# data[].attributes.body
Grade level: This book would be good for grade levels Kindergarten to second grade and would be a good book for teaching inward emotion and how to show the emotion without specially telling the readers the emotion.

SERRAVALLO INSTRUCTIONAL STRATEGY: Strategy 6.14, Show, Don’t tell emotions pg(225):

I could use the book Knuffle Bunny Free to show the Show, Don’t tell emotions strategy, because this book has multiple examples where the main character in the story, Trixie, shows her emotion on her face instead of using words to express her feelings. When I work with students on their writing, I notice that either students will not mention much about the character’s emotions or tell the reader often about their emotions. This book really shows the value in the balance of showing and telling the characters feelings, but most of the time, Trixie’s feelings are written on her facial expressions. This strategy will help students to think through how they could show the feelings of their characters in their writing through phrases or pictures in a book. Serravallo instructs the teacher to find a feeling word in their draft and to ask themselves what it looks like when they have that emotion. She also instructs the teacher to teach the students how to use a phrase to describe, or show, the feeling, rather than telling the reader by using the feeling word. This story is a strong example of expression. Trixie’s feelings are consistently displayed on her face. Sometimes she has a big smile on her face or a straight frightened face. She is also seen fast asleep, tired, and excited. I chose this book for this strategy because Serravallo recommended it and I remembered loving this book, so I knew it would make for a good mentor text in teaching my students.

Sections of Knuffle Bunny Free I would use:

I would use pgs(5-6). These pages are in the beginning of the book and they show a wide variety of Trixie’s emotions through her facial expressions. In these two pages, she is happy, tired, intrigued, asleep, excited, and nervous.

The text reads (pgs 5-6):

“On the plane, Trixie played and read and slept. Before she knew it, the plane had landed. Trixie and her family left the airport and got on a train and to go to…”

# data[].attributes.body
Grade level: This book and the Elephant and Piggie series would be good for preschool to 4th grade age and would be a good book for teaching dialogue, expression, and character’s inner thoughts.

SERRAVALLO TEACHING STRATEGY: Strategy 6.3, Speech Bubbles Let Your Characters Talk pg(214):

I could use the book Should I Share My Ice Cream to teach the Speech Bubbles Let Your Characters Talk strategy because this book is a great example of speech bubbles due to the book being written in speech bubbles. The teacher can use the speech bubbles in the book to help students interpret their own thoughts and feelings in their writing. When I work with students on their writing, I often find that the student’s writing could use more details and character feelings, so I know this strategy will be helpful for students. This strategy will help students to develop their thoughts and feelings in a particular moment in their writing. Serravallo explains that teachers need to help students to draw a scene on a piece of paper and then think through what their character would say in that moment. The student then will draw a speech bubble and will write the character’s talking inside the bubble. These speech bubbles let your reader know how to imagine the story in their minds. This story is a strong example of dialogue and expression. In the story the characters are talking and this is shown using speech bubbles so there is a lot of character to character dialogue and internal dialogue as well. The elephant thinks to himself with his thinking face, “Piggie loves ice cream, too.” I chose this book partially because Serravallo recommended it and I knew this would be a great book to teach this strategy, because the book is filled with characters talking using speech bubbles.

Section(s) of Should I share my Ice Cream I would use:

I would use pgs (10-19). These pages showcase what the Elephant is feeling about sharing his Ice Cream with Piggie. He is having an internal struggle and the readers know how he is feeling. This will connect well with helping students to write out and explain their writing in speech bubbles.

The text reads (Pgs 10-16):

“Piggie is my best friend. Should I share my ice cream with her? Should I share my awesome, yummy, sweet, super, great, tasty, nice, cool ice cream? Hmmm… mmm……mmmMMM!”

# data[].attributes.body
Grade level: This book would be good to use with students from Preschool to 3rd grade and would be good in teaching sequence and order in their writing.

SERRAVALLO TEACHING STRATEGY: Strategy 5.7, Organize in Sequence Pg(174):

I could use If You Give A Mouse A Brownie to teach students the Organize in Sequence strategy. When I work with students on their writing, I find that they often write their stories just like the If you Give A Mouse A Brownie book (First, then, next, after that, finally). The students like to sequence out the events that take place in their writing using words such as first, next, last. This strategy helps my students to write out their stories in sections (what happened first, then what happened, and what the story concludes with). Serravallo explains that teachers need to help students to think about their writing and the order of events by making a list and then drafting them out. The students could write out their drafts of each section in the boxes that are labeled, “First…,” “Then…,” “Next…,” “After That,” “Finally”. This story is a strong example of using sequence and transition words to best recount the story. The story uses transition words like “then” and “finished.” I chose this book for the Order in Sequence strategy because the book has good examples of transitioning from event to event using those transition words, so the students will have a great example to look at to learn this strategy.

Section(s) of If You Give A Mouse A Cookie I would use:

I would use pages 7-10. These pages do a great job at showcasing the sequential events in the book and show the order of events happening between the boy and the mouse. This is one of the sections of the book where it uses words like “Then” and “You’ll.

The text reads (Pgs 7-10):

“Then you’ll need some spotlights and a microphone. So you’ll have to build a stage. When the stage is finished, he’ll want to make lots of tickets. You’ll have to find paper and markers.”

# data[].attributes.body
Grade level: This book would be good to use with students in grades Kindergarten to 2nd grade and in teaching young minds the importance of emotion and how to do something.

SERRAVALLO TEACHING STRATEGY: Strategy 5.6, Teaching Texts: How-Tos (Pg.173):

I could use this book to teach students the Teaching Texts: How Tos strategy because this book is a how-to book. This book is all about finding your mom or mother guardian in everyday life. When I work with students on their writing, I find that they often write similar stories. Sometimes how to do something or they use sequential events in their story or steps to get to a goal. This strategy helps students to understand their own stories more by mapping out the how-to’s, step by step and also gets them thinking about the materials needed. Serravallo explains that teachers need to help students organize their pieces from their stories into parts (Materials, Introduction, steps, and conclusion). Each part will need its own piece of paper. This story is a strong example of using rhyming words to convey a topic, the “Mamasaurus.” For example, in the book it voices, “We’ve tried to catch many creatures, whether they walk, run, jump, or crawl. But this one is something special. We think she just might top them all.” I personally chose this book for teaching texts how to strategy because I saw that it was a cute children’s how-to story and would help students to understand the how-to do something strategy in their own writing.

Section(s) of How to Catch a Mamasaurus I would use:

I would use pg. 19 because the theme of the book is voiced well on this page. The main theme of the book is finding your “mamasaurus” in everyday life and in how special she is in your life. On this page, it talks about a mom’s love that stays with you despite your shortcomings, so I felt that this page is one of many that shows you how to find your “mamasaurus.”

The text reads (Pg. 19):

“Sometimes we do something we shouldn’t, and we might not be nice on those days. She’ll remind us we should do better, while still saying I love you always.”

# data[].attributes.body
Grade level: This book would be good to use with students in grades Kindergarten to 3rd grade and would be good for teaching about issues in society and in education.

SERRAVALLO TEACHING STRATEGY: Strategy 4.21, Focus on an issue. (pg.156)
I could use The Junkyard Wonders to teach the students to focus on an issue to better understand their story and the main issue in the story. I find that students often understand the main issue of the story and do a good job focusing on that issue, but may not understand how to pinpoint details in the story that conclude that issue. However, this strategy will help students to effectively focus on the issue in the story. This strategy will help my students to focus on the issue in the story by asking them the issue they want to focus on and the theme of the story and what details they want to include about that issue. Serravallo instructs teachers to have students think about the life/social issue their story focuses on and then to think about your opinion of the issue and what details you may include. Serravallo also suggests the strategy, “Abstract Issues, Specific Examples” to help students in collecting and generating ideas. This book is a strong example of believing in yourself and overcoming life’s struggles through community and determination. This book showcases these themes through the pictures on the pages of the book and the word choices used through dialogue. For example, when the author uses phrases such as, “Oh, Daddy” and “So you can be proud of who you are!” These themes and examples will help the students to pinpoint the issue in the book. On a final note, the reason I chose this book for the strategy focusing on the issue is because there is a clear issue in the story, Trisha struggles to believe in herself due to some bullies in her school and the fear of being an outcast. This story will help the students to focus on the issue in their own story because the issue in The Junkyard Wonders is easily identifiable.

Section(s) of The Junkyard Wonders I would use:

I would use page 9. On this page, Trisha is experiencing her first day in a new classroom, with a new teacher. Her teacher passionately states, “Welcome to the junkyard. I am your teacher, Mrs. Peterson.” Later that day, Trisha finds out why their class is called the junkyard and is distraught by the reasoning that they are considered “different” or “odd” compared to the other kids. She tells her dad and grandma when she gets home from school about how upset she is to be different from the other kids and the names they have been calling them. This piece of the story really expands on the issue of bullying and what the issue can do to people.

The text reads (pg.9):

“When I got home that night, I told Dad and Gramma about my day. I tried to be brave and not let them know how sad I really was. But just as Dad was tucking me in at bedtime, I finally burst into tears. “Oh, Daddy, I’ve been put in a special class again. It’s called the junkyard.” “Junkyard! What junkyard?” my dad asked. “That’s what everybody calls our class.” “Darlin’,” my dad said, “you are not a quitter. Stick it out for a month. If the class doesn’t get better, I promise I’ll send you back to California.” I didn’t tell him that when I tried to sit with Kay and her friends at lunch, she said that junkyard kids couldn’t sit at their table.

# data[].attributes.body
Grade level: This book would be good to use with students of Preschool to 2nd grade and the content would be good for studying the heart of the story or on cultural awareness in the classroom.

SERRAVALLO TEACHING STRATEGY: Strategy 4.3, Find the Heart. (pg.138)

I could use The Name Jar to teach students to add more details to the most essential part of their story or the heart of the story. I find that students often devote more time to the building up of the story or the parts of the story that follow the climax. However, most of the time, the climax is the heart of the story and needs to be drawn out more in the student's writing. This strategy helps my students to identify the heart or most important part of their story. It would also help my students to lengthen the heart of the story by establishing key details they wish to include in the heart of their story. Serravallo explains that teachers must encourage their students to reread their stories and identify the most important, exciting, or interesting part. Then, she says that students must box out the part of their story that best shows what's most important. This piece that students box out needs to be the longest part. She also suggests and prompts students to ask what details they might add to lengthen the heart of their story piece. After reading the book The Name Jar, I found that this story is a strong example of demonstrating sentence structure and sentence fluency. There is a lot of character-to-character dialogue, which expounds on establishing sentence structure and helping students to read fluently with dialogue. I chose the book for this strategy because I felt that this story had "heart" in it. It is heartwarming and emotional. So, this book makes for a good story to teach the message or heart of the story. I also loved the heart of this book's story and want my students to learn about treating others with love and respecting different cultures.

Section(s) of The Name Jar I would use:

On page 25, Unhei comes to class to look at the name jar one last time but the jar was not on her desk. No one knew where the name jar was. Unhei then decided to introduce herself using her authentic Korean name. She then becomes more confident in herself and her classmates start to appreciate her name. This page really shows the heart of the story, which is Unhei feeling confident in herself and who she is.

The text reads (pg.25):

"As other kids arrived, they helped look. Soon, Mr. Cocotos came in, and Ralph shouted at him, "The name jar is gone! The jar with all the names in it." "Gone?" Mr. Cocotos replied. With a look of concern, he asked Unhei, "Did you get a chance to read all the names?" Unhei nodded. She took a breath. "I'm ready to introduce myself," she said.""