Amanda Lowes Theresa Hyrich Sept. 2010

“We all need mentors in our lives- those knowledgeable others who help us learn how to be teachers, mothers, musicians, artists, athletes- who help us do what we could not do before on our own. So, too, do our young writers need mentors”. (Dorfman & Cappelli, 2007, p. 2)

Mentor texts are pieces of literature that we can return to again and again as we help our young writers learn how to do what they may not yet be able to do on their own. (Dorfman & Cappelli, 2007, p. 2)

 They provide powerful models that influence writing.  Students need to hear the multiple works of others before they can create their own texts.  They show, not just tell, students how to write. “The writing you get out of your students can only be as good as the classroom literature that surrounds and sustains it”. (Olness, p. 1)

 Texts that you are personally familiar with.  Texts that serve your students needs and connects with your current writing purpose.  Texts that can be revisited often for multiple purposes.  Texts that offer cultural diversity.

 These texts offer a myriad of possibilities for our students :  provide opportunities for personal connections  connect to subject matter  specific genre or form (fiction, non-fiction, memoir, poetry)  unique author style  distinctive illustrations  support specific traits of writing  highlight distinct features of writing (setting, mood, character development, plot,

TRAITSWRITING FORMS  Ideas  Fluency  Organization  Word choice  Voice  Conventions  Presentation Narrative: fairy tale, fractured Procedure Explanation: report Letter List Recount: diary, journal Persuasive Non-fiction: Literature of facts Poetry Patterned text: alphabet

TRAITSFORMS  Common language to talk about key characteristics of writing  Pieces of writing should include traits  Can be useful for determining criteria for assessment  More expansive than genres (Example: recount is a form, diary is a genre)  Includes fiction and non- fiction  These forms would include the traits. (Example: A letter is a form that includes the organization, word choice, voice, etc)

How does teaching through mentor texts support our divisional writing continuum? Activity #1 Look at the portion of the writing continuum provided at your table. Discuss the connections within your group. Share your findings.

Activity #2  Browse through the texts in your book basket and discuss with your group how you may use a selected text as a mentor text.  You may find multiple ways to use one text. Look at possible forms or traits.  We will have group sharing after to see if there are any other possibilities.  Bibliography of the books will be provided.

“Learning independence is achieved through sufficient and effective demonstration, many shared experiences, and ample guided and independent practice”. ( Routman, 2008, p. 88)  Modeled- teacher holds pen, explicit instruction, thinks aloud.  Shared- teacher holds pen, demonstration, interactive.  Guided-student holds pen, teacher guides, student applies learning.  Independent- student holds pen, teacher coaches.

 What type of trait do you feel these mentor texts best support?

 Purpose provides an opportunity for the teacher to demonstrate specific writing strategies or types of texts and students to witness authentic writing behaviors.  Whole class or small group.  Teacher constructs the text on chart paper or smart board.  Teacher demonstrates the use of good writing strategies by thinking aloud as they write.

 Purpose provides an opportunity for whole class to collaboratively compose a variety of written forms.  Teacher models and demonstrates the act of writing by acting as a scribe; guiding and negotiating the process, and may focus on an identified writing skill and/or writing conventions.  Text or story may be related to an individual or group experience or may be an outgrowth of a science experiment, social studies lesson, letter or invitation.

 The tone of the piece- the personal stamp that the writer brings to it.

 Purpose: provides an opportunity for students to practice writing with teacher support.  Students may be grouped from teacher observation for different writing needs, interests and purposes.  Students hold the pen and have a voice in their writing topic.  Groups are fluid and change according to students’ writing needs, interests and purposes.

 Students now are ready to tackle this writing on their own.

 What type of form do you feel these mentor texts best support?

 Must develop awareness of audience’s point of view.  Arguments should be based on fact.  Good persuasive writing may not always change someone’s mind.  T-chart to make relationship between argument and supporting details. We want students to have opinions, to be passionate about these opinions, and to defend them with strong, well thought out and elaborated arguments. (p. 97)

 Purpose provides an opportunity for the teacher to demonstrate specific writing strategies or types of texts and students to witness authentic writing behaviors.  Whole class or small group.  Teacher constructs the text on chart paper or smart board.  Teacher demonstrates the use of good writing strategies by thinking aloud as they write.

 Is it clear what the author wants the reader to think or do?  Are there logical reasons given to support each argument?  Are there statements that show the author has anticipated arguments or problems the reader may have?  Is the argument believable? Sincere?  Has the author stayed on target?

 Purpose provides an opportunity for whole class to collaboratively compose a variety of written forms.  Teacher models and demonstrates the act of writing by acting as a scribe; guiding and negotiating the process, and may focus on an identified writing skill and/or writing conventions.  Text or story may be related to an individual or group experience or may be an outgrowth of a science experiment, social studies lesson, letter or invitation.

 Purpose: provides an opportunity for students to practice writing with teacher support.  Students may be grouped from teacher observation for different writing needs, interests and purposes.  Students hold the pen and have a voice in their writing topic.  Groups are fluid and change according to students’ writing needs, interests and purposes.

 Students now are ready to tackle this writing on their own.

 Questions  Book draw  Exit slip