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This book will support my writing instruction by providing a developmentally appropriate mentor text that models simple sentence structure, emotional vocabulary, and clear story sequencing.

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Author: Suzanne Lang

Illustrator: Max Lang

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Feelings Labeling Page: Students draw a picture of Jim the monkey and label his feelings using invented spelling—for example, as in mad, sad, or grumpy. 

Drawing + Dictation: Students draw a time they felt grumpy and tell the teacher a sentence to write for them. 

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This book will support my writing instruction by teaching story sequencing, cause and effect relationships, and narrative writing

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Author: Laura Joffe Numeroff

Illustrator: Felicia Bond

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Patter-Based Writing (Cause & Effect): "If you give a ____ a ___, then ___." You can help the students with sentence frames with picture boxes. It mirrors the book's repetitive structure and supports early sentence formation. 

Sequencing Sentences: Students illustrate and write 1-2 sentences showing what happened first, next, and last. It reinforces narrative structure and logical thinking. 

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This book will support my writing instruction by inspiring readers to believe in themselves and giving them the confidence to make their own mark.

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Author/Illustrator: Peter H. Reynolds

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Make your Mark: Have your students draw a single dot or mark using paint, markers, or crayons. Then you ask your students to "tell me about your dot." The teacher writes out the students' words underneath the drawing. 

Sensory Writing: Students draw dots in sand, shaving cream, or finger paint. Have the students trace letters in the medium (D,O,T). 

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objectives:

Focus on narrative comprehension, moral choices, problem-solving (puzzles), and specific lore (Asimov), using VR for immersive learning in history/sci-fi.

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This Story you experience:

Emotional impact through immersion: The experience uses a deeply personal story of love, loss, and grief between a daughter (voiced by Mae Whitman) and her late actress mother (voiced by Geena Davis).

Artistic expression in VR: The "Quillustration" aesthetic creates a unique visual language where painted shapes float in mid-air, allowing the art style to transcend the limitations of realism and immerse the viewer effortlessly.

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Learning Objectives: center on deciphering an ancient, hieroglyphic language (Ancient), building a personal dictionary through contextual clues, exploring a sci-fi universe, uncovering lost history, and making narrative choices, all while experiencing a story about archaeology, identity, and self-discovery.

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allowing users to create immersive art in virtual reality (VR) using various tools and environments. It helps create creativity and effect come to life.

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This book will support my writing instruction by having the students begin to write sentences with some structure. They can begin to understand sequencing (beginning, middle, end). Their drawings and writing work together to tell a story. 

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Author: Don and Audrey Wood

Illustrator: Don Wood

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Sequence Writing "First, Next, Then, Last": Give the students four boxes labeled First, Next, Then, Last. Then have the students draw and write one sentence in each box to retell the story. 

"Dear Big Hungry Bear" Letter: Introduce opinion and friendly letter writing. Students write a short letter to the bear. 

"How We Would Hide Our Strawberries": Build community and publish writing. Have each student contributes one illustrated page about how they'd hide their strawberry. They will combine into a class book to read together. 

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This book will support my writing instruction by having students begin to write narrative retellings or new versions of the story using more complete sentences. They can add details and express feelings or motivations. The students can begin to organize their ideas with a clear beginning, middle, and end. 

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Author: Julia Donaldson

Illustrator: Axel Scheffler

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Retelling the Story (sequencing Writing): Give students a sequencing graphic organizer with "First, Next, Then and Last". Then have them write short sentences summarizing each part of the story. 

Character Description (My Gruffalo): Students create their own imaginary creature inspired by the Gruffalo. They write 4-5 sentences describing its appearance and personality using adjectives: 
- What does your creature look like?
- Where does it live?
- What does it like to eat?
- Is it friendly or scary?

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This book will support my writing instruction by introducing simple sentence structures and repetitive phrasing that support comprehension for early readers and writers. 

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Author/Illustrator: Marcus Pfister

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"Sharing is Caring" Writing Prompt: Focuses on Personal Narrative and having the students write about a time they shared something with someone. How did it make them feel? 

"If I were the Rainbow Fish..." Creative Writing: Asking the students if they were the Rainbow Fish, would they share their shiny scales? Why or Why not? Then have them write their answer and decorate a paper fish with scales that represent their choices or personality traits. 

"Under the Sea" Word Building and Labeling: Students label a picture of the Rainbow Fish and other sea creatures (fin, scale, tail, ocean, shell). 

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This book will support my writing instruction by providing rich narrative elements, complex characters, and a compelling plot that can inspire both analytical and creative writing.

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Author: Rick Riordan

Illustrator: John Rocco, Attila Futaki, Robert Venditti

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Character Analysis: Students write essays or journals entries exploring a character's traits, challenges, and growth throughout the story. 

Creative Writing: Students craft their own myth-inspired adventures, using elements of Percy Jackson's world to practice narrative structure, dialogue, and descriptive language. 

Multimodal Projects: Students create digital storyboards or slideshows summarizing chapters, illustrating scenes, or mapping quests to develop visual literacy alongside written explanation. 

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This book will support my writing instruction by helping students connect reading with environmental awareness and historical storytelling.

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Author/Illustrator: Lynne Cherry

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Informational Writing: Students research a local river or natural area and write a short report using facts, dates, and events. 

Timeline Creation: Students create a timeline of events from the book, then write accompanying paragraphs to explain each event. 

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This book will support my writing instruction by introducing students to poetry in a relatable, narrative format. The book demonstrates how language can express emotions, experiences, and personal voice, making it a strong tool for teaching both creative and reflective writing.

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Author: Sharon Creech

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Poetry Writing: Students create their own poems inspired by the themes or emotions in the book, experimenting with rhythm, and figurative language. 

Reflective Journals: Students write about personal experiences or emotions connected to the story, enhancing self-expression. 

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This book will support my writing instruction by by providing high-interest, age-appropriate stories that engage students across reading and writing levels. The text introduces diverse genres and real-world topics that inspire students to respond creatively and analytically, helping them build comprehension, vocabulary, and writing skills.

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Author: Lauren Tarshis

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Story Summaries: Students write short summaries of articles or stories to practice comprehension and concise writing. 

Creative Extensions: Students write alternate ending or imagine themselves as characters in the story. 

Fact vs. Fiction Analysis: Students identify factual and fictional elements in the stories, practicing analytical and informational writing. 

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This series will support my writing instruction by providing engaging, science-based stories that encourage students to explore informational writing, creative explanations, and cause-and-effect thinking.

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Author: Joanna Cole

Illustrated: Bruce Degen

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Science Journals: Students write observations or explanations of experiments or topics introduced in the books, practicing informational writing. 

How-To Writing: Students write step-by-step instructions by experiments or activities inspired by the story. 

Cause and Effect Paragraphs: Students explain how a scientific concept or event in the book leads to a particular outcome. 

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This book will support my writing instruction by providing rich narrative content that encourages students to explore character development, emotions, and storytelling.

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Author: Kate DiCamillo

Illustrator: Cherry Jones

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Character Journals: Students write journal entries from the perspective of characters, exploring thoughts and feelings to practice voice and perspective. 

Cause and Effect: Students write short paragraphs explaining how Winn-Dixie influences relationships, using evidence from the text. 

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This book will support my writing instruction by engaging students with a fun, repetitive narrative that builds vocabulary, sequencing skills, and narrative writing development.

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Author: Eric Litwin

Illustrator: James Dean

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Sequencing Sentences: Students write or draw the sequence of Pete's adventures in order, practicing transitional words like "first," "next," and "finally."

Descriptive Writing: Students describe their own shoes or clothing using color and adjectives, expanding vocab. and sensory details. 

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This book will support my writing instruction by providing students with rich informational text that builds background knowledge, vocabulary, and comprehension skills. These texts help emergent, early, and transitional writers practice informational and expository writing while showing them how facts, captions, and photographs work together to share information.

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Author: Not one single author (Laura Marsh, Anne Schreiber, Caroline Crosson Gilpin)

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Fact Writing: Students write three new facts they learn from the book using complete sentences. 

Labeling/Diagramming: Students draw an animal or object from the text and ass labels or captions, mirroring the text features they see. 

Research & Report: Fluent writers choose one detail from the book to research further, then write a short report or creat a multimodal presentation with text and visuals. 

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This book will support my writing instruction by modeling voice, perspective, and letter-writing format. Each crayon expresses its feelings in a unique way, helping students see how everyday objects can be given personalities and opinions.

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Author: Drew Daywalt

Illustrator: Oliver Jeffers

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 Opinion Writing: Students write a piece on which crayon they agree with the most and explain their reasoning. 

Creative Writing: Students create a new crayon color, name it, and write a persuasive paragraph about why their new crayon should be added to the box. 

POV Practice: Students retell part of the story from Duncan's perspective instead of the crayons. 

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This book will support my writing instruction by encouraging students to explore persuasive writing in a fun, accessible way. The text introduces the idea of argument, reasoning, and voice as the pigeon tries to convince readers to let him drive.

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Author/Illustrator: Mo Willems

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Opinion Writing: Students write a short piece answering the question, "Should the pigeon drive the bus?" and give at least one reason to support their opinion. 

Speech Bubble Writing: Students create their own pigeon page by drawing the pigeon and writing a new persuasive statement inside a speech bubble

Alternative Ending: Students write and illustrate a new ending where the pigeons asks for something different, practicing narrative and creative writing skills. 

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This book will support my writing instruction by introducing students to playful, rhythmic text while reinforcing alphabet knowledge.

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Author: Bill Martin Jr.

Illustrator: Lois Ehlert

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Alphabet Writing: Students choose a letter and write a sentence or short phrase about it 

Illustrated Writing: Students draw a picture of a letter "climbing" the tree and write a caption using their letter. 

Rhyming Practice: Students brainstorm words that rhyme with letters or objects from the story and write short rhyming lines to extend the book. 

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This book will will support my writing instruction by providing a strong model for patterned, repetitive text that emergent writers can easily follow. 

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Author: Bill Martin Jr.

Illustrator: Eric Carle

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Pattern Writing: Students create their own patterned class book.
 
Shared Writing: As a group, students brainstorm new characters or objects to add into the "Brown Bear" format. 

Independent Writing: Students attempt their own short patterned sentences using a sentence frame ("i see a ___ looking at me")