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Chatham County Schools
About Our Program
About Our Program
Welcome to the 36th annual Young Authors Program!
An annual event in Chatham County Schools, the Young Authors program was founded by a school librarian of 47 years, Mrs. Mary Lee Moore, in 1989 to celebrate student authors in grades K-8 across Chatham County Schools! Thus, we are excited to announce that our 36th annual Young Authors will take place January through May of 2027. Everything teachers, staff, students, and families need to help make Young Authors a successful and rewarding experience is on this page.
"Every student has an opportunity to be an author."
Posting about Young Authors on social media? Please tag:
#CCSYoungAuthors   #CCSLibraryMedia
#CCSDigitalLearning   #OneChatham
Mrs. Mary Lee Moore reads a story to Chatham County Schools students.
Table of Contents
Table of Contents
Contest Information
Contest Information
*All participation in the Young Authors program is completely optional and for fun.*
All Young Authors have the opportunity to publish their stories on this website.Â
We ask that students submit their stories using one of the following methods: via Book Creator or by uploading their story as a PDF. (Instructions provided below.)
Young Authors also may enter a contest, for which each school will determine their top entries.
Authors of top entries from each school will be will be invited to attend our red carpet culminating ceremony on May 14, 2026.Â
While no grades are assigned to Young Authors program work, teachers may assign participation and other related grades to students for completing in-class activities associated with it at their discretion.
While students are strongly encouraged to participate in Young Authors, there is no requirement to do so.
For more information, please read the Letter Home to Families.
Optional Contest Component
Optional Contest Component
Students can opt in to a district-wide Young Authors creative writing contest.Â
Using school-agreed-upon procedures, schools will determine their three strongest student Young Authors submissions and notify the Digital Learning Team (DLT) about their decision. Each school’s three strongest submissions will be recognized at the district-wide celebration.
Submission Procedures
Students wishing to enter the contest should follow their school's agreed-upon procedures for submitting their stories for judging.
Judging Procedures
Option 1: Schools determine a judging process, judging pool, and develop a standardized rubric (can use district-developed rubric) in order to determine their three strongest student submissions.
Option 2: Schools can turn judging over to the DLT. The DLT will solicit judges from across the district; student submissions will be divided up among the judges. Using a district-developed rubric, judges will determine the three strongest submissions from each school opting for this process.
The judging and submission processes are available in the document below. Also included are the new guidelines regarding submissions using Generative AI.
The rubric that all schools should use while judging student's submissions is below.
Posting about Young Authors on social media? Please tag: #CCSYoung Authors #CCSLibraryMedia #CCSDigitalLearning #OneChatham
Submission Format
Please Note: Only PDF files can be accepted for publication. Instructions for how to turn your story into a PDF file are below. Ask a teacher or parent/guardian for help if you need it.
Why PDFs?
PDFs (Portable Document Format) maintain the layout and design of a document across different devices and platforms. They're excellent for sharing documents without adjusting their formatting so that the document looks the same regardless of the device being used to view it. PDFs are also secure and can prevent editing, which is useful for distributing finalized documents or forms. In summary, they are the most attractive and consistent file format for reading books written by our Young Authors online.
PDF Creation Help
PDF Creation Help
Contest Entry Form
Contest Entry Form
Timeline of Events (COMING FALL 2026!)
Timeline of Events (COMING FALL 2026!)
January TBD, 2027 - Program launch
January-March 2027 - Lesson/activity delivery and author visits to schoolsÂ
March TBD, 2027 - Young Author stories due for publication (and judging if they opt in)
March TBD-April TBD, 2027 - Judging of contest submissions
April TBD, 2027 - Winners announced and invited to Culminating Ceremony; letters sent home to families
May TBD, 2027 - End-of-Program Culminating Awards Ceremony (red carpet event) 6-8:00 PM at Central Services building (Awards will be delivered to schools of Young Authors who are unable to attend the ceremony.)
Featured Author
Featured Author
Carol Ann Trembath
Carol Ann Trembath
Carol Ann Trembath is an educator, author, environmental advocate, and speaker who was born and raised in Michigan, where the Great Lakes inspired a lifelong commitment to education, literature, and water stewardship. With more than 30 years of experience as a teacher and media specialist, Carol has dedicated her career to helping young people develop a love of reading, learning, and environmental responsibility.
Carol earned a bachelor's degree in English from Western Michigan University, followed by a Master of Library and Information Science from Wayne State University and a Master of Educational Technology from Michigan State University. Although her professional career centered on education, literature has always been her first love.
An award-winning author, Carol writes stories that inspire readers to better understand history, culture, and the natural world. Her works include the acclaimed Water Walkers series, which follows a young Ojibwe girl named Mai as she journeys around the Great Lakes learning about Indigenous teachings, environmental stewardship, and the importance of protecting water. Through these books, Carol hopes to encourage young readers to become active caretakers of the environment and engaged members of their communities. She continues to expand the series with new adventures that trace the paths of real-life water walkers throughout the Great Lakes region.
A passionate water activist, Carol travels widely to share her message about safeguarding freshwater resources. Her advocacy has been featured on Michigan Public Radio with Cynthia Canty and through media coverage by WDIV Channel 4 and journalist Devin Scillian during the Mother Earth Water Walk in 2017. In addition to her books, Carol has written extensively as a featured journalist for an online magazine.
Whether speaking in schools, libraries, or community organizations, Carol combines her experience as an educator, storyteller, and environmental advocate to inspire audiences to appreciate diverse cultures, protect natural resources, and recognize the power each person has to make a positive difference.
Carol Trembath's Books
Carol Trembath's Books
Water Walkers
Stepping Stones
Ripples and Waves
Rolling Thunder
Elementary Grade (K-5) Curricular Alignments
Elementary Grade (K-5) Curricular Alignments
When Carol visits our elementary students, she will share her Water Walkers picture book series. This five-book series follows Mai, a young Ojibwe girl, as she joins her family in raising awareness about protecting the Great Lakes and caring for the Earth. Through Mai’s journey, students explore themes of perseverance, environmental stewardship, Indigenous perspectives, and the power of young people to make a difference. To prepare for Carol’s visit, educators (specifically, SLMC/ITFs, in collaboration with classroom teachers) may use the series to support curriculum-aligned learning across grade levels. The examples below highlight standards-based learning targets and discussion or writing prompts that demonstrate how the books connect to elementary ELA instruction. Copies of the Water Walkers picture book series will be supplied to schools to aid this instruction.
Water Walkers
Kindergarten
Kindergarten
K NC ELA Standard Learning Targets
and Sample Prompts
RL.K.1 - Ask and answer questions about key details.
Ex. Why does Mai want to join the walk?
RL.K.2 - Retell familiar stories.
Ex. Retell Mai's journey from beginning to end.
RL.K.3 - Identify characters, settings, and major events.
Ex. Identify Mai, Grandmother, and Lake Superior.
RL.K.7 - Describe illustrations and how they support the story.
Ex. Examine how the illustrations show the importance of water.
W.K.2 - Informative writing
Ex. Draw and label ways to care for water.
SL.K.1 - Participate in collaborative conversations.
Ex. Discuss how students use water every day.
Essential Question
How can children help take care of water?
Writing Prompt
Draw and write one thing you can do to protect water.
First Grade
First Grade
Grade 1 NC ELA Standard Learning Targets
and Sample Prompts
RL.1.1 - Ask and answer questions about key details.
Ex. What problem are the Water Walkers trying to solve?
RL.1.2 - Retell stories and determine the central message.
Ex. "Even little people can do big things."
RL.1.3 - Describe characters, settings, and events.
Ex. Explain how Mai changes during the story.
RL.1.7 - Use illustrations and details to describe characters and events.
Ex. Analyze illustrations of the walk.
W.1.2 - Write informative texts.
Ex. Explain why water is important.
SL.1.1 - Participate in collaborative discussions.
Ex. Share ideas about protecting the environment.
Essential Question
Can children make a difference in their communities?
Writing Prompt
Write about a way you could help your school or community.
Second Grade
Second Grade
Grade 2 ELA Standard Learning Targets
and Sample Prompts
RL.2.1 - Ask and answer who, what, where, when, why, and how questions.
Ex. Why are the Water Walkers walking?
RL.2.2 - Determine the lesson or moral.
Ex. Caring for nature is everyone's responsibility.
RL.2.3 - Describe how characters respond to challenges.
Ex. Mai learns to overcome feelings of being too young.
RI.2.3 - Describe connections between events and ideas.
Ex. Connect water protection to the walk.
W.2.2 - Informative writing
Ex. Explain how people depend on clean water.
W.2.7 - Participate in research projects.
Ex. Research local water sources.
Essential Question
Why is clean water important?
Writing Prompt
Create an informational paragraph explaining why water should be protected.
Third Grade
Third Grade
Grade 3 NC ELA Standard Learning Targets
and Sample Prompts
RL.3.1 - Refer to the text when answering questions.
Ex. Use evidence to explain Mai's actions.
RL.3.2 - Determine the central message and explain how it is conveyed.
Ex. "Small actions can create change."
RL.3.3 - Describe characters' traits, motivations, and feelings.
Ex. Analyze Mai's determination and growth.
RI.3.3 - Describe relationships among events and ideas.
Ex. Connect environmental concerns to community action.
W.3.2 - Informative writing
Ex. Explain the purpose of the Water Walk.
W.3.7 - Conduct short research projects.
Ex. Research water conservation efforts.
SL.3.1 - Engage effectively in discussions.
Ex. Discuss environmental stewardship.
Essential Question
How do people create positive change?
Writing Prompt
Write an informational essay explaining how the Water Walkers help protect the Great Lakes.
Fourth Grade
Fourth Grade
Grade 4 NC ELA Standard Learning Targets
and Sample Prompts
RL.4.1 - Refer to details and examples when explaining the text.
Ex. Cite evidence showing Mai's growth.
RL.4.2 - Determine theme and summarize.
Ex. "Stewardship and responsibility"
RL.4.3 - Describe characters, settings, and events in depth.
Ex. Analyze the relationship between Mai and Grandmother.
RI.4.7 - Interpret information presented visually.
Ex. Use maps of the Great Lakes and walking routes.
RI.4.9 - Integrate information from multiple sources.
Ex. Compare the story with informational texts about water conservation.
W.4.2 - Write informative texts.
Ex. Explain Indigenous water stewardship traditions.
W.4.9 - Draw evidence from texts.
Ex. Support claims using textual evidence.
Essential Question
What responsibilities do people have toward the environment?
Writing Prompt
Write an explanatory essay describing how the Water Walkers raise awareness about environmental issues.
Fifth Grade
Fifth Grade
Grade 5 NC ELA Standard Learning Targets
and Sample Prompts
RL.5.1 - Quote accurately from a text.
Ex. Use quotations to support ideas.
RL.5.2 - Determine theme from details.
Ex. "Environmental responsibility and civic action"
RL.5.3 - Compare and contrast characters and events.
Ex. Compare Mai's experiences with other young activists.
RI.5.6 - Analyze point of view.
Ex. Examine the Indigenous perspective on water protection.
RI.5.9 - Integrate information from several texts.
Ex. Compare Water Walkers with nonfiction resources about the Great Lakes and the Mother Earth Water Walk.
W.5.1 - Opinion writing
Ex. Argue for stronger environmental protections.
W.5.2 - Informative writing
Ex. Explain how activism can create change.
W.5.9 - Use evidence from literary and informational texts.
Ex. Support arguments with textual evidence.
Essential Question
How can citizens influence environmental change?
Writing Prompt
Should communities do more to protect natural resources? Use evidence from Water Walkers and other sources to support your opinion.
Middle Grade (6-8) Curricular Alignments
Middle Grade (6-8) Curricular Alignments
When Carol visits with our middle grade students, she will discuss her historical novel, Out of Slavery: A Novel of Harriet Tubman. Through vivid storytelling, the book follows Harriet Tubman's courageous journey from enslavement to freedom and her work as a conductor on the Underground Railroad. The novel explores themes of perseverance, courage, leadership, justice, and the pursuit of freedom while helping students gain a deeper understanding of an important period in American history.
To prepare for Carol's visit, educators may use the novel to support curriculum-aligned instruction in literacy, history, and character education. The examples below highlight standards-based learning targets and discussion or writing prompts that demonstrate how the book connects to middle grades learning.
Out of Slavery
Sixth Grade
Sixth Grade
Grade 6 NC ELA Standard Learning Targets
and Sample Prompts
RL.6.1 - Cite textual evidence to support analysis.
Ex. Use evidence to explain Harriet's decisions and actions.
RL.6.2 - Determine a theme and summarize the text.
Ex. Analyze themes of courage, freedom, and perseverance.
RL.6.3 - Describe how the plot unfolds and how characters respond to challenges.
Ex. Examine Harriet's growth as she overcomes obstacles.
RL.6.6 - Explain how an author's point of view is developed.
Ex. Explore how the novel presents Harriet's experiences.
W.6.2 - Write informative texts.
Ex. Explain the role of the Underground Railroad.
W.6.9 - Draw evidence from literary texts.
Ex. Support written responses with textual evidence.
SL.6.1 - Engage effectively in collaborative discussions.
Ex. Discuss choices Harriet made and their impact.
Essential Question
What qualities enabled Harriet Tubman to become a leader?
Writing Prompt
Using evidence from the novel, explain how Harriet Tubman's perseverance helped her overcome challenges.
Seventh Grade
Seventh Grade
Grade 7 NC ELA Standard Learning Targets
and Sample Prompts
RL.7.1 - Cite several pieces of textual evidence.
Ex. Analyze how Harriet demonstrates courage throughout the story.
RL.7.2 - Determine theme and analyze its development.
Ex. Trace how the theme of freedom develops across the novel.
RL.7.3 - Analyze how story elements interact.
Ex. Examine how setting and historical events influence Harriet's choices.
RL.7.6 - Analyze how an author develops different perspectives.
Ex. Explore the perspectives of enslaved and free individuals.
W.7.1 - Write arguments supported by evidence.
Ex. Argue whether Harriet's actions changed the course of history.
W.7.2 - Write informative/explanatory texts.
Ex. Explain the significance of the Underground Railroad.
W.7.9 - Draw evidence from literary and informational texts.
Ex. Compare the novel with historical sources.
SL.7.1 - Participate in collaborative discussions.
Ex. Discuss leadership and social responsibility.
Essential Question
How can one person's actions influence history?
Writing Prompt
Was Harriet Tubman an effective leader? Use evidence from the novel and historical sources to support your claim.
Eighth Grade
Eighth Grade
Grade 8 NC ELA Standard Learning Targets
and Sample Prompts
RL.8.1 - Cite the strongest textual evidence.
Ex. Support analysis of Harriet's leadership and character.
RL.8.2 - Determine and analyze theme development.
Ex. Examine how freedom and justice shape the narrative.
RL.8.3 - Analyze how dialogue and events reveal character.
Ex. Study how Harriet's actions reveal her values and determination.
RL.8.6 - Analyze how differences in perspective create effects.
Ex. Evaluate how historical fiction helps readers understand the experiences of enslaved people.
W.8.1 - Write arguments using valid reasoning and evidence.
Ex. Defend a position about Harriet Tubman's historical impact.
W.8.2 - Write informative/explanatory texts.
Ex. Explain the challenges faced by freedom seekers.
W.8.9 - Draw evidence from literary and informational texts.
Ex. Integrate evidence from the novel and historical documents.
SL.8.1 - Engage in collaborative discussions.
Ex. Analyze the novel's historical and contemporary relevance.
Essential Question
What responsibilities do individuals have when confronting injustice?
Writing Prompt
How does Harriet Tubman's story continue to inspire people today? Use evidence from the novel and historical sources to support your response.
Carol's CCS School Visit Schedule
Carol's CCS School Visit Schedule
#CCSLibraryMedia #CCSDigitalLearning #OneChatham
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