# data[].attributes.body
Grade level: 4-5
Serravallo Strategy: Organization and Structure
5.10 Question- Answer pg. 177

Reasoning: On pages 5-6 the author asks a question to the reader and addresses it on the following pages.

Proof:
"What in the world can a citizen do?" (pg.5)
"Who can a citizen be?" (pg.6)
"A citizen is just like you. A citizen can plant a tree." (pg.7)

I chose this excerpt specifically because it ties in perfectly with the strategy on pg. 177 in the Writing Strategies textbook. This strategy consists of writing a question about your topic and making that into a heading in your writing. That is exactly what this writer does in their book by starting with two questions. Then they dive into how "What in the world can a citizen do?" and " Who can a citizen be?"

# data[].attributes.body
Grade level: 2-7
Serravallo Strategy: Organization and Structure
5.7 Organize in Sequence  pg. 174

Reasoning: I would use this mentor text to teach this strategy because the book goes in a sequential order of Arturo Schomburg's life.

Proof: " When seventeen year- old Arturo Schomburg immigrated to New York from Puerto Rico in 1891, he with him letters of introduction from cigar makers..." (pg. 7)

" Later, Arthuro purchased military orders signed by Louverture himself" (pg. 10)

The story itself is told in sequential order with the help of transitional words. The strategy in the Writing Strategies  book will help students understand why using specific words to show a pass in time is important. It not only shows a pass in time but the order in which the events occur in time.

# data[].attributes.body
Grade Level: 2-5
Serravallo Strategy: Elaboration
6.35 Use Imagery to Make a Fact Come Alive pg. 246

Reasoning: I could use this book to teach students how to make a fact into a story. Informational texts do not have to be boring, but can be brought to life when you add the right amount of description to it.

Proof: "Their hearts had a knowing.
They knew how to make work joyful, how to create rhythm by pounding the tools against metal, knew how to make music to keep them company as they worked.

Their minds had a knowing, worldly, curious, sharp. When they met the white people, they learned quick, taught their tongues to speak Portuguese, taught their eyes to read strange words.

They knew hot to mix the old with the new, how even an ancient people always had more to learn" (pg. 9)

This book is perfect for strategy 6.35 in the Writing Strategies textbook. It is taking the fact of the first slaves making it come to life. It describes the way the ancient people acted  so "joyful" and "wordly, curious, sharp". These descriptive words add much more meaning and empathy to the text. Creating what some students might believe  to be a "boring" story into something much more interesting and heart felt.

# data[].attributes.body
Grade level: 4-5
Serravallo Strategy: Organization and Structure
5.21 Addressing the Reader pg. 188

Reasoning: I choose this strategy because the book addresses the reader directly as the strategy suggests to do.

Proof:
"You have likely heard of a place called France." (pg. 5)

"If you have heard of France, you may have heard of the French. They are the people who live in France." (pg. 6)

"You may have also heard of something called the statue of Liberty" (pg. 7)

This text is a great example of the strategy 5.21 from the Writing Strategies  textbook. It shows how informational text can play around with third and second person point of view. It addresses the reading first saying the words "you" then switches to "he" to tell the story of what happened. Students could use this strategy and mentor text to take their informational writing to the next level.

# data[].attributes.body
Grade level: 1-4
Serravallo Strategy: Elaboration
6.20 External Character Description pg. 231

Reasoning: I choose this text because it shows how to use description to describe someone and how to describe them even more.

Proof:
"Sylvia looked at her cousins. They had light skin and long auburn hair, and their last name was Vidaurri-- their father was Mexican, but of French descent. Then she looked at her brothers, and at her own hands and bare arms. She wondered, Is it because we have brown skin and thick black hair and our last name is Mendez?" (pg. 9)

This excerpt shows how description helps us visualize the character. As the reader we are imagining Sylvia looking at herself and her cousins and noticing a difference. The strategy in the Writing Strategies textbook tells us to do just as Sylvia is doing. You are supposed to visualize your character and how they are unique to the story. This gives us a good example as to how we can use descriptive words to help our reader visualize what they are reading.