# data[].attributes.body
Word choice is the specific vocabulary that a writer uses to convey meaning. A strong mentor text should include a variety of creative vocabulary. The vocabulary should be rich, variety, and diverse. The vocabulary used should be accurate and should enhance meaning. (Culham, 2009)

# data[].attributes.body
Organization is the internal structure of the piece. Mentor texts with a strong organization will connect the ideas of the text in an interesting way. There should be a variety of transitions in these books. These books should have a beginning, middle, and end that engage readers and keep them interested throughout the text. (Culham, 2009)

# data[].attributes.body
Ideas are the central message and the details that support a mentor text. Mentor texts that have strong ideas will enhance the main idea. The written ideas of these texts should be clear and specific. The drawings and pictures of mentor texts should deepen the meaning of the ideas presented.  (Culham, 2009)

# data[].attributes.body
Sentence Fluency is the way in which words flow a passage. A mentor text with a strong sentence fluency. A strong mentor text should include a variety of sentence beginnings/transitions that enhance meaning. Strong transitions help enhance the flow and readability of a writing passage/mentor text. (Culham, 2009)

# data[].attributes.body
Written and Illustrated by Tad Hills
This book partners opposites together. Each page of this book only has one word. However, the wording is diverse because every two pages features a different opposite pair, which creates a vivid picture for the reader.

# data[].attributes.body
Written and Illustrated by Anna Dewendey

The main idea of this book is bullying. The author's ideas are focused. Each page of the text depicts a rich photo that enhances the meaning of the text. For example, when the Bully Goat throws Llama Llama and Nelly Gnu's toys into the ground, the facial features of all three characters are vivid. This depiction helps to deepen meaning of the words students may not understand.

# data[].attributes.body
Written and Illustrated by Anna Dewendey

The main idea of this book is sharing. The author's ideas are focused. Each page of the text  depicts a rich photo that enhances the meaning of the text. For example, when Nelly Gnu and Llama Llama break Llama Llama's toy, the expressions of both character's faces are vivid. This depiction helps to deepen meaning of the words students may not understand and promotes the main idea, sharing.

# data[].attributes.body
The author's voice in a mentor text is their personal stamp. The author's voice is the tone of the piece. A good voice will show a variety of feelings and will connect the reader. The drawings/pictures of a mentor text should engage readers, strengthening  the voice of the piece. (Culham, 2009)

# data[].attributes.body
Written and Illustrated by Stephen Huneck

This mentor text includes a variety of sentence beginnings and transitions. This variety helps to students to learn and retain new vocabulary. Example of sentence variety: Then I see the suitcase. We are going away. We are going on vacation.

# data[].attributes.body
Conventions are the mechanical correctness of a writing piece. A mentor text with strong conventions should include high frequency words, as well as difficult words - all spelled correctly. Words requiring an capital letter should all be capitalized. A strong mentor text should also include consistent and correct grammar.  (Culham, 2009)

# data[].attributes.body
Written by Melissa Mar; Illustrated by Teagan White

This book introduces students to new and diverse adjectives. These adjectives are used to describe different baby animals. The author uses adjectives like trembling and ferocious. Each adjective is precise, only used once in the text, and creates a vivid picture to go along with the drawing.

# data[].attributes.body
Written by Karen Glennon; Illustrated by Hans Poppel
This book includes a wide variety of vocabulary words. This book includes high frequency phrases - i.e. the phrase just like she did every day is repeated frequently throughout the book. However, it introduces expressive words and phrases - i.e. magical and wings of her red hair.

# data[].attributes.headline
Brown Bear, Brown Bear, What do you see? 

# data[].attributes.subject
Brown Bear, Brown Bear, What do you see? 

# data[].attributes.body
Written and Illustrated by Eric Carle
This book repeats many of the same words. For example, each page includes the same phrase, what do you see? However, while this book repeats the same phrase on each page, it also introduces the reader to new vocabulary. Each page has a new color on it and a drawing to accompany it. The picture on each book enhances the meaning of the new color.

# data[].attributes.body
Written and Illustrated by Anna Dewendey
The main idea of this book is understanding angry emotions. The author's ideas are focused. Each page of the text  depicts a rich photo that enhances the meaning of the text. For example, when Llama Llama throws a tantrum in the store, his facial features are vivid and groceries can be seen thrown all throughout the image. This depiction helps to deepen meaning of the words students may not understand.

# data[].attributes.body
Written by Tad Hills
This book introduces the idea of friendship in a fresh, new way. The new way that the author depicts the idea of friendship is by illustrating two ducks and goose who are learning how to be friends.

# data[].attributes.body
Written by Alice Schertle, Illustrated by Jill McElmurry
This book includes a variety of vocabulary words that introduce  students to new sights and sounds of the city. The author also includes many onomatopoeia words, which helps the reader to visualize the text being read. These onomatopoeia include: beep, screech, and bam.

# data[].attributes.body
Written by Alice Schertle, Illustrated by Jill McElmurry
This book includes a variety of vocabulary words that introduce  students to new sights and sounds of the farm The author also includes many onomatopoeia words, which helps the reader to visualize the text being read. These onomatopoeia include: beep, moo, and baa.

# data[].attributes.body
Written and illustrated by Leo Lionni
This mentor text does not include any words. This book features a different image of two mice on each page. These pictures have a clear beginning, middle, and end, which makes the book a good example fore organization.

# data[].attributes.body
Written by: Shel Silverstein
This book introduces poems and makes them more accessible for elementary school students. The poems introduce students to new grammar and new writing conventions. These poems teach students a new way to express themselves.

# data[].attributes.headline
Little Leaders in Bold Women in Black History 

# data[].attributes.subject
Little Leaders in Bold Women in Black History 

# data[].attributes.body
Written and Illustrated by Vashti Harrison.

This book teaches the history of many bold women in black history. There is a clear introduction at the beginning of the book that explains the purpose of the text. Each drawing is accompanied by at least two paragraphs describing the picture.

# data[].attributes.body
Written by Grace Byers, Illustrated by Keturah A. Bobo

This book introduces students to similes and metaphors. Even though each simile in this text begins with the word like, each page of the text includes a different simile.  The author includes the following phrases: Like the sun, I am here to shine and Like the voice, I am here to sing.

# data[].attributes.body
Written by Stephan Huneck
This book has a clear beginning, middle, and end. At the beginning of the book, Sally is learning about camping and the different animals she may encounter in the woods. At the middle of the book, Sally is driving in the car and dreaming about the the different animals she will encounter in the woods. At the end of the book, Sally wakes up from her nap in the car and has arrived in the book.

# data[].attributes.body
Written by Stephen Huneck
The author uses correct conventions throughout this book. He capitalizes Sally's name and the cat, Bingo's name throughout the text. When Sally is speaking, the author uses correct quotes and commas.

# data[].attributes.body
Written by Brian Bendis, Illustrated by David Marquez, Pepe Larraz, & Sara Pichelli
The quick pace of this graphic novel engages readers. It has a unique personality because it introduces a new concept - a Spider-Man who is black and Puerto Rican. The drawings enhance emotional appeal by featuring the main character up close and at different angles.

# data[].attributes.body
Written By Mahogany L Browne, Illustrated by Theodore Taylor

This book introduces students to a variety of descriptive words - i.e. wiggling - and new phrases - i.e. glass ceiling. Each page of this book introduces readers to these new words and phrases. The vocabulary used in this book is not repetitive.

# data[].attributes.headline
Little Legends: Exceptional Men in Black History 

# data[].attributes.subject
Little Legends: Exceptional Men in Black History 

# data[].attributes.body
Written by Vashti Harrison
The main idea of this book is to bring to life the true history of many black men. The ideas in this book are focused. The author's text and pictures are presented in a fresh and original way. Each depiction of a historical black male figure is drawn in a child like way, making the ideas more relatable to students.

# data[].attributes.body
Written and Illustrated by Tad Hills
This book author uses correct conventions throughout this book. The two main characters, Duck and Goose, speak to each other frequently throughout this text. The author uses correct punctuation whenever these characters speak. Quotes and commas are always in the correct places and first names are always capitalized - i.e. "Oh my, what is that?" Duck quacked.

# data[].attributes.body
Written and Illustrated by Cece Bell
This graphic novel features a character whose super power is being deaf. This graphic novel has a unique personality because it turn a disability into a super ability. It gives a voice to students who may feel as if they are voice-less.

# data[].attributes.body
Written by Grace Byers, Illustrated by Keturah A. Bobo

This book introduces students to similes and metaphors. Even though each simile in this text begins with the word like, each page of the text includes a different simile.  The author includes the following phrases: I can charge, just like a train and I am like a dragon's flames.

# data[].attributes.body
Written by Lupita Nyong'o, Illustrated  by Vashti Harrison
The main idea of this book is learning to love oneself. The main idea is well developed. The author develops this idea by following a young girl who is attempting to turn her skin a lighter color. The images in this book help to solidify its' meaning.

# data[].attributes.body
Written by Ibtihaj Mohammad
This book features a new and fresh idea about two sisters who are Muslim. One of these sisters is wearing a hijab for the first time. The ideas of this book are clear and focused. The drawings are bright and help to enhance the meaning of the text. This book introduces students to a new culture and ideas.

# data[].attributes.body
Written and Illustrated by Cathryn Falwell
This book introduces students to new rhymes -  i.e. greens and beans. Each page has a unique rhyme. This book also introduces numbers one through ten. All numbers are written out and the digit is associated with each. The pictures in this book are associated with the numbers on each page - i.e. six bunches of greens are drawn on the page where the text reads, six bunches of greens.

# data[].attributes.body
Written by Doreen Cronin, Illustrated by Betsy Lewin
The author writes this book in a way that moves. The author repeats some sentences - i.e. click, clack, moo. For the most part, the author has a variety of sentences. This book has a natural rhythm.

# data[].attributes.body
Written by Michael Rosen, Illustrated by Helen Oxenbury

This book has a clear beginning, middle, and end. The transitions between each parts of this book are clear. Each time the book transitions from one page to the next, the author writes, We're going on a bear hunt. These transition words help to model to students that transitions come in different forms and are not simply first, next, and last.

# data[].attributes.body
Written by Peggy Rathman
This book has few words, but the drawings make the organization of the book clear. The drawings depict a zookeeper closing the zoo at the end of the night. The lack of words make the book interesting and the pictures make the transitions diverse.

# data[].attributes.body
Written by Ruth Spiro, Illustrated by Irene Chan
The idea of this book is clear and well focused. The details of this book are specific and the drawings help to enhance the main ideas. The book introduces three different types of flying things - a bird, an airplane, and a rocket - and it explains how each of these things flies. The pictures on each page a clear and bright.

# data[].attributes.body
Written by Leslea Newman; Illustrated  by Carol Thompson
This book has a cleared focused central idea - two moms who love their new baby. The drawings in this mentor text depict the family as loving and caring, which reinforces the main idea.

# data[].attributes.body
Written and Illustrated by Grace Lin
This book introduces a rich and focused idea - a young Chinese girl and their family picking out their favorite foods from a Dim Sum restaurant. The ideas of this book introduce students to a new culture and set of ideas in a clear and concise way.

# data[].attributes.body
Written by Doreen Cranin; Illustrated by Betsy Lewin
This book features creative thinking, conflict resolution, and problem solving. In order to accomplish this, the author has organized the book in a way that effective and interesting. In the beginning of the text, cows living on a farm are unhappy with their living conditions. In the middle of the text, the cows go on strike. At the conclusion of the text, the farmer and the cows have resolved their problems and live happy together.

# data[].attributes.body
Written and Illustrated by Jerry Craft
This graphic novel is organized in a comic book style. It is read left to right, top to bottom. This book introduces students to a different type of book layout. This book connects its' ideas by including bright, action filled drawings.

# data[].attributes.body
Written and Illustrated by Dave Horowitz
The author creates a sequencing in this book that enhances the meaning - acceptance and understanding. This book has a clear beginning, middle, and end. In the beginning, the ugly pumpkin introduces himself and explains why he feels so lonely. In the middle, the ugly pumpkin has a few misfortunes that solidify his role as "the ugly pumpkin." In the end, the ugly pumpkin discovers that was truly a squash.

# data[].attributes.headline
Knock at the Door and Other Baby Action Rhymes

# data[].attributes.subject
Knock at the Door and Other Baby Action Rhymes

# data[].attributes.body
Written and Illustrated by Kay Chorao
This book introduces poems and action rhymes. It makes them more accessible for elementary school students. The poems and rhymes introduce students to new grammar and new writing conventions. These poems and rhymes also teach students a new way to express themselves.

# data[].attributes.body
Written by Sandra Boyton
This book uses proper punctuation. Throughout the text, commas, exclamation points, and periods are used correctly. For example, the author writes, All through the hippo night, hippos play with great delight and Hippos go berserk!

# data[].attributes.body
Written by Nikki Grimes, Illustrated by Brian Collier.
The tone of this book is love and happiness. The other author portrays this by creating a text that is unique and powerful. Each page of text is partnered with a line of text that is intentionally written to show a line of emotions. Examples of this include: Welcome to a world wrapped in a rainbow and Welcome to the warm circle of your daddy's arms.

# data[].attributes.body
Written by Eric Carle
This book has a clear beginning, middle, and end. It discusses four different phases of a butterfly life cycle - egg, caterpillar, cocoon, and butterfly.

# data[].attributes.body
Written and Illustrated by Ezra Jack Keats
The author creates a sequencing that is easy to follow. He uses transition words and phrases that allow the reader to understand the beginning, the middle and the end of the story.  Examples of these transitions include: One winter morning, Peter woke up and looked out the window and Before he got into his bed, he looked into his pocket.

# data[].attributes.body
Written and Illustrated by Maurice Sendak
The author includes a variety of transitions in this text. These transitions are included at the beginning of the book when the main character is introduced; in the middle of the book when the main character is entering the forest; in the end when the main character reenters his room.

# data[].attributes.body
Written by Brad Meltzer
Illustrated by Chris Eliopoulos
The author presents facts about Martin Luther King in this book. Each fact has the proper punctuation. Martin Luther King is the main character of this book and the author writes his character as the narrator. The author writes MLK's narrations in speech bubbles and at the top of each page. MLK's correct grammar and punctuation in his narrations model to students the correct way to give speeches.

# data[].attributes.headline
The Shadow in the Moon: A Tale of the Mid Autumn Festival

# data[].attributes.subject
The Shadow in the Moon: A Tale of the Mid Autumn Festival

# data[].attributes.body
Written and Illustrated by Christina Maltula
This author creates a text that provides a voice for a group of people that is not always recognized in print. This voice is powerful and unique. The author sets the tone of the piece by showing a variety of feelings. These feelings are hopefulness, happiness, and love. The author also sets the gives the book a unique personality by describing the history of the mid-autumn festival.

# data[].attributes.body
Written by Christina Matula, Illustrated by Pearl Law
The author of this book connects to the reader by creating a unique setting and personality. This book portrays a grandmother and granddaughter who are adjusting to life together in the granddaughter's home. The author creates a variety of emotions in this text. These feelings include: happiness at the beginning of the book with the grandmother moves into the book, frustration when the granddaughter realized the grandmother's bird, Mango, would also be moving in with them, sadness when the granddaughter realizes the house is a little more cramped than it was before.

# data[].attributes.body
Written by Isabel Quintero, Illustrated by Zeke Pena
The author of this book connects to the reader by creating a unique setting and personality. This book depicts an immigrant father and his American-born daughter spending time together after the father gets off of work. The drawings of this book are draw in the perspective of the daughter, allowing for young readers to connect better to the text. The author creates a variety of emotion in this text. The following emotions are included in the text: happiness when the father arrives home from work and wonder when the daughter is thinking about the different things her father does.

# data[].attributes.body
Written and illustrated by Karen Katz
The author connects to readers by telling a story about the many different shades of skin that people can have. In this story, every skin tone has a different story. The author gives each skin tone a personality/emotion by comparing the skin tone to a food item/household object, etc. - i.e. on the first page, the author writes, my mom's the color of french toast.

# data[].attributes.body
Written by Maurice Sendak
This book includes correct conventions - notably each month of the year in this text is capitalized correctly. This book is also written in the form of poems - each page is dedicated to a different month and each month has it's own poem. Within each poem, commas and periods are all used correctly. This text introduces students to poems, making them more accessible to young students.

# data[].attributes.body
Written by Eric Carle
The author introduces students to a different emotion - grouchiness. The author portrays this emotion by describing the ladybug as angry and easily agitated. On each page of the book, the ladybug is described as wanted to fight a different and larger animal. At the end of the book, the ladybug resolves his issues with another ladybug and they share aphids. This enhances the emotional appeal of the grouchy ladybug.

# data[].attributes.body
Written by Robert Krause
The author gives a voice and personality to characters that readers may not have given voices and personalities to. The author shows a variety of emotions in this book. At the beginning of the book, the spider and their friends are excited about Halloween. At the middle of the book, spider and his friends are worried that Halloween may be ruined. At the end of the book, spider and his friends are relieved that Halloween has been saved.

# data[].attributes.body
Written by Debra and Sal Barracca, Illustrated by Mark Buehner
The authors of this book introduce the different emotions of driving around the city. They give voice and personality to the main character by expressing the character's joy of driving through the city in a taxi.

# data[].attributes.body
Written by Jill Bennett, Illustrated by Tomie DePaola
The author includes a variety of sentence structures and word variety. The author repeats the phrase teeny tiny frequently throughout the text, but partners it with a variety of words so that it does not become too repetitive.

# data[].attributes.body
Written by Alice Schertle, Illustrated by Jill McElmurry
The author provides a variety of transition words and phrases. The author adds questions throughout the text to help engage readers. These questions include: Who's out swimming in a line? and Can the kids come out to play?

# data[].attributes.headline
There Was An Old Lady Who Swallowed a Bell

# data[].attributes.subject
There Was An Old Lady Who Swallowed a Bell

# data[].attributes.body
Written by Lucille Colandro, Illustrated by Jared Lee
This author uses common transitions repeatedly throughout the text. However, the author uses these transitions to introduce new ideas and vocabulary. One of the repeated transitions is: I don't know why she swallowed a ... I wish she'd tell. On each page, a new vocabulary is added to the blank space.

# data[].attributes.body
Written by Eric Carle
This author uses a variation of transitions to enhance the meaning of the story. On each page of the story, the author includes a different greeting from the cricket to a different animal. These transitions/greetings enhance the feelings of worry from the cricket. These greetings include: Good day, Hello, and Good afternoon.

# data[].attributes.body
Written by Eric Carle
The author describes the day of a busy spider in this book. Different farm animals approach her as she builds her nest. Each animal says something to the spider before the move on. Each statement is grammatically correct and punctuation is correct.

# data[].attributes.body
Written by Sandra Boyton
This author uses correct punctuation when introducing new ideas. This punctuation helps to ensure reader understanding. Words are clearly written and spaced so that readers can understand what is being written.

# data[].attributes.body
Written By Marc Brown
The author writes this book mostly by using speech. The characters tell the story by speaking to each other. This helps the story to flow and it transitions smoothly from one page to the next.

# data[].attributes.body
Written by Natalie Jane Prior, Illustrated by Anna Pignatatro
The transitions in this book are all phrased in a similar way. However, they are unique because each transition is a greeting that a different animal, object, or person greets the morning. The diversity in the transitions help the story to flow and gets the author's message across easily.

# data[].attributes.body
Written by Monique Gray Smith, Illustrated by Julie Flett
The author uses the same transition on each page to help introduce a new idea. Though the transition may be repetitive, the introduction of new ideas on each page help the book to flow and engage the reader.

# data[].attributes.body
Written by P.K. Hallinan
The author writes this book in the style of a poem. Commas, exclamation points, and periods are all used correctly. This book makes poems more accessible to students who are at a younger elementary school level.

# data[].attributes.body
Culham, R. & Coutu, R. (2009). Getting Started With the Trait Writing Lessons, Activities,

Scoring Guides, and More for Successfully Launching Trait-Based Instruction in Your

Classroom. Scholastic.

# data[].attributes.attachment_caption
Written by: Kate Coombs, Illustrated by Seth Lucas

# data[].attributes.headline
Little Naturalists: George Washington Carver Loves Plants! 

# data[].attributes.subject
Little Naturalists: George Washington Carver Loves Plants! 