Emily Duke

Read 650
Text Set
Topic: Visualization
Grade: 2nd
SOL: 2.8 - The student will read and demonstrate comprehension of fictional texts
Objective: The objective of this text set is to help students become more aware of how details
and word choice can help with making a story come to life. The texts selected provide great
examples of how to get the audience to truly visualize their writing. From this text set, the
student will be able to take what they learned about visualizing and use descriptive language and
appropriate word choice throughout their own writing.
Donaldson, J., & Scheffler, A. (1999). The Gruffalo. New York: Dial Books for Young Readers
Summary: A little mouse is visited by multiple animals, including a fox, owl, and snake who all
want to eat him. In order to scare them away, he tells that that he is having lunch with a
Gruffalo, who is a made-up creature in the mouses mind. Low and behold though, the Gruffalo
is actually a real monster who also wants to have his chance with eating the mouse for lunch too.
The mouse tells the Gruffalo that he in fact is the scariest animal in the forest and in order to
prove this, the Gruffalo has them walk together through the woods to find the fox, owl, and
snake. Scared by the appearance of these two walking together, the animals flee and the Gruffalo
believes the mouse is as bad as he said he was. This scares the Gruffalo off and the mouse lives
to see another day!
Excerpt: A mouse took a walk through the deep dark wood. A fox saw the mouse and the
mouse looked good. Where are you going to, little brown mouse? Come and have lunch in my
underground house. Its terribly kind of you, Fox, but no----- Im going to have lunch with a
Gruffalo. A Gruffalo? Whats a Gruffalo? A Gruffalo! Why didnt you know? He has terrible
tusks, and terrible claws, and terrible teeth in his terrible jaws. Where are you meeting him? Here
by these rocks. And his favorite food is roasted fox. Roasted fox! Oh, my! Goodbye, little
mouse. And away the fox sped. Silly old Fox! Doesnt he know? Theres no such thing as a
Gruffalo!... But who is this creature with terrible claws and terrible teeth in his terrible jaws? He
has knobbly knees, and turned-out toes, and a poisonous wart at the end of his nose. His eyes are
orange, his tongue is black; he has purple prickles all over his back.
Why Important: Throughout this text there are multiple examples of description. Students will
be able to learn about word choice and the importance of selecting words that are going to not
only bring the story to life, but also the characters as well. This particular book would be wellsuited for a visualization text set due the description given of the Gruffalo himself.
White, E. B., (1973). Stuart Little. New York: Harper & Row.

Summary: This is a book about a young mouse that has ended up living with a human family in
New York City. This family has taken him in and is raising him as one of their own. Throughout
the story Stuart finds adventure by being determined to find one of his lost friends.
Excerpt: He had an egg on his trousers, butter on his cap, gravy on his shirt, orange pulp in his
ear, and banana peel wrapped around his waist. Still hanging on to his skates, Stuart tried to
make his way up to the surface of the garbage, but the footing was bad. He climbed a pile of
coffee grounds, but near the top of the grounds gave way under him and he slid down and landed
in a pool of leftover rice pudding. *I would only use some excerpts throughout the book to use
for this text set.
Why Important: This book is great about providing the reader with many opportunities to
visualize what is going on throughout the book. The reader is immersed in the text and the
author lends herself to allowing the reader to be able to imagine what is going on in the book by
using descriptive word choice and visual imagery.
Potter, Giselle. (2015). Tell Me What to Dream About. New York: Schwartz & Wade Books.
Summary: Its time for two sisters to go to bed, but the littlest one wants to know what she
should dream about. together the two sisters come up with creative ideas about what to dream
about until they reach the perfect dream.
Excerpt: Just close your eyes, the big sister replied.
I cant! Please? begged the little girl.
Okay, fine. Why dont you dream about having waffles for breakfast?
Thats not a good dream! said the little girl.
Then how about youre having teeny-tiny waffles with tenny-tiny animals?
Yuck! I dont want little animals crawling all over my waffles.
The big sister tried again. What if the animals arent teeny-tiny, but youre big? Actually youre
a giant with lots of cute, furry pets that fit in your pockets. When you carry them around, they
sing in funny squeaky voices. Deedly dum dee dee
Why Important: The author uses quirky details and descriptive word choice to make the girls
dreams come to life.
URen, Andrea. (2001). Pugdog. New York: Farrar, Straus and Giroux.
Summary: Mike and his Pugdog are the best of friends. They do everything together from going
to the park to giving belly rubs at night. But unto Mikes surprise, Pugdog is not the boy he
thought he was all this time, in fact he is a she! It is up to Mike to now teach Pugdog how to be a
lady.
Excerpt: Every day, they went to the park. Pugdog chased squirrels, rolled in the dirt, and dug
big holes. Together, Mike and Pugdog played tug-of-war and fetch. Every night after dinner,
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Mike gave Pugdog a fresh knucklebone to gnaw on. Then he would scratch Pugdogs big, round
belly.
Why Important: Throughout this book, the author uses descriptive language to explain what is
going on. The text encourages the reader to use their imagination to understand the relationship
between Mike and Pugdog.
Lovell, Patty. (2001). Stand Tall Molly Lou Melon. New York, New York: G.P. Putnams Sons.
Summary: Molly Lou Melon is far from perfect. She was very tiny, had buckteeth, and she also
had a squeaky voice, but with words of encouragement from her grandmother she is ready to
face the world. Then one day, she had to move to a new town and a new school, leaving
everything she knew behind including her beloved grandma. Here at her new school she had a
bully who make fun of all her insecurities, until one day she remembered the words of her
grandma and put the bully in his place.
Excerpt: Molly Lou Melon had buck teeth that stuck out so far, she could stack pennies on
them. She didnt mind. Her grandma had told her, Smile big and the world will smile right
alongside you. So she did. Molly Lou Melon had a voice that sounded like a bullfrog being
squeezed by a boa constrictor. She didnt mind. Her grandma had told her, Sing out clear and
strong and the world with cry tears of joy.
Why Important: The authors word choice throughout the book really helps the reader to
imagine what Molly Lou Melon looks like and also helps with visualizing all the encounters she
has throughout the story.
Waddell, Martin. (2004). Tinys Big Adventure. Cambridge, Massachusetts: Candlewick Press.
Summary: This is the story of two little mice who went on an adventure to the wheat field to
find their sister, Kathy. While in the wheat field, they keep seeing things that they have never
seen before and in turn are very scared. Kathy explains to the two little mice what the scary
things are and helps them overcome their fears.
Excerpt: The two little mice scampered away through the long grass by the side of the stream.
They climbed the knobby tree. They danced along the top bar of the gate. They ran down the
post and they were in the wheat field. They played climb-a-stalk and you cant-catch-memouse.
Why Important: I feel throughout this book, the author brings the reader of the journey with the
mice. He includes descriptions of how the mice move throughout their journey and describes the
things that the mice are afraid of.
Graves, Keith. (2006). The Unexpectedly Bad Hair of Barcelona Smith. New York, New York:
Philomel Books.
Summary: Barcelona Smith is a well put-together young boy who always avoids dangers. He
never goes to close to puddles or play with cuddly animals and his hair has never gone awry. He
had everything perfectly put together, until one humid day when his hair went bonkers. It was
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not perfectly in place anymore, rather it was crazy and frizzy and curly! His hair takes control
and he begins to do all the things he was once afraid of and in the end finds out that sometimes
taking risks really isnt all the bad!
Excerpt: Then one humid Wednesday, Barcelonas hair ran amuck. His hair had always been
well-disciplined before. Clean, orderly, and exceedingly stiff. It was predictably prudent hair.
But on this day, the Smith hair went bananas. The strands uncoiled, the curls unkinked, the coif
unstuck. Every follicle fooped. At great risk of injury, Barcelona Smiths hair danced around
across the room. Barcelona had no choice but to follow. Out the front door and into the yard
they went, with no umbrella despite a threatening cloud.
Why Important: I feel this book is great for visualization because of how in-detail the author
gets when describing Barcelonas hair. the authors word choice really enhances on the reader
view Barcelonas hair and the descriptive language throughout the book helps to imagine what is
going on and how his hair looks.
Donaldson, Julia. (2003). The Snail and the Whale. New York, New York: Dial Books for Young
Readers.
Summary: A snail is longing to go on a journey around the world, but as no idea how to do it,
until he meets a humpback whale. The two set sail and travel to faraway lands and adventure
throughout the world. It really is a dream come true for the tiny snail! But one day, the whale
gets a little too close to shore and becomes beached on the sand. It is up to the snail to find out a
way to save the whale as soon as possible! The snail makes his way to a school and writes on the
chalkboard, Save the Whale. All the students and teachers come running and soon the fire
department also shows up to help keep the whale wet until the tide is high again. With the help
of the towns-people and the snail, the whale is safe and the two set sail again.
Excerpt: This is a tale of a tiny snail and great big, gray-blue humpback whale. This is a rock
as black as soot, and this is a snail with an itchy foot. The sea snail slithered all over the rock
and gazed at the sea and the ships in the dock, and as she gazed, she sniffed and sighed. The
sea is deep and the world is wide! How I long to sail! said the tiny snail. These are the other
snails in the flock. Who all stuck tight to the smooth black rock and said to the snail with itchy
foot, Be quite! Dont wiggle! Sit still! Stay put! But the tiny sea snail sniffed and sighed, then
cried Ive got it! Ill hitch a ride! This is the trail of the tiny snail, a silvery trail that looped
and curled and said, Ride wanted around the world.
Why Important: I think this book is great because it not only rhymes and use poetry, but
includes vivid imagery about the adventure of the snail and whale. The author uses descriptive
language and pays close attention to details throughout her writing. Also, I thought it would be
nice to include two texts from the same author (she also wrote The Gruffalo) so the students
could see what kind of craft a particular author uses in their writing.
McMullan, Jim, McMullan, Kate. (2015). Im Cool!. New York, New York: Harper Collins
Publishers.

Summary: This is the story of a Zamboni machine who has a limited amount of time to get the
ice clean before the ice hockey game begins again. He is on a mission to ensure the ice is
smooth and ready for the players to use. Will he finish before they come out? Only time will
tell!
Excerpt: Chill, Big Talker. Ive got what it takes to do the job. Cause Im a blade-packing,
ice-shaving, snow-eating, water-spraying, slush-slurping, towel-dragging, triple-tank truck. YUP.
Hey down there, Zamboni machine, go, go, GO! Not so fast, Big Talker. Gotta check the
damages. Look at those dents and pits and ruts. The rougher the ice, the deeper I shave.
Zamobni machine, ya move like a turtle. Look the clocks ticking! Hit the gas! Finish up so we
can get back to the game!
Why Important: Throughout this story, students will be able to visualize what the Zamboni
machine looks like and how it acts by the way the author describes it. Also, the author helps the
reader to imagine the machine cleaning the ice and racing around to get the job done before the
ice hockey players come onto the ice.
Tarpley, Natasha. (1998). I Love My Hair!. Boston, Massachusetts: Little, Brown and Company
Summary: Every night Keyana sits down for her mom to comb her hair, but even though her
Mama has a gentle touch, it very much hurts her. Keyana tries not cry because of the pain and
wishes she had different hair. In order to make her appreciate, Keyanas mom tells her about all
the different reasons she should love her hair. Soon Keyana grows to love her hair just the way it
is.
Excerpt: Every night before I go to bed, Mama combs my hair. I sit between her knees, resting
my elbows on her thighs, like pillows. Mama is always gentle. She rubs coconut oil along my
scalp and slowly pulls the comb through my hair, but sometimes it still hurts. When Mama get to
especially tangled places, I try my hardest not to cry, sucking in my breath and pressing my
hands together until theyre red. But a few tears always manage to squeeze out. Mama, stop! I
cry when I cant stand the comb tugging at my hair any longer.
Why Important: This text lends itself to the reader and truly allows them to visualize the
connection between Keyana and her mother. The readers can really see the images the author
conveys through her writing.