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Grade Level: 2nd-5th grade.

SERRAVALLO TEACHING STRATEGY: 4.3 Find the Heart: For this strategy writers should reread their piece to see what the most important part of their piece is about. And once they figure that out, they should elaborate on that part and add in more details about that part of their story. Some students may need extra help with picking out the correct part in their story because some will pick out the part that they spent the most time writing about. I would use the book Turtle and Tortoise Are Not Friends because towards the end of the book the reader finds out that the heart of the story is when they are stuck on their backs and have to help one another over.

Section(s) of Turtle and Tortoise Are Not Friends I would use: In this book it would not be until the 19th page when Turtle and Tortoise hear that tortoises are all turtles. Once they hear that, they begin to help each other to get off their backs. This is the heart of the story because this part has the most detail and how they got each other off their backs and how they became friends after.

Evidence: (page 21) "You know old boy I bet if we worked together, we could flip ourselves over." said Tortoise. "Let me think about that." said Turtle. And six years later he made a decision, "let's try it!"

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Grade Level: K-5th grade.

SERRAVALLO TEACHING STRATEGY: 4. 21 Focus on an Issue: For students in the upper elementary to middle school grades, they start to learn about adding in important details to their writings. When using this strategy, the students should focus on the issue that their piece revolves around and consider what details they should bring to life when writing about the issue. The Juice Box Bully is about a new boy in a class and how he becomes a bully to the other students in the class.

Section(s) of The Juice Box Bully I would use: There are multiple points where I could stop to show the details of what the issue is in this book. One section would be on pages 13-14 because that is when Ruby asked Pete if he wanted to play soccer at recess and he said no. Then Pete called Ruby over and sprayed his juice box all over her for no reason. This section shows the details of how he is being a bully towards her.

Evidence: (page 14) "Hey, Ruby," Pete called after her. Ruby stopped and turned. "Nice shirt," Pete complemented, then he squirted his juice box right at her.

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Grade Level: K-3rd grade.

SERRAVALLO TEACHING STRATEGY: 5.7 Organize in Sequence: This strategy is good for students to learn when they are starting to learn how to write stories that took place chronologically. They learn how to start the story and with the use of transitional words they can show the different steps in their story and stay organized. This strategy can start to be taught as early as kindergarten. I can use this book to talk about the organization of sequence because of it talks about how an island is made. It does not use transitional words but there is a sequence of events that takes place.

Section(s) of An Island Grows I would use: Starting from the beginning of the book, it talks about how an island is formed. I can use the pages 1-16 for this strategy because those are the pages that show how islands are made.

Evidence: (Page 1-6) Deep, deep beneath the sea. Stone breaks. Water quakes. Magma glows. Lava Flows.

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Grade Level: 1st-3rd grade.

SERRAVALLO TEACHING STRATEGY: 5.10 Question-Answer: This strategy focuses on using information/ nonfiction books to get quick information to the reader. while writing about a subject, the writer should think about questions that the reader may have while reading their work. with these questions in mind, the writer should answer those questions thoroughly so that way the reader is able to comprehend the information. This book is a great mentor text to use because on the pages there are questions as to why does the animal look that way and then the answer is right below it.

Section(s) of Creature Features: Twenty-Five Animals Explain Why They Look the Way They Do I would use: This is another book that can be stopped in multiple places to be used for examples on how to write a question-answer piece. Looking at page 1, which is the introduction of the book, there is a question about why is the tapir's nose crooked? Then, the answer is right below.

Evidence: (page 1) Dear tapir: why is your nose crooked? tapir has a funny nose. At least it looks funny to us. To the tapir however, its nose is not a joke. Being able to twist its snout from side to side helps this plant eater get to food in hard-to-reach places.

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6.15 Let Your Readers Know Who's Talking!

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6.15 Let Your Readers Know Who's Talking!

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Grade Level: K-2nd grade.

SERRAVALLO TEACHING STRATEGY: 6.15 Let Your Readers Know Who's Talking! For this strategy, the focus is to teach about sentence structure when it comes to writing dialogue. it is important for students to know when writing that if they have a piece of dialogue, then the reader needs to know who is saying it through dialogue tags. The dialogue tag does not have to always go at the end of a sentence, it can go in the beginning or in the middle of the dialogue too! I would use this book to show this strategy because of the different ways this author uses dialogue and the dialogue tags.

Section(s) of Dozen of Doughnuts I would use: Page 10 shows two ways how dialogue tags, when the tag is given in the middle of the sentence and the tag is given at the end of the sentence.

Evidence: "Doughnuts? My favorite!" says Clyde. "I'm so grateful!" "You're welcome. Dig in! I'll make more," says LouAnn.

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Grade Level: 1st-2nd grade.

SERRAVALLO TEACHING STRATEGY: 6.20 External Character Description: The focus on this strategy is to visualize the character that is in the writer's story. When doing so the writer should think about all the different characteristics that their character may have, for example: are they a boy or a girl, what type of hair do they have, what is their skin tone, what do they dress like, what do they like, what do they not like, etc... This strategy should be used for every character there might be in the story. I could use this book to teach students about the importance of including character detail because without it, the reader would not get a clear picture of what the character(s) look like.

Section(s) of Beautiful You, Beautiful Me I would use: On pages 11-12 Izzy compares her hair to her mother's hair and how different they are. On these pages it starts to describe how Izzy's hair looks and how her mother's hair looks.

Evidence: (page 12) Izzy's hair had big swirls and curls that jumped out from heir braids. Mama's hair was smooth and straight, and her braid hung right down the middle of her back.