SOL writing standard 1.

13c states students will "revise by adding descriptive

words when writing about people, places, things, and events."

First-grade students will learn to add descriptions to their writing by adding

adjectives when appropriate to create imagery in their writing. They will model
their writing based on a collection of texts where authors exemplify the use of
verbs and adjectives to make their writing more clear and full of description when
writing narrative pieces.

Browne, A. (2001). Voices in the park. DK Children.

When we arrived at the park, I let Victoria off her lead. Immediately some scruffy
mongrel appeared and started bothering her. I shooed it off, but the horrible thing
chased her all over the park.

Browne provides good descriptions that allow the reader to create imagery in their head
while reading. Using this mentor text, students can practice writing about a particular
setting and create small events while adding details of those events, characters, and
how they interact with one another. It has a lexile level of 560 and its readability is
appropriate for 3rd grade and beyond.

Brown, M. W. (1999). The important book (pp. 5). HarperCollins.

The important thing about a daisy is that it is white. It is yellow in the middle, it has long
white petals, and bees sit on it, it has a ticklish smell, it grows in green fields, and there
are always lots of daisies. But the important thing about a daisy is that it is white.

On each page of the text, the author writes about a thing and describes it in great detail
for the readers. These descriptions allow students to concentrate on how the author
describes each noun. In the example below, we know that daises are white, have long
petals, have yellow in the middle, and attract bees. This is a great text for students to
imitate the author's craft of using adjectives to create a vivid image. It has a lexile level
of 460 and its readability is appropriate for 2nd grade and beyond.

Cannon, J. (1997). Verdi. Clarion Books.

I will never be lazy, boring, or green! he thought. I will jump and climb and keep moving
so fast that I will stay yellow and stripped forever.

I like this book because it uses a lot of adjectives to describe all the snakes in the book.
This sentence could serve as a lesson in using commas to list different sentences.
Students can practice describing a noun using 3 or more adjectives and practice proper
comma usage. Additionally, if the students are ready, the teacher could introduce the
use of verbs to help with imagery. It has a lexile level of 620 and its readability is
appropriate for 2nd grade and beyond.
Christian, P. (2008). If you find a rock. Clarion Books.
If you find a rock, a nice flat, rounded rock that sits just right in the crook of your finger
then you have a skipping rock….Maybe you find a soft white rock – a rock that feels
dusty in your fingers. Then you have a chalk rock….

I love this book to serve as an introduction to adjectives and imagery. After the teacher
has taught and practiced adjectives, this book can serve as a read-aloud where student
participation can occur to reinforce the use of adjectives and how they help in aiding
their imagery. It has a lexile level of 740 and its readability is appropriate for 4th grade
and beyond.

Hesse, K. (1999). Come on, Rain! Scholastic Press.

The smell of hot tar and garbage bullies the air as I climb the steps to Jackie-Joyce’s
porch. “Jackie-Joyce?” I breathe, pressing my nose against her screen. Jackie-Joyce
comes to the door. Her long legs, like two brown string beans, sprout from her shorts.

This mentor text is full of poetic elements to create imagery. In this particular sentence,
Hesse uses similies to describe what Jackie-Joyce's legs resemble and throughout the
text, personification is also used. This mentor text is best reserved for older students,
perhaps in middle school or upper elementary, who are ready to elevate their writing
and description to create imagery. It has a lexile level of 660 and its readability is
appropriate for 2nd grade and beyond.

Laminack, L. (2004). Saturdays and teacakes. Peachtree.

Every Saturday she had hot biscuits, sweet butter, and Golden Eagle Syrup waiting on
the kitchen table.

This sentence alone is full of so much imagery, making it a great mentor sentence.
Laminack uses adverbs, verbs, and adjectives to create a vivid image for readers.
Students can challenge themselves to rewrite one of their sentences using two or three
different parts of speech as it is done here. It has a lexile level of 630 and its readability
is appropriate for 3rd grade and beyond.

Munson, D. (2000). Enemy pie. Chronicle Books.

Dad dished up three plates, side by side, with big pieces of pie and giant scoops of ice
cream.

This sentence alone is a great example to show students how one sentence can be
bursting with description. It’s important to note that a lesson on commas is warranted if
students have not learned about commas. This could be a great opportunity to practice
with students as all the nouns and adjectives can be substituted. For example, instead
of plates, it could be cups and instead of them being side to side they could be one
behind the other. It has a lexile level of 550 and its readability is appropriate for 3rd
grade and beyond.

Polacco, P. (1998). My rotten redheaded older brother. Simon & Schuster.

Richard gave me one of his extra-rotten, weasel-eyed, greeny-toothed grins.

This is an excellent mentor text for students who are ready to pile on the adjectives.
Polacco uses adjectives to describe adjectives as well as various ones to describe her
noun (her brother). Students can revise a previously written sentence and add hyphens
to describe their adjectives. It has a lexile level of 630 and its readability is appropriate
for 3rd grade and beyond.

Rey, H. A. & Rey, M. (1973). Curious George. Clarion Books.

One day George saw a man. He had on a large yellow straw hat. The man saw George
too. “What a nice little monkey,” he thought… The man with the big yellow hat put
George into a little boat and a sailor rowed them both across the water to a big ship.
George was sad, but he was still a little curious.

The authors make great use of adjectives to describe ordinary, simple nouns. This is a
great example of a mentor text to introduce students to adjectives and show them how
they can expand their common nouns and elevate their writing. It has a lexile level of
560 and its readability is appropriate for 3rd grade and beyond.

Spinelli, E. (1996). Somebody loves you, Mr. Hatch. Simon & Schuster Books for Young
Readers.
Mr.Hatch was tall and thin and he did not smile. Every morning at 6:30 sharp he would
leave his brick house and walk eight blocks to the shoelace factory where he worked. At
lunchtime he would sit alone in a corner, eat his cheese and mustard sandwich, and
drink a cup of coffee. Sometimes he brought a prune for dessert.

This mentor text is an excellent book for students who need a little more of a challenge.
Not only does Spinelli make great use of adjectives to describe what Mr. Hatch was
having for lunch or what his house is made of, but she also provides vivid imagery to
show what a typical day in the life of Mr. Hatch is like. Readers can create an image in
their head with all the description that is provided from his walk to work to what he is
having for lunch. It has a lexile level of 660 and its readability is appropriate for 3rd
grade and beyond.