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Julie Danneberg

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(pgs 15-19) I would use this section because it although there is not much dialogue, I believe it shows the attitude and spirit of the teacher's opinion of picture day. I think this would allow students to create their own personalized interpretation of how the teacher would communicate. 

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This book would be suitable to use with students in grades K-3.

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6.33 How Does Your Character Talk? This strategy can be used by students in their developing, drafting, and revising processes. This strategy requires students to think of the characters in a story as real people. Think about how they talk (voice, cadence, slang, dialect, accents.) And finally plan for or revise for details in the dialogue to help the character more unique. 

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"The next morning during circle time, Alexandra asked, "How do we look?" "You look picture-perfect!" Mrs. Hartwell said. The class smiled. "So do you," said Arianna. "Now, let's see if we can all stay that way. Our class pictures aren't until the end of the day," Mrs. Hartwell told them. The class frowned.

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Andrea Beaty

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(pgs 15-20) I would use these pages to highlight the characters feelings and reactions during certain events throughout a story. Although the main character maintains a positive attitude towards Architects and their work and their shift due to events. This portion of the book highlights the characters experience and hardships which was unusual considering the typical behavior. 

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This book would be suitable to use with students in grades K-3. 

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6.21, Write the "Inside Story" This strategy can be used by students in their drafting and revising writing processes. This strategy requires students to think about character reactions and feelings through the events of the story. 

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"No, Ma'am," Iggy said. He lowered his head, and his heart sank down to the floor. With no chance to build, his interest was killed. Now second grade was a bore."

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David Zeltser

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(pg 12-18) I would use these pages to help students realize that in picture books, the illustrations in books go together with the words because they are both in the same moment in time. These pages show a gradual sequence of events in which the story's words do go together with the pictures. 

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This book would be suitable to use with students in grades k-4. 

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4.1, Make Your Pictures and Your Words Agree: I can use this strategy to support students in their drafting and revising process. This strategy requires students to make sure that the pictures on each page agree with the words on the page, read the words, and make any needed changes. 

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"Her homework had become a black hole! Abby peered in awe at the empty space where her homework had just been. BZZZZZ went a nearby fly."

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Dagmar H. Mueller

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(pgs 17-21) I would use these pages to help the students identify the character(s) and how or what they would want the reader to know or say about the character. 

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

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5.12, End with Last Words from the Character: I can use this strategy to help students wrap up a story by staying close to the main topic or heart of the story. This would keep students from ending their story in a "new moment". This strategy ends the story in a final dialogue of the character(s) in the story. 

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"Being autistic is not a career or anything like that. It's not a skin color either, or nationality, or sickness where you get fever or lose your hair. To be autistic means to live in your own world. And that feels comfortable for David."

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NoNieqa Ramos

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(pg 15-20) I would use these pages to help students identify the central idea in their story. This would be a great way for students to reread their own writing and assess its central idea and lengthen it. 

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

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4.3, Find the Heart: I can use Hair Story to help students in their revising process by implementing prompts to guide students thinking to take notice to the "heart" of their story. For this strategy, students box out the "heart" part of their story and add more details to further develop that portion of the writing. 

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"Espejo, espejo, ?que ves aqui? A fly Taino queen. Generations of courage reflected in their eyes, beauty 4eva multiplied."

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De'Asia Scoot, India Hawkins, Essence Corbin, & Malik Smith

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(pg 13-29) I would use these pages to add events to the timeline that I would create with the students. This would be a clear example of events that stays focused in time. 

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This book would be suitable to use with students in grades K-3. 

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4.2, Focus in Time: I can use Finding Mumbo to teach students how to generate ideas and events in their stories. This would be beneficial to students trying to list a sequence of events by using a timeline. In the timeline, each dot would be an event, they have to star an event, and decipher whether their focus on the dot is clear in it's message. I can use Finding Mumbo to show students how a story stays focused in time and meaning. 

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"By this time the sun was down, and Mumbo still had not shown up. Rahim wondered if he would ever see Mumbo again. "I don't even care about basketball anymore. I just want my dog back." "Man, you should've been taking care of business," said Marcus. "You gotta focus. I mean, you tied Mumbo to a bike!" 