# data[].attributes.body
This book would be good for students in grades 1-8.

# data[].attributes.body
This book would be good for students in grades 1-8.

# data[].attributes.body
This book would be good for students in grades 1-8.

# data[].attributes.body
This book would be good for students in grade k-2.

# data[].attributes.body
https://www.youtube.com/watch?v=ihcufPXHZXs

# data[].attributes.body
This book would be good for students in grade 1-8.

# data[].attributes.headline
6.15 Let Your Reader Know Who's Talking!

# data[].attributes.subject
6.15 Let Your Reader Know Who's Talking!

# data[].attributes.body
I will use this book to teach students how they can use dialog tags to show who is talking in their story and represent their character's dialogue.

# data[].attributes.body
On page 4, the author wrote "my dad said yes!", this represents a clear dialog of who is saying what.
Starting on page 7, the author uses dialog tags to the illustration to represent who is talking.
The rest of the book has dialog tags which makes this book a good Mentor text to teach new writers how to let the reader know who's talking through dialog tags.

# data[].attributes.body
I will use this book to teach students how to find feeling words to help them become more descriptive in their writing.

# data[].attributes.body
Page 23, the author wrote "After the ceremony, we take millions of pictures until it's finally time to head to the reception hall. I hear the music playing before we even go inside, and my stomach starts flipping." Instead of using the words like nervous or scared, the author uses the phrase "my stomach starts flipping" to describe how he is feeling.
Page 25, the author wrote "'Granddad's the first to get on the dance floor, and lots of Dancing Donavans follow him. I'm stuck in my chair, watching the crowd.
And then it happens- the song comes on.
"It's time, y'all," says the deejay on the mic.
"Time for the electric slide! Everybody up!"
Now's my chance! But what if I mess up? what if I fall again?'"
Instead of using a simple way of telling the reader that he is nervous, the author uses their creative writing to show that he is nervous.

# data[].attributes.body
I will be using this book to teach students to organize their writing when writing How-Tos that included a list of materials, introduction, steps, and conclusion.

# data[].attributes.body
On the first page, the book has an introduction and backstory. In the introduction, the author introduces the reason for the How-To writing of how to runaway
On pages 3 and 4, the author gives reasons for materials such as the reason to run away (which is also considered the introduction).
On page 8, the author states all the materials you need to run away, such as the bag or wagon and the things to pack.
On pages 10-21, the author goes over the steps to preparing to leave (saying goodbye to pets, writing a note for leaving, and the exit), deciding where to go (friend's house, grandma's, or park), the journey to the destination (during this part the author instructs the reader not to reminisce in the memories of the good time with your family), and the final step is the author returning home.
On pages 22- 26, there is a conclusion that the author forgives his family and gives them another chance or he might run away again.

# data[].attributes.body
I will use these two books to compare how my students can write either about a topic or their personal experience with that certain topic.

# data[].attributes.body
In first book Roller Coaster, it talks about a day at the roller coaster park. About all the emotions and feeling the character had.
Page 1-9, has the beginning of the story talk about the roller coaster and how fun it will be, how some people have been on it before and some this is their first time, and then mentions that it time to load the roller coaster.
Pages 10-25, have the middle of the story talking about loading onto the cars and the ride's "woosh", "zip," and "zoom" of the roller coaster.
On pages 26-30, the story talks about how the characters are feeling after the ride and how some will ride again.
The second book, Roller Coaster has facts about roller coasters.
On pages 4-5 the author talks about how roller coasters use gravity- "the force of gravity that affects the roller coaster's movement also affect riders' bodies."
On pages 6-7 the author talks about when roller coasters were invented- "Roller coasters were invented in Russia 300 years ago. Early roller coasters were sleds on icy and snowy slopes"
On pages 10-11 the author talks about the wheels of the roller coaster- "like trains, the roller coaster has cars, wheels and a track..."
These two books would be great mentor texts for showing how new writers can make two different types of writing styles on the same topic.

# data[].attributes.headline
6.13 Show, Don't Tell: Describing Senses to Describe Places

# data[].attributes.subject
6.13 Show, Don't Tell: Describing Senses to Describe Places

# data[].attributes.body
I will use this book to teach students how their can use their senses to help them describe parts of their story.

# data[].attributes.body
On pages 2 and 3 the author writes "summer smells like stone fruit ripening on the kitchen counter and jasmine on the bloom everywhere in the neighborhood"
"Like my baby brother finger painting out on the deck and like the trouble brewing on a day of absolutely nothing to do"
Through these first two pages, the author uses sensory details to describe summer and how it smells, and what she sees on summer days.
On page 6  the author writes "it smells like cassava cake covered with smooth and glossy custard, sliding out of the hot oven"
On this page, the author uses sensory details to describe the cake sliding out of the oven.
Just in the first few pages, the author uses a lot of sensory details to describe her story. This would be a great mentor text to show students how they can use their senses to describe places; as the author uses her sense of smell to describe what she smells when Lola visits during the last day of summer.