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I can use Whistling to teach students how to focus on the most important part of the story or to focus on time and meaning.

Section(s) of Whistling I would use:

On pages 4-6. The main character of the story learns to whistle while camping with his father to wake up the sun. He keeps trying and fails a few times but does not give up. This is a point in time where students can stop and focus on the timeline. He finally gets the first sounds to leave his lips, waking the birds who join in. his is another point of focus. He masters whistling and then the sun raises. The final focus points.

The text reads:

Daddy pushes another branch into the fire. Twinkling orange sparks fly up to the stars. "I'm ready I whisper," but my stomach does little flips. "Maybe I'm not." Daddy grins at me. "I see you're ready, but the sun isn't."

"How long?" I asked.

"Soon" he replies.

A family of deer sneak out from the trees, a rabbit hop by.

"Soon" daddy said I will be able to.

I take in a breath and let it out all in a whoosh. Nothing

" I knew it. It's too hard."

" You can do it daddy" says, and I tumble into his lap.

He wraps his long arms around me. Daddy smells like smoke and coffee and his shirt feels scratchy against my face.

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I can use Roller Coaster to show students not to jump to quickly between ideas. Take their time playing back the memories in their head to ensure that they get as many details onto the page as possible.

Section(s) of Roller Coaster I would use:

On page 16, the narrator could have said the people on the roller coaster were scared. Instead, she gives details of how the people reacted to being on the roller coaster.

The text reads:

WHOOSH

Some people scream.

Some people can't make a sound.

And one person can't even open their eyes.

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Strategy: 6.20 External Character Description

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Strategy: 6.20 External Character Description

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I can use Inside Out & Back Again to teach students how to describe the character(s) in their story with details that show what he or she is like and how unique they are from other characters in the story.

Sections(s) of Inside Out & Back Again I would use:

On page 142 Lai give a vivid external description of both the character and the characters she meets in the new foreign land.

The text reads:

I face the class.

MISSS SScott speaks.

Each classmate says something.

I don't understand,

But I see.

Fire hair on skin dotted with spots.

Fuzzy dark hair on skin shinning like lacquer.

Hair the color of root on milky skin.

Lots of braids on milk chocolate.

White hair on a pink boy.

Honey hair with orange ribbons on see-through skin.

Hair with barrettes and all colors on bronze bread.

I'm the only

straight black hair

on olive skin.

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I can use Saturdays and Teacakes to teach students that it is important that they do not rush through the scenes of their story. If they do, their story will end up sounding like a summary.

Section(s) of Saturdays and Teacakes I would use:

On pages 1-4 the main character rides his bike from his house to his grandmothers', passing different scenes along the way. Every time there is a different scene, I would have students draw it in their picture boxes. Reminding them it should be a quick drawing.

The text reads:

When I was 9 or 10 years old, I couldn't wait for Saturdays. Every Saturday, I got up early, dressed and rolled my bicycle out of the garage. Every Saturday I coasted down our long steep drive, slowing only to make the turn onto Thompson Street then left onto Bell's Mill Road. Pedal, pedal, pedal past Mrs. Colfield's house. Pedal, pedal, pedal around the horse pasture and up the hill past the cemetery where my grandfather was buried. Pedal, pedal, pedal past Mrs. Grace Owens' house and on up to Chandler's Phillips 66.

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I can use Enemy Pie to teach students how to create urgency in their writing that keeps the reader wanting to keep reading.

Section(s) of Enemy Pie I would use:

On page 1, when the main character let's use know he would have had the best summer until someone ruined it. I would use it to show how quickly the author made us curious as to why his summer was not the perfect summer anymore.

The text reads:

It should have been the perfect summer. My dad helped me build a tree house in the back yard. My sister was at camp for three whole weeks. And I was on the best baseball team in town. It should have been the perfect summer. But it wasn't.

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I can use A Sweet Smell of Roses to teach students that circular texts have a beginning and ending that match in some way.

Section(s) of A Sweet Smell of Roses I would use:

On pages 1 and 30-31. On page one of the book the girls smell the sweet smell of roses. And at the final page they smell the scent of roses. Using these two pages I can show students how to bring the text back to an idea, a person, place or thing. Or in this case the scent of roses.

The text reads:

(Page 1) After a night of soft rain

there is a sweet smell of roses

as my sister, Minnie, and I slip

past Mama's door and out of the house

down Charlotte Street.

(Page 30-31) She smiles after a while,

Hugging us,

then takes our hands.

And as we tell her about the march,

the curtains float apart,

and there is a sweet smell of roses all through our house.