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Dr. Coo and the Pigeon Protest by Sarah Hampson 

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Dr. Coo and the Pigeon Protest by Sarah Hampson 

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Grade Level: This book is good to use with students in 1st to 4th grade.

Seravallo Strategy: 6.10, Prove It
I can use this book to teach my students how to find details that can support their reasoning/idea/claim. In this book, the pigeons want humans to treat them with respect. They notice that people have taken an unkindly manner towards their kind and concoct a plan to change that. They evacuate the city and write a persuasive letter to the mayor. I can have my students observe for the facts/details Mr. Coo is using to support this claim.

On page 7, Dr. Coo was observing the park and had a thought:
"...he knew he had a problem. Or rather, he could see that there was a problem with pigeons."

On page 8:
"But then, Hootie Claw dared to bring up something they all had been thinking for a very long time.
"We pigeons get no respect!" he blurted.

The pigeons persuade humans to treat them with respect by writing a letter:
Page 29: "Dear Ms. Mayor,
We pigeons have flown the coop because we feel unwelcome in our own home. A city is a place for all kinds. We love it here. Pigeons and people must learn how to get along.
We will refrain from splatting on the cars (and heads!). Let's create composting areas in parks for our droppings....."

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Grade Level: This book is good to use with students in grade 1st to 5th.

Seravallo Strategy: 5.7, Organize in Sequence
I can use this book to help me show students they can organize their thoughts chronologically before drafting their writing. This book discusses the cycle of the butterfly and also shows a timeline of their evolution.

On page 1, it describes the first stage of a butterfly:
"It begins as an egg beneath the umbrella of leaves...Until the caterpillar inside chew free..."

On page 3, it describes the next stage of a butterfly's life:
"Once a caterpillar has eaten all that it needs, it creates a protective covering called a chrysalis..."

Seravallo Strategy: 6.22, Support Your Facts
I can use this book to also teach my students how to elaborate more on facts in their story.

On page 5, the author writes, "A butterfly is helpful." She supports this fact by adding:
"Butterflies, like bees, can help pollinate plants, so that they can reproduce, or make seeds."

On page 8, the author writes, "A butterfly is poisonous." She supports this by adding:
"The warning colors of some butterflies' wings - yellows, red, oranges, whites, and blacks - tell predators they are poisonous or bad-tasting."

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A Letter to My Teacher by Deborah Hopkinson, Nancy Carpenter 

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A Letter to My Teacher by Deborah Hopkinson, Nancy Carpenter 

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Grade Level: This book will be good to use for 2nd to 5th grade.

Seravallo Strategy: 4.9, Imagine Your Audience and Consider Your Purpose
I can use this book to help my students think about the purpose of their writing. If they consider their audience, it will help them choose a style of writing much more easily. This sweet book is a thank-you letter to the author's 2nd grade teacher, and how she inspired her to become a teacher herself.

On page 1, the author opens up the letter with:
"Dear Teacher,
Whenever I had something to tell you,
I tugged you on your shirt and whispered your ear.
This time I'm writing a letter."

She reminisced about the good times she had during 2nd grade:
Page 5: "I stood there ornery and dropping, just sure I'd get in trouble. But instead you grinned at me. "Good morning! Look at you, standing there like Mary Kingsley just back from canoeing up the Ogoue River."

On page 8:
"When you weren't watching, I started to hop the rocks.... "Watch out for crocodiles," you called back. Then you rushed to rescue me."

Page 14:
"When we make our garden,
do you think the seeds will grow right away?" (Teacher)
"No!" I said. "Everyone knows they need time and sun and water."
"Well, learning to read takes time, too," you said.

*there is a sentimental ending:

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Grade Level: This book is good to use for students in K-3rd grade.

Seravallo Strategy: 4.22, What Problems Are You Solving?
I can use this book to help my students focus on the central problem of their story, and what they're going to do to overcome that challenge. This book takes place after Humpty Dumpty's great fall. He speaks on this traumatic experience and shares how he is now afraid of heights. It's a unique dive into how we can overcome our fear once we face them.

On page 2, the book introduces Humpty Dumpty's great fall and his acknowledgement of it:
"My name is Humpty Dumpty. This was my favorite spot, high up on the wall....Then one day, I fell (I'm sort of famous for that part). Folks called it "The Great Fall," which sounds a little grand. It was just an accident..."

On page 5-6, Humpty Dumpty expresses his fear:
"After that day, I became afraid of heights.
I was so scared that it kept me from enjoying some of my favorite things."

On page 7, Humpty Dumpty shares how his fear holds him back:
"I really missed the birds and being held above the city.
But I could never do it.... Because I knew that accidents can happen."

On page 15, Humpty tries to solve his problem by making a paper plane (page 13-14):
"My plane was perfect, and it flew like nothing could stop it,
I hadn't felt that happy in a long time.
It wasn't the same as being up in the sky with birds...but it as close enough."

On page 20, Humpty's plane got stuck on the wall:
"...But then I thought about all the time I'd spent working on my plane, and all the other things I'd missed."

On page 22-23:
"I didn't look up, I didn't look down, I just kept climbing, one step at a time..."

On page 27:
"Hopefully, you'll remember me as the egg who got back up..."

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A Bowl of Peace: A True Story by Caren Stelson 

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A Bowl of Peace: A True Story by Caren Stelson 

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Grade Level: This book is good to use with upper grade students in (maybe) 3rd to 5th grade.

Serravallo Strategy: 4.21, Focus on an Issue
I can use this book to help my students think about the life/social issues they want to focus on; think about what they have to say about the issue, and what sort of detail they want to include in their writing. In this book, Sachiko shares her childhood during World War II, and her experience of Nagasaki atomic bombing. Her focus is both on war and peace.

On page 8, Sachiko describes how she's surrounded by war:
"As Sachiko grows older, the sounds of war come to Nagasaki;
the clanging of hammers building torpedoes,
the marching of soldiers training for battle ,
the cries of those whose husbands, fathers,
and brothers have been killed in the fighting."

On page 10, she expresses how excited she is to go back to school, but is unable to because of the danger:
"... the rumbles of enemy bombers flying overhead.
Sachiko is eager to start school, but after the first day, the school closes.
"Too dangerous," says the principal as he looks up at the sky.

Because of the radiation from the bomb, her family passes away one by one:
Page 22: "Little Toshi is killed in the blast."
Page 24: "Sachiko's brothers are now very sick....No one understands it is because of the radiation from the bomb. Aki dies. Then Ichiro dies."
Page 30: "Sachiko's sister becomes ill and dies....Sachiko's father becomes ill and dies."

After her mother dies, she finally felt like she had to share her story with the world. So that what happened to her family, will not happen to others. She wanted to share the message of peace, Page 34:
"That evening, Sachiko stands before a group of children and shares her story for the first time. She begins,
"What happened to me must never happen to you."
And the children listen. "

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Evelyn Del Rey is Moving Away by Meg Medina 

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Evelyn Del Rey is Moving Away by Meg Medina 

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Grade Level: This book is good to use for students in 1st-3rd grade.

Serravallo Strategy: 6.7 See the World like a Poet (Metaphor and Simile)
I can use this book to teach my students how to make a comparison by connecting their subject to something else like it. It will help their writing come to life.

On page 3-4, the girl describes the truck in the text like it was a hungry monster, ready to eat up Evelyn's things:
"A big truck with its mouth wide open is parked at the curb, ready to gobble up Evelyn's mirror with the stickers around the edge, her easel for painting on rainy days, and the sofa that we bounce on to get to the moon."

On page 11, she describes their rooms using first a metaphor, then a simile:
"But the walls in Evelyn's room are sunny yellow, while mine are pink like cotton candy."

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Grade Level: This book is good to use for students in 4th-8th grade.

Serravallo Strategy: 6.44, Weave in Symbolism
In this book, the author uses the color red to symbolize the girl's imagination as she sets off into a beautiful, wordless journey of her own creative mind. I feel like this book will help teach students how to add abstract ideas in their story such as using symbols (a concrete object, an animal, a setting, etc) to represent an issue/idea.

On page 3, the color red is depicted as fun, playful objects such as a scooter, a kite, and a ball.

Then it reappears again on page 4, but this time as a random stick on the floor.

On page 5, it appears to be a red marker. She draws a door on the wall, and magically walks through the door!

On page 6, the door leads her into a magical forest with beautiful lights hanging high up in the canopy.

On page 11-12, she draws a hot air balloon. This book is very beautiful!

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Grade Level: This book is good to use for students from K-2nd.

Serravallo Strategy: 4.1, Make Your Pictures and Your Words Agree
This book will help teach young writers how to improve their writing by syncing it with their illustrations. This strategy will really help with students who are ELL or struggle with writing. They can draw a picture and try to find the words to create their illustration. The main character in this story describes the things she likes most and the picture matches her descriptions.

On page 1-2, the little describes what she likes most, which is her window:
"This morning, through my window,
I see the mailman at the red gate.
I see a blackbird in my tree.
When I breathe on the glass,
I can make drawings that quickly disappear."

On page 7-8, she describes a pair of shoes that she likes. This will pair well when asking the students to visualize the shoes.
"They have lights that flash to show where I am going. I can walk and run and jump in them. My feet do a tiny bounce with every step."

On page 13-14, she continues to describe a pencil:
"It is red outside and red inside. Its color comes out like a red ribbon. When you sharpen it, the point gets small and fine and the pencil gets shorter."

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Mufaro's Beautiful Daughters: An African Tale by John Steptoe 

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Mufaro's Beautiful Daughters: An African Tale by John Steptoe 

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Grade Level: This book will good to use for students in grade 4th-5th grade.

Serravallo Strategy: 6.15, Let Your Readers Know Who's Talking!
This book will help teach students how to make their character talk and write the dialogue so that it is clear to the readers who is talking.

On Page 4, it opens up with the first line of dialogue from Manyara, one of the daughters. The text reads, "She teased her sister whenever their father's back was turned, and she had been heard to say, "Someday Nyasha, I will be queen, and you will be a servant in my household."

The dialogue continues, "If that should come to pass," Nyasha responded, "I will be pleased to serve you. But why do you say such things? You are clever and strong and beautiful. Why are you so unhappy?"

On page 7-8, more dialouge is shown but this time with Nyasha speaking to a garden snake:
"Good day, little Nyoka," she called to him, "you are welcome here. You will keep away any creatures who might spoil my vegetables."

On page 11, the dialogue reads:
"I have brought only enough for myself," Manyara replied.
"But, please!" said the boy, "I am so very hungry."
"Out of my way, boy! Tomorrow I will become your queen. How dare you stand in my path!"
--> This last sentence is a good way to show students

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The Day the Crayons Quit by Drew Daywalt 

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The Day the Crayons Quit by Drew Daywalt 

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Grade Level: This book will be good to use for students in grade K-2nd grade.

Serravallo Strategy: 6.32, Writing Through a Mask (Perspective and Point-of-View)
Even though this book is recommended for the younger grades, the humor and wit of this story will be appreciated by the upper level students as well. This book will help teach students to write from a different perspective. That's what makes this book fun because it's written in the perspective of crayons :)

On Page 3, Red Crayon shares his frustration with Duncan. He angrily states, "you make me work harder than any of your other crayons. All year long I wear myself out coloring FIRE ENGINES, APPLES, strawberries, and everything else that's RED. I even work on the HOLIDAYS!"

On Page 7, Beige Crayon shares his sadness of always "being second place to Mr. Brown Crayon." He goes on to say, "It's not fair that Brown gets all the bears, ponies, and puppies while the only things I get are turkey dinners (if I'm lucky) and wheat..."

On page 13, Black Crayon pleads with Duncan to stop using him to outline things! The text in the story reads, "How about a black beach ball sometime? Is that too much to ask?"

My favorite one is on page 21, when Blue Crayon is drawn all short and stubby. Blue Crayon says, "I have really enjoyed all those oceans, lakes, rivers, raindrops, rain clouds, and clear skies... but the bad new is that I am so short and stubby. I can't even see over the railing in the crayon box anymore! I need a break!"