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Mentor Text

Mentor Text. When teachers use mentor text…they are teaching students to read like writers. Ideas used in this Power Point are from the book, Mentor Texts; Teaching Writing Through Children’s Literature, K-6 by L. Dorfman & R. Cappelli. Introducing Mentor Texts. Use as a Read-Aloud

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Mentor Text

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  1. Mentor Text When teachers use mentor text…they are teaching students to read like writers. Ideas used in this Power Point are from the book, Mentor Texts; Teaching Writing Through Children’s Literature, K-6 by L. Dorfman & R. Cappelli

  2. Introducing Mentor Texts • Use as a Read-Aloud • Teacher/Students respond first as readers. (share and model thinking about text) • Next, Teacher/Students respond as writers…shared writing……. (Share and model writing about the text) • Students write

  3. Shared writing…. Through a short focused mini-lesson. • Teacher demonstrates the skill or strategy. • Shared or guided experience with the writing. • Students work on individual writing. • Students confer with teacher or peers about their writing. • Students share their writing. (small or large group)

  4. http://www.youtube.com/watch?v=y-PNCEDxT88&feature=related

  5. Mentor Texts Are… • Books students can borrow ideas from and/or imitate the writing style of the author.

  6. Writing • 10:00-10:15 Writers Workshop Mini Lesson • 10:15-10:50 Independent Writing with one on one teacher conferring • 10:50-11:00 Share writing

  7. Choosing Mentor Texts • Teachers ask these questions: • How will the book serve my teaching of content, comprehension, writing? • Thinking of connection to writing, does it model the use of author’s craft I want to teach? (Writing Trait)

  8. A trait in writing is a quality or characteristic that all "good" writing shares. There are six traits in writing. They are: • Ideas and Content • Organization • Voice • Word Choice • Sentence Fluency • Conventions

  9. http://quest.carnegiefoundation.org/~dpointer/jennifermyers/workshopapproach.htmhttp://quest.carnegiefoundation.org/~dpointer/jennifermyers/workshopapproach.htm • Mini-Lesson: • http://quest.carnegiefoundation.org/~dpointer/jennifermyers/videos/jmwwintroqtl.htm • Conferencing: • http://quest.carnegiefoundation.org/~dpointer/jennifermyers/videos/jmwconf1qtl.htm

  10. Author’s Chair • http://quest.carnegiefoundation.org/~dpointer/jennifermyers/videos/jmauthchrqtl.htm

  11. Modeling Traits • These questions guide student thinking about the trait of the writing:

  12. Ideas and Content The ideas and the content are the heart of the message, the main theme. Together with the details, the ideas and content enrich and develop that theme. The reason for writing a paper. Every paper should convey a message and be easy to follow. Model writers questions/thoughts for students: • What is my message and is it focused and clear? • Did I include important details relevant to my topic? • Did the reader learn something new? • Is my paper interesting and easy to understand?

  13. Organization Is the internal structure of a piece of writing, How a writer’s ideas help a reader move through a paper in a meaningful way. Modeling: • Does my beginning hook my reader? • Is my paper easy to follow? Did I choose the best way to organize my story? • Do my ideas link to a main message? • Do I have a strong conclusion that wraps up the story?

  14. Voice The heart, the magic, the wit, along with the feeling and conviction of the individual writer coming out through the words. Voice is what gives writing personality, flavor and style. Modeling: • Questions to think about as you write your paper: • Can you tell I am enthusiastic about my topic? • Does this writing sound like me? • How do I want my readers to feel? • Will my story hold readers' attention? Will they want to hear more?

  15. Word Choice Using rich, colorful, precise language that moves and enlightens the reader. Using specific words to create images, capture a reader's attention and make a story memorable. Modeling • Look at your paper and decide: • Have I used some strong verbs or colorful phrases that grab my reader? • Have I chosen the most precise word? • Have I used any unique words? • Did I repeat common words too many times?

  16. Sentence Fluency Rhythm and flow of the language, the sound of word patterns, the way in which the writing plays to the ear--not just to the eye. Fluent writing has rhythm. Sentences vary in length and structure. It is easy and pleasurable to read aloud. Modeling: • Is my story easy to read? • Do my sentences begin in different ways? • Did I use some long and some short sentences? • Does my paper sound smooth as I read it aloud?

  17. Conventions mechanical correctness of the piece-- spelling, grammar and usage, paragraphing, use of capitals and punctuation. conventions. These include spelling, punctuation, grammar, capitalization and paragraphing. Proper use of conventions make a story easy for others to read. Modeling: • Did I leave spaces between words and sentences? • Did I use a title? • Did I use correct punctuation? • Did I use capital letters in the right places? • Have I proofread for correct spelling and grammar? • Have I indented any new paragraphs?

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