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Grade level: K-3
Subject: writing a narrative

Serravallo Strategy: Section-Elaboration, 6.21 Write the "inside story"

This strategy is very important because it teaches students how to think about the reactions of the characters in their stories. This strategy is all about how characters feel about certain events that happen in the story. It shows emotions of the characters and what they might be thinking.

This book is a great example because it is about a frog who is a bully and how he says hurtful things to the insects. You could use this book to relate to the strategy because the bully gets a lot of reactions from different characters. for example on page 8 and 9 the frog is talking to the dragon fly about not wanting to share his Lillies.

Text reads:
"Ahh, what a glorious scent." said a nearby dragonfly. "it's just heavenly!"

"hey, you! Get out of my pond!" -said the Frog

"But I was just enjoying these marvelous-smelling lilies," said the dragonfly.

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Grade level: K-3
Subject: Writing an informational text

Serravallo Strategy: Section- focus, 4.9 Imagine your audience and consider your purpose

This is a great strategy to teach because it allows students to learn what to focus on who and what they are writing too. This strategy talks about the purpose of the writing. When students are writing they should focus on persuading, informing, or entertaining the reader.

This book is a great example of this strategy because not only does it inform but it also entertains. The main character in the book is trying to teach the reader how to catch a bear and at the end of the book she ends up catching him by reading books. For example in the book starting on page 23 the bear explains how he found her book and that he loves reading.
Text reads:
"I love to read!" said the bear. "I'm always on the lookout for a good book."

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Grade Level: K-2
Subject: writing an informational text

Serravallo Strategy: Section- Elaboration, 6.13 Show, Don't tell: using senses to describe places.

I can use this book to teach students how to be descriptive in their writings. This strategy teaches students how to add sensory details about what they can see, feel, taste, hear, and smell. By using these details in their writings it allows the reader to get into the writers mind when reading.

This book shows a great example of these descriptive details all throughout the book. One example is on page 4 when she describes hugging her Aunt Judy.

Text reads: Hattie wrinkled her nose, Aunt Judy smelled like asparagus and her arms felt like boa constrictors. A squirmy feeling twisted in Hattie's stomach.

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Grade level: K-2
Subject: writing a narrative

Serravallo strategy: Section- Elaboration, 6.15 Let your Readers know who's talking!

I can use this book to teach students how to make the characters in their stories talk. This strategy focuses on dialogue and how we as writers can order conversations for it to be clear on who is talking. For example, it is important to know where to add the conversation whether it is before, in the middle, or after the dialogue. All throughout this book the author used dialogue.

On page 3 a great example of the author adding dialogue to Jack's mom is shown.

Text reads:
Jack's mother was extremely cross.
"Silly boy." She shouted. "Thanks to you, we have no cow and no money!"
She threw the beans out of the window and sent Jack to bed.

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Grade level: K-3 But could be used for upper grades to use for an example for this strategy.

Subject: writing a narrative

Serravallo Strategy: section- organize and structure, 5.7 Organize in sequence

I can use this book to teach students how to structure and organize their writings in a sequence when it comes to writing narrative writings. The strategy shows how to use words like first, then, next, after that and finally to put important parts of their stories in an order. This book is a great example of how to do that.

The Text reads:
First, clark slipped on the kitchen floor and spilled Barbie's cat food.
Then, he woke up baby Ruth.
Next, clark ran outside.
After that, he tried to jump across the fish pond, but he got wet.
Finally, he tried to hide under the porch.