Ms. Amelia's Mentor Text Library by Amelia Donnell

Should I Share My Ice Cream By Mo Willems

ameliadonnell24 — 2025-07-09 02:03:48 UTC

This text supports my writing instruction by modeling character thinking and decision making. It follows the 'beginning, middle and end' story structure, which is a great model for narrative writing. I will have students retell the story with picture cue cards, then label as beginning, middle and end.

The Crayons Book of Feelings by Drew Daywalt

ameliadonnell24 — 2025-07-09 02:12:42 UTC

This text supports my writing instruction by helping students connect personal feelings to expressive language. It is a good model for labeling and describing feelings. I will use emotion journals, where students can use colored crayons to draw themselves feeling a certain emotion, then ask them to label the feeling (I will dictate).

Brown Bear, Brown Bear, What Do You See? By Bill Martin Jr

ameliadonnell24 — 2025-07-09 02:15:01 UTC

This text will support my writing instruction because the repetitive text supports early writing by having students recognize sentence patterns and descriptive words. I will build interactive sentence strips for students to rebuild sentences using their own color and word cards.

The Color Monster by Anna Llenas

ameliadonnell24 — 2025-07-31 15:29:34 UTC

This texts supports my writing instruction by helping students describe emotions with visual and color associations. In my classroom, I will have students color their own "emotion monsters" and label or dictate emotion words, which helps support emotional vocabulary in writing.

Today I Feel Silly by Jamie Lee Curtis

ameliadonnell24 — 2025-07-31 15:32:05 UTC

This text supports my writing instruction by showing a range of feeling with a rhyming structure. Students can choose or illustrate their emotion of the day and describe it using modeled sentence frames.

Friends by Eric Carle

ameliadonnell24 — 2025-07-31 15:37:39 UTC

This text supports writing as it encourages retelling and labeling actions with visuals. In my classroom I can use picture sequencing cards for the stories events and then have students "write" about something they like to do with a friend using sentence starters like "I play ___ with my friend"

I Can Share by Karen Katz

ameliadonnell24 — 2025-07-31 15:41:17 UTC

This text supports writing instruction because of its use of social-emotional vocabulary (Mine, Yours, Share, Wait). In my classroom I can have students sort items into things they should share and things they should not share. At the end, we could also create a class book of things we've all decided we should share.

Time for School, Mouse! By Laura Numeroff

ameliadonnell24 — 2025-07-31 15:45:45 UTC

This text supports writing instruction because it follows a series of daily events told in sequence. In my classroom, I can have students practice sequencing with pictures, and then relate to their own school routines.

Pete the Cat: Rocking in My School Shoes by Eric Litwin and James Dean

ameliadonnell24 — 2025-07-31 15:57:25 UTC

This text supports my writing instruction because of the repeated nature and predictable sentence structure that students can echo. In my classroom we can modify the story by coming up with our own favorite places in the school, and repeat back "I go to the ___ in my school shoes!". Then during transitions those locations, we can repeat the song, making transitions smoother.

Maisy Goes to Preschool by Lucy Cousins

ameliadonnell24 — 2025-07-31 15:59:43 UTC

This text will help support my writing instruction because of its sequence friendly structure, that will help students recall and narrate school routines. In class, we can create a First/Then book, with picture icon options, to help them practicing their own school routines.

From Head to Toe by Eric Carle

ameliadonnell24 — 2025-07-31 16:10:34 UTC

This text encourages movement and "call and response" with body part vocab and animal actions. This helps my writing instruction because it builds action word and body part vocabulary. I will use this in my classroom by having them act out an animal and complete a sentence with visual supports, like "I can stomp like an elephant".

Touch and Feel: Farm by DK publishing

ameliadonnell24 — 2025-07-31 16:20:43 UTC

This book has multi-sensory experiences that support vocabulary and language. Specifically for my students with visual impairments. This supports writing instruction because of its focus on nouns, adjectives, and sensory descriptions. In class, students can feel textures and match words, like "The sheep is soft" "The pig is rough".

We All Belong by Nathalie and Alex Goss

ameliadonnell24 — 2025-07-31 16:30:18 UTC

This text supports writing because it reinforces identity and community vocabulary (skin tone, interests, ability, family type). In my classroom each student can create their own pages that chose symbols to present themselves (likes, looks and family), with a sentence frame that says "I belong because___"

Just Ask! by Sonia Sotomayor

ameliadonnell24 — 2025-07-31 16:39:25 UTC

This text supports my writing instruction because it builds empathy vocabulary and gives "voice" to diverse populations and experiences. I can have students use dramatic play to act out how to help, include, or ask questions respectfully. Teacher and para can model at first, and then give students a chance to try.

Mighty Mila by Katie Petruzziello

ameliadonnell24 — 2025-07-31 16:48:47 UTC

This text is about a student with hearing loss, to represent the large number of DHH students at my own school (but not in my own class). This text supports my writing instruction because it builds self-concepts and personal narratives, and encourages "I can..." writing. In our classroom, we can learn basic ASL signs from the story such as help, play, stop, and friend.