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This text will support my writing instruction by helping early writers see how characters can use writing to share ideas and solve problems. The story shows animals typing letters, which makes it fun and easy for kids to connect words with meaning. The type of writing activity I will do using this book will be having students write a short letter from an animal asking for something silly, and adding speech bubbles to the characters to practice writing simple sentences.

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by Doreen Cronin, illustrated by Betsy Lewin

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This text will support my writing instruction by helping transitional writers learn about persuasive writing and how characters can share strong opinions. The pigeon’s funny and repeated arguments make it easy for students to see how reasons and voice can be used to convince others. The writing activity I will do with this book is to have students write their own opinion pieces, like “Why I Should Get a Pet” or “Why We Need More Recess,” where they give reasons to support their ideas. These activities let students practice organizing their opinions and reasons while making writing fun and relatable.

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by Mo Willems

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This text will support my writing instruction by introducing fluent writers to the diary format and showing how everyday events can be turned into stories. The worm’s diary entries are funny and easy for students to relate to, which makes writing feel approachable. The type of writing activity I will do using this book is to have students write their own short diary entries about their daily lives and practice organizing their ideas into a sequence of events. These activities help students strengthen their narrative writing skills while also learning to connect personal experiences to writing.

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by Doreen Cronin, illustrated by Harry Bliss

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This text will support my writing instruction by giving emergent writers a simple and repetitive pattern that they can listen to, remember, and begin to copy. The repeated phrases and colorful pictures make it easier for younger students to connect spoken words to print and build confidence with writing. The type of writing activity I will do using this book will be having students draw their own animal and write or copy a short phrase like “I see a blue dog,” and making a class book where each child contributes a page with their drawing and sentence following the same pattern.

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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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by Bill Martin Jr., illustrated by Eric Carle

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Brown Bear, Brown Bear, What Do You See?

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This text will support my writing instruction by helping fluent writers use clues and make inferences in a story with a funny twist. The mystery element gets students excited to think and write creatively.
The type of writing activity I will do using this book will be having students write their own “missing teacher” mystery, coming up with a teacher character, a disappearance, and a few clues for others to solve. They’ll swap mysteries with classmates and try to figure them out.

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by Harry Allard, illustrated by James Marshall

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This text will support my writing instruction by helping fluent writers follow a longer story and think about what happens next using descriptive language and sequence.The type of writing activity I will do using this book will be having students create a map of a new adventure Stellaluna might go on. They will label locations on the map like “Dark Cave,” “Berry Forest,” “The Tall Tree” and write short descriptions or sentences along the path to explain what happens in each place. Students can share their maps with partners and read them like an adventure story.

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by Janell Cannon

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This text will support my writing instruction by helping transitional writers understand how letters can show different points of view. Each crayon has its own voice, which makes it a great model for creative letter writing.The type of writing activity I will do using this book will be having students pick a classroom object like a pencil, chair, or glue stick and write a letter from that object’s point of view, sharing how it feels or what it wants. Students will then exchange their letters with classmates and write short replies as if they were “the teacher.”

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by Drew Daywalt, illustrated by Oliver Jeffers

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This text will support my writing instruction by helping transitional writers work with a familiar story structure while thinking about how characters act and respond in different situations. The story’s twist ending gives students lots of opportunities to think creatively.The type of writing activity I will do using this book will be having students create an alternate ending, imagining what would happen if the princess made a different choice. They will then share them with a partner. 

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by Robert Munsch, illustrated by Michael Martchenko

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This text will support my writing instruction by helping fluent writers think about how point of view changes a story. It retells a familiar tale in a funny, clever way, which encourages students to imagine new perspectives.
The type of writing activity I will do using this book will be having students choose a different fairy tale and rewrite it from another character’s point of view, just like the wolf does. They’ll then share their stories in small groups to talk about how the narrator changes the way the story feels.

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by Jon Scieszka, illustrated by Lane Smith

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This text will support my writing instruction by giving emergent writers a simple and repetitive pattern they can follow as they begin connecting spoken words to print. The clear structure and picture clues help them anticipate what comes next and build confidence using language.
The type of writing activity I will do using this book will be having students draw their own walking path, such as a farm, zoo, or neighborhood scene. They will choose different animals to include in their pictures and write a short sentence for each one, like “I went walking and I saw a horse.” When finished, students can share their walking paths with the class.

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by Sue Williams, illustrated by Julie Vivas

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This text will support my writing instruction by helping transitional writers connect to a character’s emotions and daily experiences using longer, more descriptive sentences. The story’s structure encourages students to think about real-life moments they can write about.
The type of writing activity I will do using this book will be having students work in small groups to turn Alexander’s bad day into a comic strip. Each group will pick a different part of his day, write captions or short dialogue for each panel, and illustrate it. Once finished, the class will assemble all the panels in order to retell the entire story as one big comic.

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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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by Judith Viorst, illustrated by Ray Cruz

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Alexander and the terrible, no good, very bad day

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This text will support my writing instruction by helping early writers connect simple language and clear events to their own real-life experiences. The story is easy to follow and inspires personal writing.The type of writing activity I will do using this book will be having students write a short caption for a photo of themselves on a snowy day, using pre-printed cutouts of their faces glued onto winter scenes. Their captions will describe what they are doing in the picture, and the class will create a winter scene gallery.

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by Ezra Jack Keats

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This text will support my writing instruction by giving emergent writers repeated sentence beginnings and familiar vocabulary that make it easy to follow the language pattern. The rhythm and familiar objects help students see how written words can reflect their own experiences.The type of writing activity I will do using this book will be having students choose something from the classroom or their home and write their own “Goodnight” line. After writing, students will draw a picture of their bedtime scene, showing the object or place they chose. All of the pages will be displayed together on a bulletin board to create a cozy “Goodnight” wall.

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by Margaret Wise Brown, illustrated by Clement Hurd

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This text will support my writing instruction by helping fluent writers think about identity and self-expression through a funny and descriptive story. The unusual situation Camilla faces makes it easy for students to imagine their own versions.The type of writing activity I will do using this book will be having students imagine they caught a strange case of something silly like “a bad case of polka dots” or “a bad case of turning into their favorite food.” They’ll write a short creative story describing what happened to them and how they got “cured.”

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By David Shannon

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This text will support my writing instruction by helping early writers understand how a story can show feelings and actions in a simple, clear way. The message about sharing is easy for students to relate to and gives them a meaningful idea to write about.
The type of writing activity I will do using this book will be having students write a kind or generous action on a paper “scale” and decorate it with shiny foil or glitter. Each student’s scale will be added to a large class rainbow fish display to create a collaborative piece that celebrates everyone’s ideas.

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by Marcus Pfister

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This text will support my writing instruction by helping early writers engage with rhyme and repetition in a playful, memorable way. The familiar phrases give students a strong model for their own writing.The type of writing activity I will do using this book will be having students invent their own silly food like “rainbow spaghetti” or “purple pickles” and write a short rhyming sentence about it, then present their menu item to the class as if they were advertising it at a restaurant.

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by Dr. Seuss

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This text will support my writing instruction by helping early writers follow a fun, repetitive pattern that shows how one event leads to another. The structure makes it easy for students to create their own versions.
The type of writing activity I will do using this book will be having students work in pairs to brainstorm their own chain of events, starting with “If you give a ___ a ___.” They will then act out their mini story for the class while a partner reads the sentences aloud, bringing their writing to life.

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by Laura Numeroff, illustrated by Felicia Bond

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This text will support my writing instruction by giving emergent writers a clear and repetitive pattern they can easily follow. The familiar days of the week and repeated sentences make it simple for students to join in and see how words work together in a story.
The type of writing activity I will do using this book will be having students choose a food they would eat if they were “very hungry” and write their own sentence, such as “I would eat a cupcake.” They will draw a picture of their food to match their sentence, and the pages will be displayed on a classroom wall for everyone to read.

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by Eric Carle

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This text will support my writing instruction by helping early writers understand how characters can change and make good choices. The story gives students a clear example of a beginning, middle, and end, which will help them organize their own stories. The writing activity I will do with this book is having students write a short personal story about a time they made a good or kind choice, using order words like “first,” “next,” “then,” and “finally” to guide their writing.

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by Jory John, illustrated by Pete Oswald

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This text will support my writing instruction by helping emergent writers build letter knowledge through a fun and predictable alphabet pattern. The rhyme and repetition make it easy for students to follow along and recognize letters and sounds in print.
The type of writing activity I will do using this book will be having students pick a letter and think of a word that begins with that letter. They will decorate a large cutout of their letter and write a short sentence, such as “B is for ball.”

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by Bill Martin Jr. and John Archambault, illustrated by Lois Ehlert