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Using Green Eggs and Ham by Dr. Seuss will help me teach writing through playfulness, rhyme, and persuasive elements as a young audience sees fit and can replicate in their own work. The text is easily accessible to young writers due to its simplicity and repetitiveness of text yet conveys a more significant purpose of persuasion and sense of audience through more complex themes that can lead to discussions of word choice. For example, I can create an activity where students must write their own short persuasive pieces in the style of Dr. Seuss, convincing someone to try something weird/silly and getting them to rhyme/repeat. Another activity could be crafted sentence-building where I give them simple sentences like, “I like green eggs,” and they have to build upon it in a meaningful way, following the rhythm of the book. Finally, I will allow them to create a spinoff text of their own about a new food that they have to convince someone else to eat using rhyme. Such activities strengthen students’ understanding of sentence structure, rhyme, and wordplay while simultaneously allowing them to use writing as a persuasive form.

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Using Frog and Toad by Arnold Lobel will support my writing instruction in K-2 by providing students with accessible yet meaningful tales that show how characters, settings, and small problems can blend to become a whole. The text features repetition, effective sequencing and dialogue, all great scaffolds for new writers who are looking to gain confidence telling their stories. As a book extension, I will have students create short narratives about them and a friend going on an adventure to ensure they practice including a beginning, middle and end. We'll also do a dialogue exercise where I challenge them to think of a short conversation they'd have with Frog and Toad, or between themselves and a friend, practicing use of quotation marks. I will challenge them to create "new adventures" for Frog and Toad with sentence stems and picture cues to help guide their thoughts. These activities will reinforce story structure, dialogue use and sentence formation while helping them understand that their lives, like those of Frog and Toad, are filled with accessible yet effective stories.

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The series will support my writing instruction because it will show students how narrative writing comes from a place of imagination with adventure and fun, intertwined with realistic, historical or scientific facts, to create engaging yet informative stories. The series serves as a mentor text for strong elements of story creation—including but not limited to—setting, character development, problems and resolutions, and rising action—while integrating facts from history or science that propel the plot even further. Where the students' writing weaknesses may come from failure to research or failure to develop strong narrative forces, they will understand how to overcome after writing their own “Magic Tree House” chapter where Jack and Annie travel to a new time or place in history, ensuring proper research is done to include accurate facts. Other examples include a fact and fiction comparison chart that challenges them to determine which Magic Tree House chapters are real and why the real parts are known, at which point they'll write an explanation of the fact. They can also engage in persuasive writing by writing a letter to the author suggesting a new time or place for Jack and Annie to visit, explaining why via reasons and evidence. All of these types of narratives and expository writing activities will help them understand the value in combining fact with fiction while also validating the author's perspective as someone who knows more than just creative writing.

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I will use this book to support my writing instruction by helping students develop observation and description skills through mimicking the book's repetitive and rhythmic pattern. This also strengthens their ability to sequence ideas logically by writing their own stories about what they see. Additionally I will use the simple sentence structure to help students get an understanding about sentence structure. For writing activities, I will have students describe animals or objects that they can see, and create their own versions of the story with different animals.

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I will have students write about and share their own school experiences and feelings, just like Pete the cat does. This is a great way to get students to connect their personal lives to the story. For the writing activity I will have students write a personal narrative about their first day of school.

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I will use this story to support my writing instruction by focusing on storytelling and sequencing skills. The simple repetitive structure that makes up the story, is an easy way for students to understand how to organize events in order. For the different writing activities, I will have students write their own stories about looking for something that is important to them. I will also have students write letters or messages from one character to another, this will give students a better understanding about perspective.

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I will use this book to support my writing instruction by telling students to write about friendship, adventures, and problem-solving. For my writing activities I will have students write their own adventure stories about a pet or a friend. I will also have students practice descriptive writing by having them describe Fly Guy in their writing.

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This book supports my writing instruction by providing a clear, simple story that helps students to understand how to organize ideas in order. The repetitive and predictable text makes it easy for students to focus on writing complete sentences and practicing sequencing events. For my writing activities I will have students write about biscuit, this can be details about him, so that students are able to comprehend the text ,and use it to better strengthen their writing skills.

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I will use this book to support my writing instruction by focusing on themes like friendship, kindness, and change. These things all inspire thoughtful writing, which is a great skill to have. For a writing activity with this book, I will have students write a diary entry from the perspective of one of the characters. This will not only help teach about perspective but also about creative writing skills. Students could also try to come up with their own stories about different themes in the story. This provides students with a better understanding of what theme is, and how to locate the themes of a story.

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This book supports my writing instruction by encouraging an environment that is creative, uses imagination, and explores unconventional ideas. This book in particular will help with playful language and fantastical scenes that will help students with descriptive writing, unusual characters, and storytelling. For writing activities, I will have students write a poem that is inspired by the whimsical details in this book. This will allow for students to really dive deep into their imagination, as they will start to see that writing does not have to always be accurate.

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This mentor text library will support my writing instruction in a numerous amount of ways. Students will read books that will allow for them to look at things with a different perspective. They will also learn a lot about the different components of a story and how stories are broken up. Students will learn the proper way of storytelling, what perspective is, what themes are, and how to write in chronological order.