Psy dorfman2

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Psy dorfman2

  1. 1. LYNNE R. DORFMAN AND ROSE CAPPELLI Creating Successful Writers with Mentor Texts
  2. 2. Sharing Our Thinking: What are Mentor Texts ? <ul><li>Mentor texts are pieces of literature that you can </li></ul><ul><li>return to and reread for many different purposes. </li></ul><ul><li>Mentor texts are to be studied and then imitated. </li></ul><ul><li>Mentor texts help students make powerful </li></ul><ul><li>connections to their own lives. </li></ul><ul><li>Mentor texts help students take risks and try out </li></ul><ul><li>new strategies. </li></ul><ul><li>Mentor texts should be books that students can relate to and </li></ul><ul><li>can read independently or with some support. </li></ul>
  3. 3. Why Use Picture Books as Mentor Texts? <ul><li>Picture books provide the models that will help students grow as writers. </li></ul><ul><li>They stimulate creativity and create interest. </li></ul><ul><li>They are rich in beautiful illustrations that add another layer to the text. </li></ul><ul><li>They can be used to connect reading strategies to author’s craft. </li></ul><ul><li>They contain multiple life lessons. </li></ul><ul><li>They are culturally diverse. </li></ul><ul><li>They demonstrate the importance of choosing words wisely. </li></ul><ul><li>They are short enough to be shared entirely in one reading. </li></ul>
  4. 4. Possible Writing Lessons from Painting the Wind <ul><li>Writing in the present tense </li></ul><ul><li>Effective repetition </li></ul><ul><li>Variation in sentence length </li></ul><ul><li>Listing </li></ul><ul><li>with semicolon and comma </li></ul><ul><li>using a sentence fragment </li></ul><ul><li>with a dash </li></ul><ul><li>placement variation </li></ul><ul><li>without the use of a conjunction </li></ul><ul><li>with a colon </li></ul><ul><li>Use of exact nouns and names </li></ul><ul><li>Strong verbs </li></ul><ul><li>Hyphenated adjectives </li></ul><ul><li>Variations in print </li></ul><ul><li>Effective use of dialogue </li></ul><ul><li>Setting up the ending in the beginning </li></ul><ul><li>Placing adjectives after the noun </li></ul><ul><li>Character snapshots </li></ul>
  5. 5. Adjective Placement to Emphasize Meaning <ul><li>“ I can’t concentrate,” she said, her voice flat and unhappy. </li></ul><ul><li>( Baby by Patricia MacLachlan) </li></ul><ul><li>There will be Sarah’s sea, blue and gray and green, hanging on the wall. </li></ul><ul><li>( Sarah, Plain and Tall by Patricia MacLachlan ) </li></ul><ul><li>He is wearing a strange cowboy hat, too small, that sits high on his head. ( Journey by Patricia MacLachlan) </li></ul><ul><li>  </li></ul><ul><li>Somewhere behind us a train whistle blew, long and low, like a sad, sad song. ( Owl Moon by Jane Yolen) </li></ul><ul><li>  </li></ul>
  6. 6. Adjective Placement to Emphasize Meaning <ul><li>We reached the line of pines, black and pointy against the sky, and Pa held up his hands. ( Owl Moon by Jane Yolen) </li></ul><ul><li>Our trees poke their branches, black and spiky, against the sky. </li></ul><ul><li>( Peepers by Eve Bunting) </li></ul><ul><li>I held the jar, dark and empty, in my hands. ( Fireflies by Julie Brinckloe) </li></ul><ul><li>I have a pomegranate, hard and dry. ( Anna’s Table by Eve Bunting) </li></ul><ul><li>I have a caterpillar, curled and mummy black, </li></ul><ul><li>A lizard, thin and wide, run over by a car. </li></ul><ul><li>( Anna’s Table by Eve Bunting) </li></ul>
  7. 7. The Your Turn Lesson <ul><li>Hook </li></ul><ul><li>Use literature to invite participation </li></ul><ul><li>Purpose </li></ul><ul><li>Tell what you will do </li></ul><ul><li>Brainstorm </li></ul><ul><li>Invite writers to generate ideas </li></ul><ul><li>Model </li></ul><ul><li>Demonstrate with your own writing </li></ul>
  8. 8. <ul><li>Shared/Guided Writing </li></ul><ul><li>Writers actively participate as a class or in partnerships </li></ul><ul><li>Independent Writing </li></ul><ul><li>Writers compose </li></ul><ul><li>Reflection </li></ul><ul><li>Writers reflect on how the writing worked. Writers become aware of what works for them and what will move them forward as writers. </li></ul>
  9. 9. From Barn Savers by Linda Oatman High <ul><li>Papa plops the tools in the trough, and dust floats like chicken feed. </li></ul><ul><li>Darkness falls soft and silent like chicken feathers around the barn. </li></ul><ul><li>Finally, the darkness fades to dawn, and the sun rolls before us like a wagon wheel. </li></ul><ul><li>I stack and stack, and the sun sinks low in the sky like a sleepy, red-faced farmer. </li></ul>
  10. 10. <ul><li>From Beekeepers: </li></ul><ul><li>The springtime sunshine pours like warm honey from the sky… </li></ul><ul><li>Goosebumps sting my arms and I shake… </li></ul><ul><li>From The Girl on the High-Diving Horse: </li></ul><ul><li>Summertime gallops by… </li></ul><ul><li>Heart pounding like hooves, I nod… </li></ul>
  11. 11. Hyphenated Adjectives from Linda Oatman High <ul><li>From The Girl on the High-Diving Horse: </li></ul><ul><li>As we walk, I can’t help but gawk at boxing kangaroos, card-playing cats, and a dog on a surfboard. </li></ul><ul><li>“ Our hotel home,” says Papa, stopping at a castle-shaped place rising pink and high as a sunrise into blue New Jersey sky. </li></ul><ul><li>“ That’s the girl on the high-diving horse,” he explains. “She’s crazy-brave.” </li></ul><ul><li>I kiss the big horse on his velvet-soft nose. </li></ul><ul><li>In the purple-early morning of our last day of summer… </li></ul>
  12. 12. <ul><li>From Beekeepers: </li></ul><ul><li>The springtime sunshine pours like warm honey from the sky… </li></ul><ul><li>Goosebumps sting my arms and I shake… </li></ul><ul><li>From The Girl on the High-Diving Horse: </li></ul><ul><li>Summertime gallops by… </li></ul><ul><li>Heart pounding like hooves, I nod… </li></ul>
  13. 13. Hyphenated Adjectives From Other Authors <ul><li>Baseballs, Snakes, and Summer Squash by Donald Graves </li></ul><ul><li>Look for the use of hyphen to create sound words or exact adjectives in run-down, long-haired, clickety-click, doe-eyed, ‘ no-thank-you’ and orange-bellied . </li></ul><ul><li>Twilight Comes Twice by Ralph Fletcher </li></ul><ul><li> deep-rooted , last-minute, dew-spangled </li></ul><ul><li>Up North at the Cabin by Marsha Wilson Chall </li></ul><ul><li>air-bubble balloons and peanut-butter-and-worm sandwiches </li></ul><ul><li>The Divide by Michael Bedard </li></ul><ul><li>copper-colored grass, rose-patterned paper, sunflower-bordered road, weather-beaten boards, and fresh-plowed soil. Note the name of a flower, snow-on-the-mountain . </li></ul><ul><li>  </li></ul>
  14. 14. <ul><li>Langston’s Train Ride by Robert Burleigh </li></ul><ul><li>long-ago train rides , sun-tinged Mississippi , dust-flecked window, tar-paper shacks and broken-down sheds . </li></ul><ul><li>He also uses hyphens to create verbs and nouns: I skit-skat a little half-dance on the sidewalk. </li></ul><ul><li>Talkin’ About Bessie: The Story of Aviator Elizabeth Coleman by Nikki Grimes </li></ul><ul><li>Bessie would attend the hot-in-summer, cold-in-winter, one-room Colored schoolhouse where I taught in Waxahachie. </li></ul><ul><li>Animal Acrostics by David Hummon </li></ul><ul><li>polka-dotted, ear-ringing, never-ending, fairy-tale, topsy-turvy, and open-mouthed. </li></ul><ul><li>  </li></ul>
  15. 15. Specificity is everything! <ul><li>show-your-love day </li></ul><ul><li>raise-the-hair-on-your-arms night </li></ul><ul><li>cover-your-ears-but-not-your-eyes night </li></ul><ul><li>wake-up-your-parents-as-soon-as-possible morning </li></ul>
  16. 16. <ul><li>don’t-you-dare-do-it look </li></ul><ul><li>I-can’t-believe-she’s-making-me-eat-this look </li></ul><ul><li>please-don’t-send-me-to-school look </li></ul><ul><li>am-I-crazy-look </li></ul>
  17. 17. <ul><li>thin-as-a-noodle neck </li></ul><ul><li>straight-as-straw hair </li></ul><ul><li>black-as-midnight eyes </li></ul>
  18. 18. Taffy Sentences <ul><li>From Fever 1793 by Laurie Halse Anderson </li></ul><ul><li>… It was going to be another hot August day. Another long, hot August day. Another long, hot, boring wretched August day. </li></ul><ul><li>From Nocturne by Jane Yolen </li></ul><ul><li>In the night, </li></ul><ul><li>in the velvet night, </li></ul><ul><li>in the brushstroked bluecoat velvet night, </li></ul><ul><li>a big moon balloon </li></ul><ul><li>floats silent over trees… </li></ul>
  19. 19. Walking Around in the Author’s Syntax <ul><li>From Shortcut by Donald Crews: </li></ul><ul><li>“ I HEAR A TRAIN!” </li></ul><ul><li>Everybody stopped. </li></ul><ul><li>Everybody listened. </li></ul><ul><li>We all heard the train whistle. </li></ul><ul><li>Should we run ahead to the path home or back to the cut-off? </li></ul><ul><li>  </li></ul>
  20. 20. Trying It Out… <ul><li>“ I HEAR A WOLF!” </li></ul><ul><li>Everybody gasped. </li></ul><ul><li>Everybody cringed. </li></ul><ul><li>We all heard the long, low howl. </li></ul><ul><li>Should we run ahead through the thicket or back to the campsite? </li></ul>
  21. 21. <ul><li>“ I SEE THE OCEAN!” </li></ul><ul><li>Everybody clapped. </li></ul><ul><li>Everybody smiled. </li></ul><ul><li>We all saw the waves rolling toward the shore. </li></ul><ul><li>Should we dash across the sand to the water’s edge or stand here to delight in the sunrise? </li></ul><ul><li>  </li></ul>
  22. 22. from Mentor Texts: Teaching Writing Through Children’s Literature <ul><li> Mentor texts become our coaches and our partners </li></ul><ul><li> as we bring the joy of writing to our students. They </li></ul><ul><li> help students envision the kind of writer they can </li></ul><ul><li> become; they help teachers move the whole writer, </li></ul><ul><li>rather than each individual piece of writing, </li></ul><ul><li> forward. Writers can imitate the mentor text and </li></ul><ul><li> continue to find new ways to grow. </li></ul>

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