There are many ways to report on books and stories read in classrooms. For example, these readings may end up being a delicious snack, but with ingredients to stay away from junk food, if possible. And this despite the fact that materials are only colored card stock and transparencies. So we did :
- The loaf of bread on top, each student wrote the title and name of the author of the book. He also notes his own, as a reader of that work. The color of bread varied as it could be wheat, rye or including corn.
- Then, slices of tomato, were written the names of the players and other VIPs. The tomatoes were red, of course.
- In a beautiful leaf lettuce (green, clear) were recorded references of the place or scenarios that were cited in the book.
- A slice of ham, with shades of pink, was used to summarize briefly the main problem was counted in the work. If the reader or reader wished, the ham could be exchanged for marinated salmon.
- In some portions of cheese, beef or goat, every student easily explained the outcome of the book he had read.
- Finally, in the bottom of the loaf drew and colored a favorite scene from the play. Thus, illustrating the stories they had known.
a aprendizaxe da escritura é como un labirinto 
he topic is presented as a kind model to develop the internal structure of storytelling. In the classroom we use a model of narrative grammar which divides the content of a story in five parts: the protagonists, the other characters, setting or place, the main problem and the outcome. To some extent, the model attempts to reflect the general outline of a story, characters, motivations, events, actions and obstacles, if any. Above all, and like any other story grammar 
