start to discussions a teacher or a parent could have with children about friendship. From a literacy standpoint, I liked the variety of language used and the bold printed words in each sentence."―Youth Services Book Review

"A fun story of a tumultuous and questionable friendship emerges, offering a refreshing and satisfying alternative to the usual child's easy story of uncomplicated relationships."―Midwest Book Review

"Not Friends is a brilliantly executed picture book...Whimsically funny and thoroughly entertaining from cover to cover, Not Friends is especially recommended for family, daycare center, preschool, elementary school, and community library picture book collections."―Midwest Book Review

"Large humorous illustrations capture the give-and-take drama..."―Vermont Country Sampler

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Not Friends (Giraffe and Bird) [Bender, Rebecca, Bender, Rebecca] on Amazon.com. *FREE* shipping on qualifying offers. Not Friends (Giraffe and Bird)

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K-3

I chose this story to notice how the author used words and illustrations to show me how the characters are feeling, I can use the words and pictures to show my readers how I am feeling.

"Please let me stay in the book" how does Ryan Higgins want you to read Rupert's words on this page? what signals does he give to you? (the words are big and bold) could you do this in your own writing?

I can read aloud and ask the reader to react to the characters throughout the story and how they make you feel.

Madison Atkinson

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K-4

I chose this text to show readers how to notice a pattern of structure within a text and learn that they can borrow structures to use in their own writing.

"Skinny bears" look at your friend and take turns telling each other something that bears eat.

I would read aloud and have listeners listen for how the author structured his story about bear facts and ponder how we may do this in our own writing.

Madison Atkinson

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K-3

I chose this book to show the reader the pattern and structure of the text.

"This may look like an ordinary animal butt" what do you think happens when an animal dashes away, when it dashes it moves very quickly turn and share what you think

I will have the audience ask about the structure of the story and answer questions based on reading

Madison Atkinson

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A Verb for Herb (Grammar Tales)by Maria Fleming, Kelly Kennedy 

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A Verb for Herb (Grammar Tales)by Maria Fleming, Kelly Kennedy 

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K-2

I chose this book to showcase verbs in a fun engaging way for students to think of a verb as a character and helpful reminder.

This is a good book for young children who are learning verbs in the classroom. Every page contains different verbs that can help children recognize how and when they are used in the text.

Madison Atkinson

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3-5

What would you do if you met your ideal pet?  Elliot asks his father if he can have a penguin during a visit to the aquarium.  This begins a silly tale of an irresistible friendship.

read aloud and discuss how the author/illustrator modeled the use of dialogue.  The author actually uses dialogue bubbles embedded within the text.  Additionally, this book would be a great model text for surprise endings.

Madison Atkinson

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The Pigeon HAS to Go to School! by Mo Willems

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K-2

Mo Willems Pigeon books are fun for young readers. The Pigeon's voice is very expressive and he shows that throughout the entire series of books. In this book, the Pigeon is protesting going to school. He REALLY does not want to go!

There are two pages in this book, side by side that have a series of boxes in which the Pigeon is questioning everything that might be at school. These particular pages end with the line, "The unknown stresses me out, dude!"

I would use this book to teach students about the expressiveness in the Pigeon's voice. You can tell how he is feeling by what he is saying even though you can't hear him speak. The book is read through speech bubbles, therefore, I will have the class complete an activity in which they create their own story using speech bubbles.

Hailey Cosby

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K-2

Michale Recycle is a great story to use to teach about story sequencing. The story begins a problem (the town is dirty), then Michael Recycle teaches the town how to reduce, reuse, and recycle, then the town is clean because the people followed Michael Recycle's lead.

The entire book will be necessary to complete the lesson.

I would use the book to have students fill out a sequencing chart. What happened in the beginning, middle, and end and point out the cause and effect relationship between these events. We can then discuss how students can translate this into their own writing.

Hailey Cosby

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nature & the natural world - environment

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children's / teenage fiction & true stories

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early learning / early learning concepts

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juvenile fiction / recycling & green living

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Just in time for Earth Day on April 22, Michael Recycle tells the adventures of a young superhero whose power allows him to teach people about recycling. After cleaning up a town, the people declare: "To Michael Recycle! The green-caped crusader, our super-green hero, the planet's new savior!"

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Michael Recycle
Product by Worthwhile Books ~ Ellie Bethel (author) More about this product

List Price: | $15.99
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3-5

This book teaches the importance of punctuation and shows what our writing would look and sound like without it.

The whole book would be used for the lesson.

Students will complete a worksheet in which they will use macaroni to fill in the missing commas. They will then answer the writing prompt, "why is punctuation important" to show that they understand the lesson and have a chance to practice using punctuation appropriately.

Hailey Cosby

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Oh, no! Mr. Wright's class can't believe it. All the punctuation marks in the classroom have disappeared. Where can they be? What will the class do without them?

After a lesson goes awry on the hottest, stickiest day of the year, Punctuation decides to go on vacation. Maybe if the kids have to live without punctuation for a while, they'll appreciate all the hard work commas, apostrophes, exclamation points, and question marks do!

Chaos erupts! The class can't read their book, and the letters they write to ask punctuation to come back home are a mess.

This clever and funny tale shows just how important punctuation is to reading and writing, and helps illustrate how different types work. From the question mark's inquisitive postcards to the quotations' constant chatter, this story is full of fun detail, elaborated on by bright acrylic illustrations, full of action and personality.

For more language-arts fun, check out Robin Pulver and Lynn Rowe Reed's other collaborations, including Me First, Happy Endings, and Silent Letters, Loud and Clear .

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Punctuation Takes a Vacation [Pulver, Robin, Reed, Lynn Rowe] on Amazon.com. *FREE* shipping on qualifying offers. Punctuation Takes a Vacation

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Written by Jon Stone and illustrated by Mike Smollin

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K-2

This book is extremely engaging and interactive with the reader. It displays a little bit of suspense in a humorous way, which I think young children would really enjoy. It also has great illustrations which make it even better!

Key Parts:

"IT DID? Oh, I am so scared of monsters!!!"

"You turned another page! You do not know what you are doing to me!"

"I, Grover, am nailing this page to the next one so that you will not be able to turn it."

"Oh, I am so SCARED! PLEASE do not turn the page."

"And you were so SCARED! I told you and told you there was nothing to be afraid of." ... "Oh, I am so embarrassed..."

I would use this book and its key parts to teach how voice can demonstrate characters' strong feelings, even without coming right out and saying them. During a read aloud, I would point out the voice-rich phrases and ask my students to think about how they show Grover's attitude and emotions. Then, I would challenge them to apply what they've learned about voice into their own writing to see if they can bring their characters' feelings and emotions to life as well.

Sophie Giardina

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Written and illustrated by David Shannon

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K-3

This book is an extremely unique, engaging, and fun story about a duck who decides to ride a bike and says hello to all of his friends along the way, who eventually get to join in on all the fun. I think young children would really enjoy the plot line and humor of this book!

Key Parts:

"He waddled over to where the boy parked his bike, climbed on, and began to ride. At first he rode very slowly, and he wobbled a lot, but it was fun!"

"You're still not as fast as me, Duck!"

"Watch where you're going, Duck!"

"Duck stood on the seat and rode past Pig and Pig."

"Suddenly, a whole bunch of kids..."

"And no one knew that on that afternoon, there had been a cow, a sheep, a dog, a cat, a horse, a chicken, a goat, two pigs, a mouse, and a duck on a bike."

Although there are many proper forms of conventions throughout this book, I would use it to focus on teaching how to correctly use internal punctuation, specifically commas. Throughout a read aloud, I would point out the key parts and go over why commas were or were not added into them, while also creating an anchor chart to display the different rules of when to apply commas into one's writing. This chart would go on to be a good reference in the classroom for students to look back at whenever they write.

Sophie Giardina

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Written by Judith St. George and illustrated by David Small

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2-5

This book is very educational about the President of the United States, as well as about the many different people who have had the role over the years and some of their unique stories. I think young students would be interested to learn more about such history!

This book is filled with an endless amount of names, places, events, songs, and other words that require capitalization (President, White House, Civil War, Democrat, Republican, Yankee Doodle, Potomac River, etc.)

I would use this book and all of the capitalization in it to teach the importance of having consistent and correct capitalization in one's writing. During a read aloud, I would have my students point them out and assist me in making a list of all of them. Then, we would collectively go over them, and I would create an anchor chart with capitalization rules that would go on to be a good reference chart for my students for whenever they write.

Sophie Giardina

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Written by Rana DiOrio and illustrated by Stephane Jorisch

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K-3

This book is all about the act of kindness. It includes a variety of examples of what it can look like to be kind, as well as a few that don't exactly align. I think it is a great way to set a positive example for young children!

Key Parts:

"What does it mean to be kind?"

"So show your friends what it means to be kind. And spread the word - if we can all be kind to each other and to ourselves, our world will be more loving, caring, and harmonious."

I would use this book to spark ideas in my students about how kindness has been or can be implemented into their own lives. After reading the first page in a read aloud, I would ask my students to ponder on what they think it means to be kind. I would prompt them to think about it throughout the story, as well as pay close attention to the many examples throughout it. At the end of the story, I would recap the importance of being kind and how it can make the world a better place. Then, I would direct my students to write about what kindness means to them.

Sophie Giardina

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Written by Adam Rex and illustrated by Scott Campbell

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K-3

This book is a funny one full of letter exchanges between Ox and his crush, Gazelle, who is clearly not interested. I think the interactions between the two would be very humorous for young children, as well as open them up to see how letters can be written.

Key Parts:

"I think that what I am trying to say is that I love you."

"I hope you understand that I have many admirers and cannot reply to each one personally."

"There is no need to write me again."

"I eagerly await your next letter."

"There will be no next letter. I am not writing you anymore."

"Your sense of humor is a delight."

"I could never ever love an ox."

"It makes me love you even more."

I would use this book and the many key parts of each letter to compare and contrast the different personalities of Ox and Gazelle through their displayed voice. During a read aloud, I would use an anchor chart to compare and contrast their use of words and phrases, punctuation, and overall energy. By doing this, I would be able to teach how these things can impact the voice of characters.

Sophie Giardina

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Something Beautiful by Sharon Dennis Wyeth

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Something Beautiful by Sharon Dennis Wyeth

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Potential audience: K-3rd

I chose this book because it teaches the value of finding something beautiful in everyday sights around you.

“BEAUTIFUL. The teacher taught me the word in school. I wrote it in my book. B-E-A-U-T-I-F-U-L. Beautiful! I think it means something that when you have it, your heart is happy.”

‘When I go back outside, I see some of my friends. “Do you have something beautiful?” I asked them. “I have my jump rope,” says Sybil. “I have my beads,” says Rebecca. “Check out my new shoes,” says Jamal.’

I would use the first quote to have my students make their own definition of the word “beautiful.” I would then have students write about what they think is beautiful and what they have that is beautiful. I believe that this activity would allow students to have a choice of what idea they write about because each student can find a unique item or event beautiful.

Jennica Augustin

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3-5

Matilda is a story about an exceptional young girl whose parents think she is a nuisance. She is navigating her way through life and school when she comes across a mean headmistress. Matilda discovers that she will be able to give Miss. Trunchbull just what she deserves. This story is full of rich language.

The specific section of the story I will be using is the chapter entitled Miss Honey. In this chapter, Roald Dahl uses descriptive language to describe Miss Honey and Miss Truchbull.

I will use this chapter to inspire students to come up with their own characters. They will close their eyes and imagine their character. They will think about their hair, eyes, clothes, body type, skin, etc. Students will then write a paragraph about their character using descriptive language.

Hailey Cosby

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Now a musical!

Matilda is a sweet, exceptional young girl, but her parents think she's just a nuisance. She expects school to be different but there she has to face Miss Trunchbull, a menacing, kid-hating headmistress. When Matilda is attacked by the Trunchbull she suddenly discovers she has a remarkable power with which to fight back. It'll take a superhuman genius to give Miss Trunchbull what she deserves and Matilda may be just the one to do it!

Here is Roald Dahl's original novel of a little girl with extraordinary powers. This much-loved story has recently been made into a wonderful new musical, adapted by Dennis Kelly with music and lyrics by Tim Minchin.

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Matilda - Kindle edition by Dahl, Roald, Blake, Quentin. Download it once and read it on your Kindle device, PC, phones or tablets. Use features like bookmarks, note taking and highlighting while reading Matilda.

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K-5 (lesson adapted per grade level)

This book is full of vivid descriptions and exceptional word choices. It describes the wind racing through different places and terrains.

I would use the entire book for the lesson, as each page describes a different scenery in vivid detail.

I would have students think of their favorite place to be. At home, on a beach, in the mountains, etc. I would then instruct students to draw their favorite place with as much detail as possible. Finally, students will write one paragraph about their favorite place using descriptive language. What does it look like, feel like, smell like, etc.

Hailey Cosby

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Brief content visible, double tap to read full content.

Full content visible, double tap to read brief content.

Sophie Diao is an illustrator living in Oakland. She's created many Google Doodles and has worked with Pixar, Cartoon Network, and the Ad Council.

She most recently illustrated I AM GOLDEN (Feiwel & Friends), which was an instant New York Times bestseller. Previously, she illustrated I AM THE WIND (Page Street Kids), about the wind's travels around the earth and the many different animals it meets, which received a starred review from Kirkus and was one of their best picture books of 2020. She also illustrated SARAH AND THE BIG WAVE (Henry Holt BYR), of which Kirkus wrote "Diao's illustrations are extraordinary." SARAH received a starred review from Booklist and was a Junior Library Guild Gold Standard selection.

Find her online at @sophiediao

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I am the Wind [Karg, Michael, Diao, Sophie] on Amazon.com. *FREE* shipping on qualifying offers. I am the Wind

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3-5

A writer's voice depicts their perspective. This book is a twist on the classic Three Little Pigs story, told from the Wolf's perspective.

I would use the whole book for this lesson.

Students will be given a writing prompt in which they will have to write from two different perspectives. For example, the prompt could be, "It's raining outside and you find a spider in your house. Tell the story from your perspective. Now tell the story from the spiders perspective."

Hailey Cosby

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"Designed with uncommon flair," said PW, this "gaily newfangled version of the classic tale" takes sides with the villain. "Imaginative watercolors eschew realism, further updating the tale." A Spanish-language reprint will be issued simultaneously ($4.99, -055758-X). Ages 3-8.
Copyright 1996 Reed Business Information, Inc.

Ages 6-9.

Jon Scieszka's The True Story of the Three Little Pigs (1989) turned the favorite porkers' story upside-down by allowing the grossly misjudged wolf to tell his side of the story. Wiesner's latest is a post-modern fantasy for young readers that takes Scieszka's fragmentation a step further: it not only breaks apart and deliciously reinvents the pigs' tale, it invites readers to step beyond the boundaries of story and picture book altogether.

The book begins predictably: the three pigs set out to seek their fortune, and when the first pig builds a house of straw, the wolf blows it down. Here's when the surprises start. The wolf blows the pig right out of the picture and out of the story itself. In the following frames, the story continues as expected: the wolf eats the pig and moves on to the other houses. But the pictures no longer match up. Frames show the bewildered wolf searching hungrily through the rubble as first one, then all the pigs escape the illustrations and caper out into open space with the loose pages of the wolf's tale swirling around them. After fashioning a paper airplane from a passing page, the emancipated pigs soar off on a sort of space flight through blank white spreads, ultimately discovering other picture-book "planets" along the way. Finally, the pigs wander through a near-city of illustrated pages, each suggesting its own story. Joined by the nursery rhyme Cat and Fiddle and a fairy-tale dragon, the pigs find and reassemble the pages to their own story and reenter to find the wolf still at the door. In the end, the story breaks down altogether, as the wolf flees, the text breaks apart, letters spill into a waiting basket, and the animals settle down to a bowl of . . . alphabet soup instead of wolf stew.

Wiesner uses shifting, overlapping artistic styles to help young readers envision the pigs' fantastical voyage. The story begins in a traditional, flat, almost old-fashioned illustrative style. But once the first pig leaps from the picture's frame, he becomes more shaded, bristly with texture, closer to a photographic image. As the pigs travel and enter each new story world, they take on the style of their surroundings--the candy-colored nursery rhyme, the almost comic-book fairy tale--until, in the end, they appear as they did at the beginning. Chatty dialogue balloons also help guide children through the story, providing most of the text once the characters leave the conventional story frames, and much of the humor ("Let's get out of here!" yells one pig as he leaps from a particularly saccharine nursery world). Despite all these clues, children may need help understanding what's happening, particularly with the subtle, open-ended conclusion. But with their early exposure to the Internet and multimedia images, many kids will probably be comfortable shifting between frames and will follow along with delight. Wiesner has created a funny, wildly imagined tale that encourages kids to leap beyond the familiar, to think critically about conventional stories and illustration, and perhaps to flex their imaginations and create wonderfully subversive versions of their own stories. Carolyn Phelan
Copyright © American Library Association. All rights reserved

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The True Story of the Three Little Pigs [Scieszka, Jon, Smith, Lane] on Amazon.com. *FREE* shipping on qualifying offers. The True Story of the Three Little Pigs

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Potential Audience: PreK-3

Rationale: This is a really cute book from the perspective of a cat (it even adds some cat jokes), and he explains that your own books are the best kind of books. In other words, your best writing will come from yourself, not someone else.

Selected Part of Book: "This is my book! I can write whatever I want! AND I can draw all over the pages and make up MY own stories! I can write upside-down. I can go one and on and no one can stop me!!!"

How to Use This Book to Teach the Trait: This book talks about coming up with your own ideas instead of taking an idea from someone else.

Rebecca Bagnall

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My Two Blankets by Irena Kobald & Freya Blackwood

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My Two Blankets by Irena Kobald & Freya Blackwood

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Potential Audience: Grades 1-4

Rationale: This is a lovely story to use to teach sequencing. This book starts off by introducing the character (making us wonder more about her) and setting the scene. It has many transitional and sequence words in it. It also feels calm and paced and there is a sense of resolution in the end.

Selected Part of Book: "When I went home, I hid under my old blanket. I wondered if I would always feel sad. I wondered if I would ever feel like me again."

How to Use This Book to Teach the Trait: I would use this book by having students identify the beginning, middle, and end of the book. In addition, I would have students discuss with each other what transition words were used and how the organization of the book helped them understand the story better.

Rebecca Bagnall

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2-5

This book filled with poetry will help students see the difference a pause or inflection can make while reading these poems aloud.

I will start by modeling how to read a poem aloud with the poem "Shoo Fly Shoo".

I will model the activity by reading a poem aloud to the whole class. Then, with a partner, each student will pick a poem and read it aloud to their partner. After, we will discuss what clues from the page and poem helped them decide how to read poem.

Hailey Cosby

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From rockets to mermaids and everything in between, there's something for everyone in this diverse and contemporary collection.

Perfect for young children aged 4+ who are approaching poetry for the very first time, these poems can be performed out loud, shared with others or simply read in your head. Featuring award-winning poets, brand new voices, hip-hop artists and spoken-word performers, this is a wonderfully fresh, diverse and relevant new anthology that will get children laughing, thinking, sharing and performing!

With gorgeous illustrations by Laurie Stansfield, and an accompanying CD that features performances from the poets themselves.

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Poems Out Loud!: First Poems to Read and Perform

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Poems Out Loud!: First Poems to Read and Perform on Amazon.com. *FREE* shipping on qualifying offers. Poems Out Loud!: First Poems to Read and Perform

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potential audience k-2

I chose this book for word choice because the author gives clues to help the readers understand how to read his words with expression. Some of those clues might be punctuation marks such as periods, exclamation marks, or question marks.

"Woof! Woof! Woof! page: 7 Who is saying “Out!” on this page? [the parents] Say it the way they would."'

Ashley Duckett

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The Day Punctuation Came to Town by Kimberlee Gard

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The Day Punctuation Came to Town by Kimberlee Gard

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K-2

"But, 'Comma, without you, things become a disaster!' Exclamation Point said." I would use this to show the necessity of commas and how the absence of them can change the meaning of a sentence.

I chose this book for conventions because it features the explanation point, question mark, comma and period. It explains how sentence meanings can change with and without the use of conventions.

Ashley Duckett

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Potential Audience: PreK-3

Rationale: I chose this book because it consistently compares the stegosaurus' simple words with Stegothesaurus' very descriptive words. These types of words makes a student's writing more exciting and interesting to read.

Selected Part of Book: "At long last, the brothers found some shrubs to eat. 'Yummy,' said the first stegosaurus. 'Yummy,' said the second stegosaurus. 'Savory, succulent, scrumptious,' said Stegothesaurus."

How to Use This Book to Teach the Trait: I would say to my students, "Imagine going on a walk at a park, on a beach, or anywhere that you'd like." Then, I would write on the whiteboard a paragraph of my walk at a specific place. Then, I would cross out simple words and write a bigger and more descriptive word above it. I would then say, "Now it's your turn. Write a paragraph about a walk that you're on. Then, read it again. Using a thesaurus (in class or on the Chromebook), replace your simple adjectives with descriptive words. This will help your readers understand what you are truly seeing from your perspective.

Rebecca Bagnall

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Potential Audience: PreK-K

Rationale: I chose this book because the author used to many, many words to describe honey. Usually people describe honey with one word, but the author used 8 words. He describes it so well that you can almost taste it.

Selected Part of Book: "It was time for honey! Warm, golden, sweet, clear, slowly flowing, spicy, aromatic, sparkling with sunlight."

How to Use This Book to Teach the Trait: I would say to my students, "Take a moment and think of your favorite food... Now, think about why it is your favorite food." Then, I'd write on the whiteboard a sentence or two saying what my favorite food is and words to describe the food. Then, I'd say to my class, "Write down what your favorite food is, and using a thesaurus (in class or Chromebook), write at least 5 descriptive words that express the taste and smell of the food."

Rebecca Bagnall

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Potential Audience: PreK-K

Rationale: I chose this book because you can see the author's personality, like his sense of humor through his words.

Selected Part of Book: "This page is blank. Worm nine is missing. And the others are starting to get worried. Here's worm ten instead. The last worm. She looks the same as worm one. Oh, it is worm one. Here's worm ten! Last as usual. And look who he's found! Worm nine! She'd just gone to the bathroom. 'Sorry!'"

How to Use This Book to Teach the Trait: I would tell my students, "Take about 10 minutes to draw yourself and some of your friends." I would do the same thing myself on my whiteboard. Then, I would say, "Now, I want to see you put some personality into these characters. You can either write some things that you and your friends would say, or you could write a short story of what is happening in your picture. I want to be able to know that it is YOU writing the story!

Rebecca Bagnall

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·       5th grade

·       Determination and perseverance are themes thus, fostering resilience

· “There's no great loss without some small gain.”

·       I would use the selected part by analyzing the character of Laura Ingalls

·       Angel Duboy

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·       5th grade

·       Hard work, honesty, working together

·       Organization: Explore how the family came to struggle

·       Chapter 8: Jo meets Apollyon to show how the sequence of events

·       Angel Duboy

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·       5th grade

·       The book can seem a heavy but it’s a good story

·       There are many good words such as “devour” page 190

·       I would use it help students understand the critical role of the right word to convey meaning

·       Angel Duboy

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·       5th grade

·       Classic story and very creative

·       It does a good job of voice the way it comes alive and engages the reader

·       Chapter 7: A Mad Tea Party

·       I would use it show how the different characters are given voices and brought to life by exploring the dialogue

·       Angel Duboy

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·       5th grade

·       It a funny story and a great film that help support the text

·       It is an easy read with great fluent writing that is rhythmic

·       Sentence fluency page 73 bringing the Oompa-Loompas

·       Angel Duboy

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·       5th grade

·       Students explore composition and conventions

·       I would use it to teach that stories are available for everyone to tell

·       Angel Duboy

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·       Grades 3-8

·       Fun and easy read its written in verse

·       Word choice is interesting

·       Page 3 Dribbling I would use it to help students explore word choice

·       Angel Duboy

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·       K-3rd

·       Loved this book growing up great imagination and truly transports the reader

·       I would use the book to explore organization

·       I would use the entire book to explore how Max wound up in the forest and how he got out

·       Angel Duboy

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·       Pre -k – 3rd

·       A very engaging read aloud book

·       Students will be drawn to  characters voice

·       I would use this book to explore voice

·       Angel Duboy

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·       3rd – 5th

·       Love this book as it highlights themes of friendship

·       I would use this book to explore ideas

·       I would use the dialogue text between Wilbur and Charlotte

·       Angel Duboy

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Potential Audience: PreK-3

Rationale: I chose this book because it's filled with well-structured sentences. There are only several sentences in this book, but it's spread out among the snake's actions.

Selected Part of Book: "I'm frosting the cakes, ticking with clocks, melting in ice cream, and sliding through socks."

How to Use This Book to Teach the Trait: I would say to my students, "Imagine you are an animal in a house, in a park, or any scene you want. You all are going to write a few complete sentences about what you find." Then, I would write my example on the board, which encourages the use of serial sentences, like the book uses. Serial sentences consists of words, phrases, and clauses.

Rebecca Bagnall

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Potential Audience: PreK-2

Rationale: I chose this book because it presents sentence structure that flows. It plays in your ear like a song.

Selected Part of Book: "Ate the grass in the meadow here. Ate all the grass that was growing here in Hillimadoon and Willimadoon, in Rattamadoon and Hattemadeen and all of the places in between."

How to Use This Book to Teach the Trait: I would pass out a worksheet that consisted of scrambled sentences. I would tell my students, "Rearrange the sentence so that it makes sense. Let's do the first one together..."

Rebecca Bagnall

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Potential Audience: K-3

Rationale: I chose this book because it's a funny and amusing book that is well structured as a diary. The spelling, grammar, and punctuation is modeled very well in this book.

Selected Part of Book: "March 29th. Today I tried to teach Spider how to dig. First of all his legs got stuck. Then he swallowed a bunch of dirt. Tomorrow he's going to teach me how to walk upside down."

How to Use This Book to Teach the Trait: I would have my students write about a typical week that they can or about their perspective of a typical week of their favorite animal. I would model my writing on the whiteboard with today's date, and write a story of what I'm doing and how I interact with my friends and family.

Rebecca Bagnall

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If You Were Quotation Marks by Molly Blaisdell

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If You Were Quotation Marks by Molly Blaisdell

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Potential Audience: K-4

Rationale: I chose this book because it demonstrates the use of quotation marks very well, which is part of conventions.

Selected Part of Book: If you were quotation marks, you would work in pairs. Between the two of you, you would show exactly what was said. "I must find the girl who fits this slipper," said the prince.

How to Use This Book to Teach the Trait: I would have my students write about a conversation that they would have if they were meeting a new student in the classroom. They would need to practice their use of quotations mark so the reader knows who is speaking. I would model my writing on the whiteboard.

Rebecca Bagnall

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The Right Word Roget and His Thesaurus by Jen Bryant

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The Right Word Roget and His Thesaurus by Jen Bryant

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Grades 2-6

I would use this book to show the importance of finding the right word to express themselves through writing. Peter Mark Roget began writing his own book. But he didn’t write stories; he wrote lists. Peter took his love for words and turned it to organizing ideas and finding exactly the right word to express just what he thought.

"Perhaps worry wasn't quite the right word. What was the right word? Peter began a new list: worry, fret, grieve, despair, annoyed, provoke, harass."

Ashley Duckett

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Potential Audience: 1st-3rd

Rationale: I chose this book because it's about a mouse that helps students view themselves as writers with ideas.

Selected Part of Book: "Sam's mind was filled with facts and information and images from far-away places, and his imagination brimmed over with wonder and fantasy. One night Sam decided that it was time he wrote a book of his own!"

How to Use This Book to Teach the Trait: I would have my students take 5 minutes to look through my children's library. The goal would be for them to pick a book that piques their interest. Then, I would give them 10-15 minutes to read that book. Then, I would instruct them to right their own story that are inspired by facts and ideas from their chosen story, but to make sure that it's their own story. I would model my writing on the board before they get started.

Rebecca Bagnall

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k-2

I chose this book because it is relatable for students. They can see themselves as Ralph as he was stumped in the classroom.  But then with the help of his classmates, Ralph realizes that a great story can be about something very little…and that maybe he really does have some stories to tell

"Stories are everywhere! And the kids in my class were always finding them. But every day at writing time. I thought really hard. I stared at my paper. I stared at the ceiling. I could not write a story"

Ashley Duckett

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k-2

Aaron Slater loves listening to stories and dreams of one day writing them himself. But soon it becomes clear he struggles more than his peers.... until inspiration strikes.

I love this book because it shows students they do not always need words to tell a story. The presentation is beautiful and I'm sure the illustrations will engage all students.

Ashley Duckett

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- Grades 3-5
-I decided to list this book under organization because each page shows the correct format or structure when writing letters. This book was also awarded Caldecott Honor for its illustrations!
- I personally love pg. 3 because in not only shows the structure of writing a letter but also how to include lists within the letter.
- I would use this book when introducing writing letters and I would allow the students to use this book to reference when creating their own letters.
Paige Dodd

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Once Upon A Time Read Alouds: The Gardener by Sarah Stewart

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Your Name is a Song by Jamilah Thompkins--Bigelow 

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Your Name is a Song by Jamilah Thompkins--Bigelow 

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- K-5
-I chose this book because voice means a lot to me. When I see books promote voice in a inspiring way where people use their voices I will always love it!
- “ I’m singing my name so you’ll learn it.” I love this part of the book because you really see her growth and her feeling empowered by her name. I think this is a create lesson and it shows progression of her voice throughout the book.
- I would use this book to show different ways you can include voice within writing, and this even includes singing!
Paige Dodd

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We Are Water Protectors by Michaela Goade 

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We Are Water Protectors by Michaela Goade 

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- 1-5th
- I chose this book because it is inspired by an Indigenous-led movement and it shows how powerful someone’s voice can be!
-On the last two pages you see protesting “We are water protectors. We Stand! The black snake is in for the fight of its life.” I love the last two pages because it illustrates people using there voices and using there voice on signs stating what they believe to be right. I think this is very encouraging and I would love to have students create there own sign for something they believe in!
Paige Dodd

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Carole Lindstrom reads WE ARE WATER PROTECTORS

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- Grades 3-5
- I choose this book because it is presented in a beautiful way, and it says a lot and has an important message without saying a single word!
- The page I would focus on is pg 13. On this page you will see   Harvested corn crops leaning up against a wall. I would focus on this page because something is hidden within the page. On this page if you analyze very closely you’ll see and eye. Who’s eye might this be?
- I would use this book with students for them understand why the author present the eye so small at first. What was the authors intent?
Paige Dodd

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-K-3
-I chose this book because Mo Willems uses a lot of conventions within his writing. He uses explanation points, all capital letters, and really shows expressions through his writing.
- I would focus on pg 8-9 “HE TOOK MY BALL!” I would say hmmm.. this is strange and say I wonder how Piggie would say this and then read it very blandly to get students reactions. I am sure they would all love to correct me. I would then explain why we know why Piggie did not say it so bland by the use of all capital letters and the explanation point. Another way you could use this page is by using the strategy When’s It Big? When’s It Small?
Paige Dodd

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A Big Guy Took My Ball! by Mo Willems | An Elephant & Piggie Read Aloud

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-K-2
- This book has sentence fluency that is simple but precise. I think this is a great book to begin intruding sentence fluency without overwhelming the students.
- “They saw many wonderful things.” I think this is a good place to teach sentence fluency when talking about multiple people or things.
- I would rearrange words from this story and have the students unscramble to words. I would then let them begin their own writing to see if they can include some of the sentence fluency strategies within their writing.

Paige Dodd

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Waiting - Picture Book Read Aloud with Kevin Henkes

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The Power in Words: An Empowering Guide to Speaking With Purpose by: Meaghan Axel

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The Power in Words: An Empowering Guide to Speaking With Purpose by: Meaghan Axel

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Potential audience: 4-10 years

This book is about the Power of Words that reminds children that they have the ability to choose their words and actions.

"If we all put in the effort to be a bit kinder, our actions will spread and become a reminder, that our words have the power to make someone’s day.

We can lift others up with the words that we say!” This quote is so powerful and it teaches students about how being kinder can make a difference.

I would use the book and the selected part to teach this trait by engaging scenes to help them consider the way broken promises, gossip, and unkind words impact others.

Savannah Reynoso

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Last Stop on Market Street by: Matt De La Peña

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Last Stop on Market Street by: Matt De La Peña

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Potential audience: Primary

This book is an inclusive ode to kindness, empathy, gratitude, and finding joy in unexpected places, and celebrates the special bond between a curious young boy and his loving grandmother.

I would use this quote from the book to teach students about word choice "Some people watch the world with their ears."

I would do activities based on the authors word choice in this book and why the author chose the words he wrote.

Savannah Reynoso

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Matt de la Peña's debut novel, Ball Don't Lie, was an ALA-YALSA Best Book for Young Adults and an ALA-YALSA Quick Pick and was made into a major motion picture. His second novel, Mexican WhiteBoy, was an ALA-YALSA Best Book for Young Adult (Top Ten Pick), a Notable Book for a Global Society, a Junior Library Guild Selection and a Bulletin Blue Ribbon Book. His third novel, We Were Here, was an ALA-YALSA Best Book for Young Readers, an ALA-YALSA Quick Pick for Reluctant Readers, and a Junior Library Guild Selection. His fourth book, I Will Save You, was an ALA-YALSA Best Book for Young Readers, an ALA-YALSA Quick Pick, a Junior Library Guild Selection and finalist for the 2011 Amelia Elizabeth Walden Award. De la Peña’s fifth book, The Living, was a Junior Library Guild Selection, a 2014 Best Fiction for Young Adults and a Pura Belpré Author Honor Book.

His short fiction and essays have appeared in the New York Times, NPR.org and various literary journals, including Pacific Review, The Vincent Brothers Review, Chiricú, Two Girls’ Review, The George Mason Review, and The Allegheny Review. De la Peña received his MFA in creative writing from San Diego State University and his BA from the University of the Pacific, where he attended school on a full athletic scholarship for basketball. He lives in Brooklyn, New York, where he teaches creative writing. You can visit Matt and find out more about his books at mattdelapena.com and follow him on Twitter at @mattdelapena.

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Last Stop on Market Street [de la Peña, Matt, Robinson, Christian] on Amazon.com. *FREE* shipping on qualifying offers. Last Stop on Market Street

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Potential audience: K-2nd
I chose this book because it focuses on punctuation, which is a big part of the Conventions trait. The book also focuses on spelling and that is another large part of the trait.

“It was exciting! Spectacular! Magnificent! And very, very loud!”

I would use this book as a way of showing the importance of punctuation and spelling. There are several words that are spelled out throughout the book. There also illustrations that made up of punctuation marks. I would encourage my students to create a page using the spelling format of the book. I would also have students create illustrations that incorporate the use of punctuation marks.

Jennica Augustin

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Potential audience: 1st-4th

I selected this book because it’s a picture book that follows a distinct structure. There are no words, but the book does have an introduction and has several transitions.

I would actually use the entire book for a lesson of mine.

I would separate the images of the picture book and put them out of order. I would like students to place them in the order that they believe to be true and then to write a story. With this way, students would work with structure.

Jennica Augustin

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The Word Collector by Peter H. Reynolds 

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The Word Collector by Peter H. Reynolds 

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Potential audience: K-2nd

I selected this book because it's a story about a child who collects words. I believe that reading this to a child would encourage them to learn more words.

"He collected words he read. Certain words popped off the page."

I would use this book in order for my student to be more excited about learning new words. I think that using this book to encourage word usage will lead to students using words that are outside of their normal vocabulary. I would encourage students to find words that pop off the page.

Jennica Augustin

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Miss Alaineus: A Vocabulary Disaster by Debra Frasier 

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Miss Alaineus: A Vocabulary Disaster by Debra Frasier 

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Potential audience: 4th-5th

I selected this book because it has extensive vocabulary and follows the story of a girl who has to stay home on Vocabulary Day.

"She waited to see if I would would add anything else, and when I didn't, she grinned. Not smiled--grinned: to draw back the lips and bare the teeth, as in a very wide smile-- and the entire class burst into one huge giggling, laughing, falling-down mass of kids."

I would have students use dictionaries to help them choose and define a word. After each student selects a word, they will create a sentence using the format of the quote.

Jennica Augustin

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Potential audience: k-4th

I selected this book because I believe many students can relate to the main character. This potential text to reader connection is a portion of the voice trait.

"But when Mrs. Chud took roll call, everyone giggled upon hearing Chrysanthemum's name... Chrysanthemum wilted. She did not think her name was absolutely perfect. She thought it was absolutely dreadful."

I believe that my students will be able to relate to Chrysanthemum, so I think having students write about when they related to the main character and discussing that would be great for the Voice trait.

Jennica Augustin

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Potential audience: 5-8 years

This book is about a young boy who struggles to overcome his stutter while finding the courage to accept it.

I will do a read-aloud and a lesson on how to be kind to others and how everyone should be treated the same.

This book can teach students about having a voice to speak up, it doesn't matter how you sound or how someone else sounds each of us have a voice.

Savannah Reynoso

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Potential audience: 1st-4th

I selected this book because the sentences flow in the way that a poem typically flows.

I would actually use the entire book.

I would have students follow the sentence structure used in the book to write about a movement that they support. If they cannot find an already established movement that they want to write about, I would allow them to make up a movement about something they are passionate about.

Jennica Augustin

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Potential audience: 3-7 years

This book is about a girl who is determined to express herself! If she can't draw her dreams, she'll sculpt or build, carve or collage. If she can't do that, she'll turn her world into a canvas. And if everything around her is taken away, she'll sing, dance, and dream.

“I'm always wondering about the what-ifs, about the road not taken.” I can teach students about the girl always wondering about what-ifs but never about the road she decides to take.

I can teach this book by showing the students the way each sentence in the book describes creativity, the power of imagination, and the importance of self-expression.

Savannah Reynoso

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Potential audience: 2nd-4th

I chose this book because I believe that students will be able to relate to Stellaluna in a way.

I would use the scene were Stellaluna reunites with her siblings and eventually her mother.

I would use this scene as a way of connecting to the students' experiences. I know that they each have had a time where  they have missed a family member or friend. I would give my students time to write about a time where they missed someone like Stellaluna.

Jennica Augustin

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Fry Bread: A Native American Family Story

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Fry Bread: A Native American Family Story

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Potential audience: Primary

This book explains how frying bread became a part of many Native Americans' diet after the people were forced from their land and given limited rations by the United States government.

"Fry bread is time. It brings families together for meals and new memories." I can teach the students about the conventions that this story has and what the voice of this story sounds like.

This book has some informational writing and joyful illustrations. Fry Bread is a groundbreaking work of literature for young readers to better understand the diversity and unity of Native Americans and Indigenous peoples of North America both past and present.

Savannah Reynoso

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"A wonderful and sweet book . . . Lovely stuff." ― Fry Bread is an evocative depiction of a modern Native American family, vibrantly illustrated by Pura Belpre Award winner and Caldecott Honoree Juana Martinez-Neal.

Told in lively and powerful verse by debut author Kevin Noble Maillard, Fry bread is time. Fry bread is nation.
It is warm and delicious, piled high on a plate.

It brings families together for meals and new memories.

Fry bread is us.
It is shared by many, from coast to coast and beyond.

It is a celebration of old and new, traditional and modern, similarity and difference.

A 2020 Charlotte Huck Recommended Book A Publishers Weekly Best Picture Book of 2019 A Kirkus Reviews Best Picture Book of 2019 A School Library Journal Best Picture Book of 2019 A Booklist Shelf Awareness A Chicago Public Library Best of the Best Book of 2019 A National Public Radio (NPR) Best Book of 2019 An NCTE Notable Poetry Book A 2020 NCSS Notable Social Studies Trade Book for Young People A 2020 ALA Notable Children's Book A 2020 ILA Notable Book for a Global Society 2020 Bank Street College of Education Best Children's Books of the Year List One of NPR's 100 Favorite Books for Young Readers Nominee, Pennsylvania Young Readers Choice Award 2022-2022
A Nominee, Illinois Monarch Award 2022
A Goodreads Choice Award 2019 Semifinalist

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Fry Bread: A Native American Family Story

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Fry Bread: A Native American Family Story [Noble Maillard, Kevin, Martinez-Neal, Juana] on Amazon.com. *FREE* shipping on qualifying offers. Fry Bread: A Native American Family Story

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My Food, Your Food, Our Food (How Are We Alike and Different?) By:  Emma Carlson Berne

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My Food, Your Food, Our Food (How Are We Alike and Different?) By:  Emma Carlson Berne

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Potential audience: 4 - 7 years

This book is about diversity and how are we alike and different?

"We all like different food, but everybody needs to eat!" This quote is explaining how we are all different but that doesn't mean that we shouldn't treat anyone else differently. We should all be treated the same no matter who were are or where we come from.

This book represents presentation. This book presents diversity and cultures around the world.

Savannah Reynoso

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My Food, Your Food, Our Food (How Are We Alike and Different?) Paperback – Picture Book, August 1, 2018

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We all like different food, but everybody needs to eat! How Are We Alike and Different? Find out in My Food, Your Food, Our Food.

4. Grade level

Preschool - 2

5. Dimensions

11 x 0.25 x 9 inches

6. Publisher

Cantata Learning

7. Publication date

August 1, 2018

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by Emma Carlson Berne Paperback

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by Emma Carlson Berne Paperback

$7.95

Ships from and sold by Amazon.com.

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by Emma Carlson Berne Paperback

$7.95

Ships from and sold by Amazon.com.

Get it as soon as Thursday, Jun 9

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About the Author

Emma Carlson Berne has written numerous historical and biographical books for children and young adults, as well as young adult fiction. She lives in Cincinnati with her husband and two sons.
When she was a kid, Sharon’s first success with art was a four-panel comic about a cat who wrote books. A few laughs from friends and family later, she was hooked! Since then her work has been inspired by cartoons, animated movies, and picture books. She believes in diversity in children’s books and strives to create illustrations and stories that will promote confidence.

Mark Oblinger is an award-winning songwriter, composer, producer, and performer. He cowrote and produced the Grammy-nominated children’s jazz symphony JumpinJazz Kids: A Swinging Jungle Tale and has won five Heartland Emmy Awards for his work as a composer/producer for the PBS children’s show The Big Green Rabbit and the short films Yesterday’s Zoo and The Sea I See. Find out more at http://jumpinjazzkids.com/.

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Product details

Publisher ‏ : ‎ Cantata Learning; Illustrated edition (August 1, 2018)

Language ‏ : ‎ English

Paperback ‏ : ‎ 24 pages

ISBN-10 ‏ : ‎ 1684102901

ISBN-13 ‏ : ‎ 978-1684102907

Reading age ‏ : ‎ 4 - 7 years

Grade level ‏ : ‎ Preschool - 2

Item Weight ‏ : ‎ 4 ounces

Dimensions ‏ : ‎ 11 x 0.25 x 9 inches

Best Sellers Rank: #75,868 in Books (See Top 100 in Books)

#26 in Children's Songbooks (Books)

#114 in Children's Cookbooks

#755 in Children's Explore the World Books (Books)

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Reviewed in the United States on November 4, 2021

I read this for a school project on diversity children’s literature. It’s a cute book that shows diversity through food.

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My Food, Your Food, Our Food (How Are We Alike and Different?)

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We all like different food, but everybody needs to eat! How Are We Alike and Different? Find out in My Food, Your Food, Our Food.

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Potential audience: Primary

Our Class is a Family is a book that will help build and strengthen that class community. Kids learn that their classroom is a place where it's safe to be themselves, it's okay to make mistakes, and it's important to be a friend to others.

"Family isn't always your relatives. It's the ones who accept you for who you are. The ones who would do anything to see you smile, and who love you no matter what." This quote is powerful and I believe it is important for students to hear.

When hearing this story being read aloud by the students are sure to feel like they are part of a special family. This book represents an organization. Students can get an example of how to write a story based on organization.

Savannah Reynoso

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Teachers do so much more than just teach academics. They build a sense of community within their classrooms, creating a home away from home where they make their students feel safe, included, and loved.

With its heartfelt message and colorfully whimsical illustrations, "Our Class is a Family" is a book that will help build and strengthen that class community. Kids learn that their classroom is a place where it's safe to be themselves, it's okay to make mistakes, and it's important to be a friend to others. When hearing this story being read aloud by their teacher, students are sure to feel like they are part of a special family.

"Family isn't always your relatives. It's the ones who accept you for who you are. The ones who would do anything to see you smile, and who love you no matter what." -Unknown

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Our Class is a Family [Olsen, Shannon, Sonke, Sandie] on Amazon.com. *FREE* shipping on qualifying offers. Our Class is a Family

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Potential audience: Primary

This book is about a young boy who wants to write a story, just like his big sister. But there's a problem, he tells her. Though he knows his letters, he doesn't know many words.

This book promotes the idea that stories are available for everyone to tell, whatever way we can, and will inspire pre-readers to try writing stories of their own.

Savannah Reynoso

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A young boy wants to write a story, just like his big sister. But there's a problem, he tells her. Though he knows his letters, he doesn't know many words. "Every story starts with a single word and every word starts with a single letter," his sister explains patiently. "Why don't you start there, with a letter?" So the boy tries. He writes a letter. An easy letter. The letter I. And from that one skinny letter, the story grows, and the little boy discovers that all of us, including him, have what we need to write our own perfect story. This picture book from award-winning author Andrew Larsen playfully and imaginatively explores a young child's process of learning to express himself. It promotes the idea that stories are available for everyone to tell, whatever way we can, and will inspire pre-readers to try writing stories of their own. The lively, fun illustrations by Mike Lowery incorporate story panels with dialogue bubbles, adding visual texture. Also helpful, the boy's story is shown both as he actually writes it --- with just a few letters, some punctuation marks and typographical symbols --- and as he imagines it. Celebrating self-expression, self-discovery and imagination, this book would enhance an early language arts lesson on writing, particularly on the parts of a story. It beautifully highlights the exciting worlds that are opened up when children begin to read and write. In a sweet touch, the boy and his sister model a close and supportive sibling relationship.

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A young boy wants to write a story, just like his big sister. But there's a problem, he tells her. Though he knows his letters, he doesn't know many words. "Every story starts with a single word and every word starts with a single letter," his sister explains patiently.

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Oops Pounce Quick Run! An Alphabet Caper by Twohy

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Oops Pounce Quick Run! An Alphabet Caper by Twohy

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Pre k- 1

"A little mouse is asleep until a ball suddenly bounces into his home, setting off an epic chase- from A to Z."

I would use this book to show students unique ways to organize their writing. They do not need to follow a "generic" story structure they can use their imagination to write however they would like.

Ashley Duckett

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Please Don't Read This Book by John Fitzgerald Torres Sanmiguel

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Please Don't Read This Book by John Fitzgerald Torres Sanmiguel

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K-2

"FEEEEWT EEEEW Just dont do it!"

I chose this book for presentation because she words are big, some small, some black and others in color. The presentation gives a different value to the book. I would like to encourage my students to write like this rather than between two lines all the time.

Ashley Duckett

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K-2

"With their monstrous jaws and razor- sharp tusks, hippos can bite a giant crocodile in half or chomp a small boat in two."

I chose this book for word choice because the words used are very descriptive to allow your to understand just how huge Hippos truly are.

Ashley Duckett