This book would be good to use in first grade because in the ELA standard students need to identify words that suggest feelings. I can teach this book to show how the characters feel in the story. This can help students that emotions can be seen, and how the characters are acting and expressing themselves. Students can use words that are actions and descriptive. Students can show how the characters are feeling and find the words that the character feels and how they look like. The book shows a perfect example of the Character Arthur wanting a bright balloon and his papa says no. Students will be able to identify with words and show how Arthur feels when Papa says no the the balloon.

Ballons For Papa:

On pages 1 -3 at the beginning of the book the character Arthur was by the park with his papa and he wanted a balloon and his papa said no. Arthur convinces his dad that the color of the balloon would describe the color of his mother. His papa denys becase his wife is at the hospital. I chose his story because it has many examples of Aruthur looking at things around him to get the same color for his balloon for an emotion.

The text : Pages 1-3

"One gray morning, Arthur walked hand by hand with his papa through the park, past seller after seller, until he came to his favorite one. Arthur wanted a balloon. Ever since Mama went to the hospital, Papahad lost his smile. Sometimes Arthur did too. But Balloons made Arthur Simile. Today, Papa? Please The sunny yellow one? Mama loves yellow. Sadness filled Papa's eyes. No, Arthur. We need to hurry, Besides, the blustery clouds will whisk it away."

Maddi's Fridge

In pages 4 and 5 it involve the two characters in the story Maddi and Sofia have a secret about the fridge. I chose this book because it has a lot of dialogue within the characters in the story. The character Sofia wanted to keep Maddi's secret. Maddi's secret was that she didn't have money for food. Maddie and her mom along with her brother, were eating dinner. Maddie asked her mom if the food was safe for kids to eat and he mom would approve and say yes. I like this book because you can see what characters are saying and doing specifically in the story. This makes it clear of who is talking and the problem in the story.

Text:

Sofia swung open the door of Maddi's fridge. “What have you got?”

“We have milk,” Maddi said.

“I'm saving it for Ryan. He's still little”

“Why doesn't your mom go to the store?” Sofia asked.

“We don't have enough money.”

“But what if you get hungry?”

“We have some bread” Maddi said.

“I guess I'll go home to eat,” Sophia said.

“Please don't tell anyone,” Maddie said.

“okay”

“Promise?”

“I promise.”

This book would be good to use in first grade. This can be very helpful because there is a GA standard students are introduced to the basic parts of plants. Students can learn more about plants and fun facts about different plants. I can teach this strategy by thinking of questions students may have about plants. The student can see the organization of the structure. This means, that students can think about those questions when they are reading or listening to someone read the book. This works especially with informational text; it is about introducing a topic to the students. This book will go well with this strategy because students see how the life cycle of the plant forms. Students can look at the different facts about nature and explore new things. Students can also look at the different terms and parts of plants. Students can ask themselves, and make a prediction about how to plant the seed, what types of seeds can you grow? Students learn as the teacher reads aloud to the students and listens to the important facts.

The Amazing Life Cycle Of Plants:

In the story, the young boy and girl explore how plants grow. The two kids teach about how the plants are small, tiny seeds that grow in the garden. In the story, it mentions how the flowers sport from the garden. The two kids talk about different types of trees and seeds. In addition, they explain how to take care of the play and how they can grow faster and healthier.

The text: pages 2-5

A seed is a baby plant. It is wrapped in a shell to keep it safe until it is time to grow. There are lots of different types of seeds. Avocado stones, apple stones, and acorns are all seeds.

For a seed to grow, everything must be just right. There must be enough water, heat, and light, as well as the right type of soil. When the seed cracks open, roots grow down, and a shoot grows up. This sunflower seed has turned into a seeding!

I can teach this strategy for students to organize and structure their own stories. I can use this book called Beautifully Me to give the students an idea of what a narrative/memoir storyline looks like. The idea for this strategy to to help the student look at a multiscene storyboard and look at the different events from their narrative story. The students can sketch their pictures and write a couple of sentences to tell what is happening in each picture. The idea for each box of the storyboard is a new setting, and character, and draw a picture describing their sentence.

Beautifully Me:

In the book "Beautifully Me" which tells a story about Zubi"s first day of school and how she is very excited. Her mother sees herself in the mirror by saying she's looking too big. Zubi is concerned when she looks at herself about her own body. When she goes to school she gets criticized about her weight. Zubi wants to make the world a better place by being beautiful the way you are. Each page of the story has a different scenario and different things are happening. Students can look and listen to the story of the book and can write a story of their own. The student can envision how to write a storyboard of their own. Students can make their story about different things that have happened and make it their narrative story.

Text: pages 15-17

"page-15:When we got home from school. Amma was waiting for me.  How was your first day, Zubi? I thought about what happened during recess. “Uh… it was fine.

page 16- Amma the rest of the afternoon cooking. Dad! Ma helped by chopping onions and vegetables. The house smelled delicious!

page 17- When we sat down for dinner, I was so excited to eat the Khabar. No rice for me, thanks, Amma “Naya said,  No rice? Naya loves rice! Oh yeah, I forgot. Naya was on a diet”

I chose this strategy to teach students to generate their ideas about the issue in the book. Students can look at the different details the characters solve the problem in the book. In addition, students will be able to write down their details, dialogue, and their thinking in their writing. Students can think about the real issue and how they would handle the situation. Students can focus on the meaning of the text and connect it to the real-world situation. Towards the end of their writing students can write a thesis or an argumentive statement about how they feel about the issue.

Old Enough To Save The Planet:

In the book pages 1-24, starting on the page from Felix from Germany to The Children At Hengde School From China. The focus of the story of this book is on twelve children around the world who make a positive impact on saving the planet. Each student explains their concern about the area they live in and why it is important to fix the planet. The students can see different ways to save the plant. On the bottom right of the page of the book, it mentions "changemaker for" in what change did it help solve the problem. There are kids from all over the world and students can look at the different issues in other countries. Students can connect real-life issues the planet is facing now in days.

Text: Page 1

" Felix, from Germany, was concerned about the vast numbers of trees being cut down all over the world. When he was nine years old, he launched Plant-For-The-Planet to get schoolchildren all over the world to join together and plant new trees in their own countries. His Idea was so successful that a few years later, more than one million trees had been planted in nearly one hundred countries....

Name: Felix Finkeiner

Country: Germany

Changemaker for: Global Reforstation "

I can use this book in a second-grade classroom because students can acknowledge the different points of view in the story for each character. This content would be great in ELA because students elaborate on how the views of the characters are by defining the details that he or she is unique from other characters in the story.

Strategy:

In the story on pages 1-3 the character Zuri describes how she describes her unique her. Her forms in different ways and she is proud of it. I chose this strategy along with the book by the character Zuri. It forms a great example in the book by the details and including that she does her hair is curly in every way. When looking at the book and the pictures, you can tell that Zuri is different in her own way and she loves the way she is just by her physical appearance.

Text:

"My name is Zuri, and I have hair that has a mind of its own. It kinks, coils, and curls every which way.

And when my hair is in two puffs, I am above the clouds like a superhero.

Daddy tells me it is beautiful. That makes me proud. I love my hair lets me be me!

In funky with beads, I am a princess"