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Brown Bear, Brown Bear, What Do You See?

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Brown Bear, Brown Bear, What Do You See?

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Supports building sentence patterns and helping emergent writers practice repetition and sequencing. (Patterned text / Predictable structure)

# data[].attributes.custom_properties.PcWHW6Mw
-Students create a class book using a similar pattern: "[Color] [Animal], what do you see?" 

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Brown Bear, Brown Bear, What Do You See?

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Models simple personal narratives with clear sequencing and sensory details. (Personal narrative / Descriptive setting)

# data[].attributes.custom_properties.PcWHW6Mw
-Write a personal story about a favorite weather day. Sequence events using first, next, then, last.

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Helps students write in diary form, explore point of view, and develop voice. (Diary structure / Voice & humor)

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Students write three diary entries from the point of view of an animal or object, using dates, emotions, and humor.

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Simple text and lots of detailed pictures give students the chance to tell the story in their own words, helping build vocabulary and sentence starters. (Visual storytelling / Sequencing)

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-Students can write their own “Goodnight” story about animals or family members. They’ll practice labeling the pictures and writing simple sentences to match the illustrations.

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Interactive and encourages kids to make predictions and describe what they see. Practice labeling, short sentences, and sequencing ideas. (Interactive / Predictable questions (dialogue intro))

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-Students can write a simple story about looking for something or someone (like a lost toy or pet). They can add drawings and use labels or short sentences to describe each part of their story.

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This book is great for teaching story structure, using clues, and writing with suspense or mystery. (Problem-solution structure / Narrative voice)

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-Students can write their own classroom mystery story or a “What if the teacher disappeared?” piece. They’ll work on sequencing, using clues, and adding descriptive details.

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Supports personal narrative writing and helps students reflect on emotions like kindness, fairness, and empathy. (Opinion writing / Wants vs. needs)

# data[].attributes.custom_properties.PcWHW6Mw
-Have students write about a time they wanted something really badly, or a time they helped someone else. It’s a great way to practice personal narrative and build emotional vocabulary.

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This short story is a great model for writing about friendship, solving problems, and writing complete paragraphs. (Short stories / Friendship & dialogue)

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-Students can write their own short story about a friendship moment, including dialogue between two characters. Encourage them to focus on feelings and actions.

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Helps students describe characters and write about what makes someone brave. It’s also great for introducing opinion writing. (Character and plot / Reversing expectations)

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-Students can write about what makes someone brave, or write their own “twisted” fairy tale where the roles are reversed. They’ll practice using descriptive language and strong character details.

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Teaches students how to write from different points of view and use voice and emotion in letters. (Persuasive writing / Point of view)

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-Students choose an object (backpack, pencil, shoe) and write a letter from its point of view explaining how it feels and what it wants.

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Teaches students how stories change depending on who is telling them. (Alternative POV / Opinion writing)

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-Students rewrite a familiar story (Goldilocks, Little Red Riding Hood) from a different character’s perspective.

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Alexander and the Terrible, Horrible, No Good, Very Bad Day

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Alexander and the Terrible, Horrible, No Good, Very Bad Day

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Helps students write about real-life experiences with strong emotion and clear sequencing. (Personal narrative / Emotions & sequencing)

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-Students write their own “terrible day” story using time-order words and details to describe how they felt.

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Alexander and the Terrible, Horrible, No Good, Very Bad Day

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Supports both narrative and informational writing and helps students compare characters and animal behaviors. (Narrative with informational blend / Theme)

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-Students write a story about an animal who feels out of place, or create an informational paragraph comparing two animals (like bats and birds).

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Shows how a few powerful words can create strong imagery and feeling. (Poetry / Word Choice)

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-Students write their own short seasonal poem, focusing on word choice and sensory details.

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Supports informational writing and helps students compare their own lives to children around the world. (Informational / Compare–Contrast)

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-Students write a nonfiction piece comparing their daily life with someone else's, using headings or categories.

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Helps students write about their own names, feelings, and identity in a meaningful way.(Personal Narrative / Identity)

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-Students write about their name or a part of their identity, using descriptive language and reflection.

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Inspires students to think about how one small event can lead to something big. (Narrative / Cause & Effect)

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-Students write their own “Because” story showing how one action or moment led to something important in their life.