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Grade Level: This book would be good to use with students in grades K-5th.
Serravallo Strategy: 4.6 - Zoom in on a moment of importance
I can use this book to teach students strategy 4.6, because this one is about what's important about that memory, or the big idea the memory leaves you with. So narrowing down what part of the memory feels the most important and tell it bit by bit.
Proof: On pages 36-41, demonstrates how Sulwe was  having a hard time understanding her beauty and these pages explained overall the most important of the story and what is important for the reader to take from this.
The Text reads:
"You see," the star explained, " we need them both, on their sunniest day and their darkest night, and every shade in between.
"Together they make the world we know, light and dark, strong and beautiful."
Sulwe rose the next morning, beaming.
There would be no hiding anymore. She belonged out in the world! Dark and beautiful, bright and strong.
and if she ever needed a reminder of her brightness, she could look up at they sky on the darkest night to see for herself.
Sulwe felt beautiful inside and out!

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Grade Level: This book would be good to use with students in grades 3rd-5th.
Serravallo Strategy: 5.7 - Organize in Sequence
I can use this book to teach students strategy 5.7, because this is one of those books that the story moves chronologically, it helps to first make a list of the events in order so the story can flow well and it's not all over the place. The story comes with an order of first, then, next, after that, and finally,etc.
Proof: Technically from page 1-35 demonstrate how a little-known yet important family most important fight the end to stop discrimination against Mexican-American children, and the struggles it took this family in order for their kids to be included into a well deserved school, and not discriminated because of their skin color.
The Text reads:
Beginning:
Sylvia and her brothers, Jerome and Gonzalo Jr., and their parents had moved from the crowded city of Santa Ana, California.
Then:
"I'm here to enroll the children in school," said Aunt Soledad when they arrived at the principal's office. The secretary gave Aunt Soledad two enrollment forms, one for Alice and one for Virginia. But she did not give her enrollment forms for Sylvia and her brothers. "They must go to the Mexican school."
Etc...
This story just goes in order and ends with the issue being resolved.

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Grade Level: This book would be good to use with students in grades K-5th.
Serravallo Strategy: 5.1 - Pattern Books.
I can use this book to teach students strategy 5.1, because this is one of those books that tend to have the same word on each page and change at least once. However, the pictures match the words. Reason of choice is because this book helps reinforce sight words and supports the variety of patterns in order for the children interact more.
Proof: On pages 1- 10, demonstrates how within each page at least one out of the two repeated words is used and tends to have a patter throughout the rest of the text.
The Text reads:
One love, one heart, let's get together and feel all right!
One love, what my family gives to me.
One love, what the flower gives the bee.
One love, what Mother Earth gives the tree.
One love, one heart, let's get together and feel all right!

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Grade Level: This book would be good to use with students in grades 1st-5th.
Serravallo Strategy: 5.37 - Conclude with the big idea
I can use this book to teach students strategy 5.37, because this book makes you think about the big idea you want to leave your readers with and making it clear.
Proof: On pages 13-16, it demonstrates how Fry bread is the story of American Indians and despite colonial efforts to weaken tribal governments the Natives strived to retain those old traditions and created new ones, in order to adapt. And how frybread is art, history and a place.
The Text reads:
Fry bread is art
sculpture, landscape, portrait
Our daily craft
Shared from teacher to student
A cycle of heritage and fortune

Fry bread is history
The long walk, the stolen land
Strangers in our own world
With unknown food
We made new recipes from what we had

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Grade Level:  This book would be good to use with students in grades 2nd-5th.
Serravallo Strategy: 5.8 Uh-Oh. . . UH-OH. . . Phew
I can use this book to teach students that in this story everything was starting with a clear and well stated problem and then the problem gets addressed and then the problem gets worse, and worse and the trouble its causing the reader to root for the main characters, and have them thinking if this situation they're going through will be solved or not.
Proof: From the beginning of the text to the end:
Just because from the beginning the problem was stated and brought to the attention then it later proceeded to get worse as the problem kept going and then at last they fought till it got resolved, it wasn't a overnight situation but it did have it's happy ending.
The Text reads:
Beginning: First comes love. Then comes marriage.
Donald, Peggy, and Sidney had two parents who loved them and who loved each other.
In fact, from almost the moment Richard Loving met Mildred Jeter they wanted to get married and have a family. But for them, it wasn't that simple, and here's why:
Middle:
And just like that, Mildred and Richard were taken away and locked up in jail. They were charged with "Unlawful cohabitation," which means living together against the law. The lovings didn't think there was anything unlawful about their love at all. If anything, the way they were treated should have been unlawful.
End:
Over nine years after their arrest, the Lovings packed their bags one final time. Richard planned to build a big, roomy brick house in Central point. String Bean was ready to start their life over. The loving family returned to Virginia to live. Happily (and legally!) ever after.

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Grade Level:  This book would be good to use with students in grades 1st-5th.
Serravallo Strategy: 5.13 - Start with a Table of Contents
I can use this book to teach  students that in this book you think about the topic. Think about the chapters/sections/parts and make sure to have a few facts to say about it. Helps combine chapters that are too narrow, and break down chapters that are too broad. This helps them break down a topic and know that there's parts to it and not all just written as one.
Proof: Pages 1-91
In the beginning of the book to the end it is split into four chapters and they all have supporting information following it, but it not too much nor it's too little of an explanation. They make it easier for the reader and makes it more interesting to keep knowing more about Yasmin and her roles.
The Text reads:
Table of contents:
Yasmin the TEACHER..4
Yasmin the CHEF...26
Yasmin the ZOOKEEPER... 48
Yasmin the SUPERHERO... 70

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Grade Level: This book would be good to use with students in grades K-5th.
Serravallo Strategy: 4.5 - Write about a Pebble
I can use this book to teach students that writing is not necessarily writing about a general topic or idea, but about a specific observable experience, person, place, time and so on. In which, "Don't write about [a mountain], write about [a pebble]" to help you explore ways to narrow the focus of the piece.
Proof:  Pages 2-9 & 24-29 From beginning to the end it was really about a specific experience throughout one person and she then narrowed it down to one specific event that changed her, in which she then decides to not repeat it with her sister having go through it so, she intervenes.
The Text reads: "Ami i've been invited to a birthday party! There's gping to be games and toys, cake and icecream! Can i go?
Sana [ little sister]  screams, "I wanna go too!"
"I can't take her! she's not invited!
"Ask if you can bring Sana, or else you can't go."
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Then one day Sana comes home with an invitation and Maryamm [littlest sister]  wants to go but Sana doesn't want to take her and so then, she tells her Ami to not make her little sister take their littlest sister because she knew the trouble that caused her and didn't want her sister to go through the same situation.

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Grade Level: This book would be good to use with students in grades 1st-5th.
Serravallo Strategy: 6.15 Let your readers know who's
talking
I can use this book to demonstrate this strategy because there is dialogue within the story of who said what and why or how they said it, so i think this strategy is a well representation of use by using this book. This helps the students know when their character is talking.
Proof: Pages 18-23
I think these pages best demonstrate the dialogue between the main character and her mom, and other family members. So, this shows that the strategy is being represented.
The Text reads:
"Mama," you say,
"more than all the dates in an oasis, I want a malafa so I can pray like you do."

Mama stops and looks at you.

Then she gives on nod.
"Zaiyn. Good," She says, and gathers a malafa.
Slips it over your head.
under your arm,
round and round-
a malafa,
as blue as the Sahara sky,
as blue as the ink in the Koran,
as blue as a stranger's eye.

"Wahai. Come, " Mama says,
and climbs the stairs as the round white sun is falling and the mosques are all calling.

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Grade Level: This book would be good to use with students in grades K-5th.
Serravallo Strategy: 4.1 - Make your pictures and your words agree.
I can use this book to teach  them how the text matches the words on each page and how too look at their pictures and make sure they go along with one another.
Proof: On pages 1-10 Miyuki describes the different things she has to do before going to bed and the author did a well job in presenting the exact things from words to pictures in which is easier for the students to read it and connect.
The Text reads:
"Miyuki, the canopy for the queen is complete and your vegetable garden is watered. It's time for bed." "Grandfather, i cannot sleep now!" Miyuki cried.
"I must gather the whole snail family together. if they are not gathered together, i will not be able to sleep.
So grandfather helped Miyuki look for the snails and lead them home.
And to represent that in the book they have drawn Miyuki and her grandfather and you can see how they're both leading the snails into a different way.

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Grade Level: This book would be good to use with students in grades K-5th.
Serravallo Strategy: 4.3 Find the Heart
I can use this book to teach them how to think to themselves, " What is the most important, exciting and/or interesting part?" To search what best show's whats important and what is the central idea or message they author is trying to get across.
Proof: On pages 23-31, Best represents what is the most exciting part of this story and what the central message of the story is and what it was trying not only to teach the reader, but Maia herself.
The Text reads:
When Maia talks to Nico, she tells him about the kitten and her new friend. Nico describes amazing animals, such as koalas and kangaroos.
And with the arrival of spring, everything begins to bloom.

Time starts running more and more quickly, and Maia stops counting the days.
Finally it's the day of Nico's return.

Maia thought she would be happy, but instead she's worried. Her life has become so full. Will there be enough room for Nico, too?

Then when Maia sees Nico she understands.

There are some things time cannot change.