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This book would be good to use with students in grades 2-5.

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This book would be good to use with students in grades K-2.

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I can use this book to teach students how to organize parts in their writing (materials, introduction, steps, conclusion).

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This book would be good to use with students in grades 2-5.

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I can use this book to teach students how to effectively develop their story (problem, problem worsens, solution structure).

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These books would be good to use with students grades 3-5

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I can use these books to teach students how to focus on a topic in their writing.

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This book would be good to use with students in grades 3-5.

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I can use pages 10 and 12-13 to show students how writers can break up their writing into subtopics that are a part of a larger topics.

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I can use pages 10 and 12-13 to show students how writers can break up their writing into subtopics that are a part of a larger topics.

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Page 10: Heading is Monkey Bodies, subtopics are "Small or big", "Fingers and toes". I will read this page and will point out and show students how the author broke down their topic into smaller categories using headings and subheadings.
Page 12-13: Heading is "More about monkey bodies", subheading is "A tail of tails", "Old World monkeys", and "New World monkeys". I will read this page and will point out and show students how the author broke down their topic into smaller categories using headings and subheadings.

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I can use this book to teach students how to develop their informational/nonfiction writing and organize their topics by breaking down the information into labels such as clever titles, headings, and subheadings.

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Strategy 6.26 Exploring Options for Setting

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Strategy 6.26 Exploring Options for Setting

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I can use this book to teach students how to write explicit setting details that sets a tone in their writings.

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On pages 4-5 and 8, I can show students how organizing the structure of their writing can teach the reader clearly and more effectively. These pages portray a clear introduction, materials needed, and steps in an explanatory/informational text.

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On pages 4-5 and 8, I can show students how organizing the structure of their writing can teach the reader clearly and more effectively. These pages portray a clear introduction, materials needed, and steps in an explanatory/informational text.

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Page 4 reads: Getting started - What's runny like glue, but also hard like rubber? Slime! It feels like a solid and a liquid at the same time.
Page 5 reads: Here's what you need- dish, spoon, 1 cup cornstarch, food coloring, 1/2 cup of water.
Page 8 reads: Add 1 cup of cornstarch a little at a time. Stir the mixture a little at a time. Stir the mixture with a spoon.

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On page 11 I can introduce the problem in the story. On page 12 I can read the problem worsening, on pages 15-17 I can show students the solution. With this book I can teach students how to match their storytelling to the structure of the story.

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On page 11 I can introduce the problem in the story. On page 12 I can read the problem worsening, on pages 15-17 I can show students the solution. With this book I can teach students how to match their storytelling to the structure of the story.

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Page 11 reads: At the first class the teacher, Favio Chavez, had three guitars and two violins to share. Ada chose a violin right away. But ten children had signed up. Frustrated, Ada and her friends found that there were not enough instruments to go around.
Page 12 reads: And there was a even bigger problem. Everyone quickly realized that the children would need to practice at home. But it wasn't safe to be seen with an expensive instrument in Cateura, where a violin was worth more than a house.
Page 15: Watching the children play amid broken glass and rusty metal, Senor Chavez knew he had to do something! He remembered a band called Les Luthiers that made its own instruments. That was it!
Page 17: Soon there were enough instruments for all the children who wanted to play! Ada chose a violin made from an old paint can, an aluminum baking tray, a fork, and pieces of wooden crates. Worthless to thieves, it was invaluable to her. It was a violin of her very own!

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I can use these three books to show students how to narrow down their topic. I will begin with introducing the book "Grow with me Frog". I will go through the table of contents with students first. Then, I will read page 1 which talks about frogs bodies in a broad sense. Next, I will introduce the book "Endangered Frogs" which is a little more focused on specific types of frogs. I will read the table of contents and then read page 14 which talks about endangered frog bodies. Next, I will introduce the book "Leaping Ground Frogs" which has more of a specific focus. Then, I will read page 10 which discusses specific body parts on ground frogs that allow them to leap. This will show students how they can narrow their topic and write about aspects of a topic they are most interested in exploring in detail. (From frogs, to endangered frogs, to leaping ground frogs)

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I can use these three books to show students how to narrow down their topic. I will begin with introducing the book "Grow with me Frog". I will go through the table of contents with students first. Then, I will read page 1 which talks about frogs bodies in a broad sense. Next, I will introduce the book "Endangered Frogs" which is a little more focused on specific types of frogs. I will read the table of contents and then read page 14 which talks about endangered frog bodies. Next, I will introduce the book "Leaping Ground Frogs" which has more of a specific focus. Then, I will read page 10 which discusses specific body parts on ground frogs that allow them to leap. This will show students how they can narrow their topic and write about aspects of a topic they are most interested in exploring in detail. (From frogs, to endangered frogs, to leaping ground frogs)

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Page 1 of "Grow with me Frog": Frogs are amphibians. Amphibians can live in fresh water and on land. Frogs have short bodies, long legs, webbed or sticky feet, and large eyes. They do not have tails.
Page 14 of "Endangered Frogs": Frogs have bodies that are suited to their habitats. Endangered frogs have specific body parts that help them survive in their habitats. Tree frogs have sticky pads on their toes. They use the pads to hold onto branches and leaves while they climb trees. Frogs that live in deserts often have strong legs for digging burrows. Some frogs that live in deserts can sore water in their bodies.
Page 10: Many ground frogs are great leapers - jumping to catch food and escape from danger. These frogs get their leaping ability from their long, powerful back legs. Their strong front legs help them make a smooth landing. The best leapers can make several big jumps in a row.

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I can use page 6 and 9 in this story to show readers how a detailed setting can change the way characters act and is an important aspect in a story.

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I can use page 6 and 9 in this story to show readers how a detailed setting can change the way characters act and is an important aspect in a story.

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Page 6 reads: After sunset, Balthazar and his caravan headed out into the desert. They would travel day and night after the hot sun had gone down. Balthazar rode high on Mama's hump, and Small Camel walked closely behind. Ahead, the star shone brightly.
Page 9 reads: Camels can walk for a long time, even without water, but Small Camel was very young. They had been travelling for months, and he lost count of the days and nights. "Are we there yet, Mama?" he asked. "My feet hurt. When will we be there?"