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Grade level: k-3
Serravallo Strategy: 6.21 Write the " Inside Story"
I can use this book to teach students how they can think about the character's reactions to events and include their feelings. This book can be used to have students add extra detail to their stories and shows off how you can elaborate on the emotions you can add to your character.
In this story, there is a boy who has all these big feelings based on different things that happen around him. He gets nervous and shoved his emotions down because he is afraid that others will think he is dramatic, afraid, or a baby. When he then finds a girl who has just as many emotions as him and they become the best of friends that don't have to pretend anymore.

The text reads:
He felt happy feelings as big as the others from tickles and hide-and-go seek and jokes and races and stories and songs that made feelings glow from his cheeks.
Beautiful things would stick in his brain and not leave him for hours and hours: the fur of a dog, a fluffy white cloud, his mama, a banjo, some flowers.
But when someone he loved has a very hard day, he'd been over-equipped to feel all their feelings as deeply as they, which would quiver right out of his lip.

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6.13 Show, Don't Tell: Using your senses to Describe Places

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6.13 Show, Don't Tell: Using your senses to Describe Places

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Grade level: 2-3
Serravallo Strategy: 6.13 Show, Don't Tell: Using your senses to Describe Places
I can use this book to show students how they can add sensory details (smell, sight, hearing, taste, and feel) to add to their stories.
In this book, Yoshio is walking in the town of Tokyo when he meets a sensei that tells him there's no better sound than the sound of silence. So he spends the rest of the day trying to find silence, yet finds himself surrounded by busy sounds and no silence. Until he gets to class one day early, when he finally hears the sound of silence for a brief moment and realized that silence is all around.
The text reads:
The sounds of the city swirled all around him. Tokyo was like a symphony hall. BEEP BEEP HONK HONK.
Yoshio listened to the sound of his boots squishing and squashing through the puddles, and the tiny raindrops pattering on his umbrella. The sound of his giddy giggles made him giggle more.

Suddenly, Yoshio heard the strangest sound, high and then low, squeaky and vibrating-- amazing! It was a koto player carefully tuning her instrument.
Then the Koto player played. The notes were twangy and twinkling; they tickled Yoshio's ears! When the song finished Yoshio said, " Sensei, I love sounds, but I've never heard a sound like that!"
The koto player laughed and it sounded like the metal bell that swayed in the wind in momma's garden.

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Grade level: k-2
Serravallo Strategy: 5.19 Create Urgency
I can use this book to teach students to think about the problem or goal that they have for their main character and if the story will end in a resolution.
In this book, the girl and her partner (her dog) are trying to make the most magnificent thing. They try repeatedly failing every time, none of them being magnificent. She goes through troubles and trials to find that she likes parts of the wrongs from the other things. Then to finally make the most magnificent thing.
The text reads:
Her hard work attacks a few admirers. But they don't understand. They can't see the magnificent thing in her mind. And she gets mad. The angrier she gets the faster she works. She mashes pieces into shapes. She jams parts together. She pummels peices in.

... There are some parts of the wrong things that are really quite right. The bolts on one, the shape of another, the wheel-to-seat ratio of the next. There're all sorts of parts that she likes! By the end of the trail, she knows how to make the thing magnificent.

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Grade level: k-2
Serravallo Strategy: 5.7 Organize in Structure
I can use this book to teach students when thinking of their topic and how they are able to organize it. If their piece moves in chronological order, then we can think of the events we want to write about and then place them in order.
In this book, the bear has stumbled into the city where he doesn't know where he is. The story goes on to tell how the bear is trying to find a place to rest. It tells the story in chronological order of how the bear has tried their porridge and slept in their bed. All of the bear's adventures of the day until it's time for him to go back home that night.
The text reads:
Once upon a time, there was this bear. One minute, he was lolloping about in the woods all happy-go-lucky...
The next minute, he hadn't a crumb-of-a-doe where he was. He was one completely lost bear.
The bear didn't much like this place too many bright lights and not enough twigs. Too much loud honking and driving and not nearly enough owl-hooting.

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Grade Level: 2-3
Serevallo Strategy: 4.5 Write About a Pebble.
I can use this book to teach students to write about a specific experience rather than a general topic.
In this book, Billy is given a blue whale by his parents and he must take care of it. This is a specific experience that he goes through, and teaches him responsibility.
It reads:
"That's not just any blue whale, Billy. That's your blue whale. And it's your responsibility to take him wherever you go. Now hurry up and get moving."
There's absolutely no way she's getting me to take that whale to school.

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Grade Level: 2nd
Serravallo Strategy: 4.3 Find the Heart
I can use this book to teach students to stretch out the most important part of the story, which would be the heart of the story.
On Page 5, Daisy begins to tell the adventures of her and her Papi riding on the motorcycle and all the fun she has. This is when the story starts the longest part of the story. This is where we start to notice the heart of the story, which is, that Daisy loves going on the rides with her Papi.
The Text Reads:
Papa revs the engine and the smell of gasoline hits me as he squeezes the accelerator.
The motor rumbles and growls.
And then... we take off!