This document discusses using mentor texts to teach writing. Mentor texts act as coaches and partners for students and teachers to bring joy to writing. They help students envision the type of writer they can become and help teachers advance students' overall writing skills rather than just individual pieces. Writers can imitate mentor texts and find new ways to develop their own writing.
Hey, i'm back with another English literature slide that I made using PowerPoint. It's based on unseen poetry as in the GCSE exam, paper 2 there's two questions on poems you haven't seen. So, I made a slide on the most important poems to help you practise for it. I've found the info from google and put it in a slide so, it can be easier to find. ~ Suzan G
(Info is from internet)
<a rel="license" href="http://creativecommons.org/licenses/by/4.0/"><img alt="Creative Commons Licence" style="border-width:0" src="https://i.creativecommons.org/l/by/4.0/88x31.png" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International License</a>.
Hey, i'm back with another English literature slide that I made using PowerPoint. It's based on unseen poetry as in the GCSE exam, paper 2 there's two questions on poems you haven't seen. So, I made a slide on the most important poems to help you practise for it. I've found the info from google and put it in a slide so, it can be easier to find. ~ Suzan G
(Info is from internet)
<a rel="license" href="http://creativecommons.org/licenses/by/4.0/"><img alt="Creative Commons Licence" style="border-width:0" src="https://i.creativecommons.org/l/by/4.0/88x31.png" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International License</a>.
Narrative Text by the 2nd group (XII IPS 3)Chun Hoa
This is me and my friend's ppt task about narrative text. I would like to share to much people, so that we can learn and know more about narrative text ;)
The Image Of India In Nissim Ezekiels Select PoemsNishant Pandya
This is the ppt on "The Image of India in Nissim Ezekiel's SelectPoems" which I presented in National Conferance,held in H.M.Patel English Training and Research Centre,V.V.Nagar.
Narrative Text by the 2nd group (XII IPS 3)Chun Hoa
This is me and my friend's ppt task about narrative text. I would like to share to much people, so that we can learn and know more about narrative text ;)
The Image Of India In Nissim Ezekiels Select PoemsNishant Pandya
This is the ppt on "The Image of India in Nissim Ezekiel's SelectPoems" which I presented in National Conferance,held in H.M.Patel English Training and Research Centre,V.V.Nagar.
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Questions for Responding to Fiction in English 2328Use these q.docxcatheryncouper
Questions for Responding to Fiction in English 2328
Use these questions below to guide you as you complete your reading responses for short stories (fiction). I suggest that you choose only a few questions to answer in your response--but make the response a paragraph--don't number your responses. You will probably notice that some of the questions are similar and that some of the responses may overlap--that's fine. Your response should reflect your own thoughts and analysis of the story. Your response to each story should be at least 200 words (but will probably be longer) and should show that you have read the story carefully. You should mention the names of characters, details from the story that support your response, incidents in the story that affect your reading of it, etc. You must use quotations from the stories in your responses.
1. What did you like about the story? What did you dislike? Why?
2. Who is your favorite character? Is he or she like you in any way? Would you make the same decisions (or react in the same ways) in the same situations as this character? Why or why not? Which characters remind you of people you know?
3. What did you learn about American history, society, art, literature, philosophy, science (etc.) from this story? What research might you do to help you understand the story better?
4. What did you learn about life from the story?
5. In what ways do you identify with the story?
6. How would you describe the writer's style or voice? Style includes use of irony, symbolism, figurative language, point of view, etc.
Here's an interesting checklist of literary style that you might find helpful: Checklist: Elements of Literary Style
7. What are your favorite sentences, passages, words, etc. from the story? Explain your choice.
8. What would you tell a friend about this story?
9. Who would you recommend this story to and why?
10. What value does this story have for you?
11. What connections do you find between the life of the author and his or her work?
12. What questions did you have after you finished the story?
13. What words did you look up?
1st story: Two Kinds by Amy Tan
My mother believed you could be anything you wanted to be in America. You could open a restaurant. You could work for the government and get good retirement. You could buy a house with almost no money down. You could become rich. You could become instantly famous. "Of course, you can be a prodigy, too," my mother told me when I was nine. "You can be best anything. What does Auntie Lindo know? Her daughter, she is only best tricky." America was where all my mother's hopes lay. She had come to San Francisco in 1949 after losing everything in China: her mother and father, her home, her first husband, and two daughters, twin baby girls.
But she never looked back with regret. Things could get better in so many ways.
We didn't immediately pick the right kind of prodigy. At first my mother thought I could be a Chinese
Shirley Temple ...
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Longest Paper Ever
Learn how to make QR Codes in less than 5 minutes with Google. www.goo.gl , a free Web 2.0 tool, provides a digital space to create your own QR Codes, shorten website addresses, and store video clips. QR Codes are novel, mysterious, and engaging. Take action and create your own QR Codes today!
Is poetry instruction still relevant in a time when we are preparing students for high-stakes testing in school while we read and write on cell phones, iPads, and laptops out of school? According to this study, the answer is, “Yes.” Digital poetry bridges new literacy skills with traditional poetry instruction in a collaborative environment. Any opportunities educators can build a bridge between out of school and in school literacies could increase student motivation and engagement to learn. I am confident that the affordances of digital poetry instruction can provide the collaborative digital environment students’ desire while meeting the academic demands of the CCSS.
Be the Coach, Not the Player
2, 4, 6, 8, guided reading can be great! When you're in a huddle with a small group of students, you don't have time to improvise. Transform your guided reading into a fast paced, interactive competition that will leave your students laughing, learning and improving their comprehension. Experience how six strategies help students control their thinking and improve their memory. Join Julie B. Wise to discover how cognitive coaching can encourage students to read a variety of short texts with interest, motivation and engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Sectors of the Indian Economy - Class 10 Study Notes pdf
Mentor Texts Break Out
1. Success For All Writers
with Mentor Texts
2012 PSU York Summer Institute
LYNNE R. DORFMAN
AND
ROSE CAPPELLI
2. from Mentor Texts: Teaching Writing Through Children’s
Literature
Mentor texts become our coaches and our partners
as we bring the joy of writing to our students. They
help students envision the kind of writer they can
become; they help teachers move the whole writer,
rather than each individual piece of writing,
forward. Writers can imitate the mentor text and
continue to find new ways to grow.
3.
4.
5.
6.
7.
8.
9.
10. Authority Lists
Lynne’s List: Rose’s List:
Horses Playing the violin
Dogs Golf
Humpback Whales Motherhood
Poetry Gardening
Care of house plants Birds
Letter writing Teaching children how
to read
11. Redefining a list for specificity: Horses
Grooming a horse
Caring for the equipment
Dressage moves
Jumps for a hunter course
Divisions of a horse show
Open jumping
Olympic competitions
English vs. Western
Judging a horse show
Thoroughbred racing
15. How Do Authors Reveal Their Characters?
Physical description
The character’s actions
What the character says
What other characters say about him/her
How they change
16. Gestures to Enhance Memoir, Realistic Fiction, Personal
Narratives, and Vignettes
From “Mrs. Buell” in Hey World, Here I Am! By Jean Little
In winter she wore the same sweater every day, a man’s gray one, too
big, with the sleeves pushed up. They kept slipping down and she’d
shove them back a million times a day. Yet she never rolled up the cuffs
to make them shorter. (p. 44)
Her going had left a hole in my life. Because I knew, for the first time,
that nothing was safe – not even the everyday, taken-for-granted
background of my being. Like Mrs. Buell, pushing up her sweater
sleeves and giving me my change. (p. 46)
17. From The Watsons Go to Birmingham – 1963 by
Christopher Paul Curtis
Me and Joey cracked up. Byron kind of chuckled and Momma put her
hand over her mouth. She did this whenever she was going to give a
smile because she had a great big gap between her front teeth. If
Momma thought something was funny, first you’d see her trying to hide
the gap, then, if the smile got to be too strong, you’d see the gap for a
hot second before momma’s hand would come up to cover it, then she’d
crack up, too. (p. 4)
“And Mrs. Watson,” said Dad, “you can’t possibly deny that this is your
child. You can tell this boy has got a ton of Sands blood in him, look at
those ears!”
Poor Byron. If he’d have known how far his ears stuck out to the side I
bet he never would have gotten that butter!
Momma put her hand over her mouth and said, “Lord, don’t blame that
on my side of the family, someone switched this child at the hospital!”
(p. 98)
18. Notebook Entries: Gesture Use
He touched his chin as thinking.
Little Johnny threw his hands in the air. “Daddy.”
He pressed his hair back with both hands. “My dad is going to kill me.”
She shoved her hands deep into her pockets and slouched, as if trying to
hide.
She held her palm out to him. “Whatever.”
She stared at her feet. As if her fingers had a mind of their own, they
played with her coat zipper.
19. In “The Irishman” by L. Dorfman
“What’s a tea cozy?” I whispered to April. I stole
a quick glance. She was leaning slightly forward, her
thin hair - the color of winter wheat - hanging limp
and damp around her shoulders. She shrugged her
shoulders – one small movement – and continued to
sit still and silent on the crooked wooden chair.
Perhaps she didn’t want to shift her weight on a
fragile chair that was destined to be broken and
discarded. But everything about April was
understated. She was definitely my polar opposite,
and I loved hanging out with her.
20. Reflection Questions
How did the description of character help your readers (peer
response group/teacher) to visualize him or her?
How did your snapshot of the character help create a certain
mood for the story or essay?
What strategies did you use to create a strong, clear
description of the character?
How can you use “show, not tell” strategy here?
Where would you use this strategy again?
21.
22.
23.
24.
25.
26.
27. The Importance of Introductions
When I introduce leads to young writers, I ask them to
think about fishing, to imagine the writer as an angler
and the reader as a fish. Writers cast out their first line
of words in hopes of hooking the reader and reeling
him into the text.
Stephanie Harvey, Nonfiction Matters: Reading,
Writing, and Research in Grades 3-8
It’s important that they [students] get a sense of the
range of options available for writing an introduction.
Portalupi and Fletcher, Nonfiction Craft Lessons
28. The Importance of Endings
…the ending is as important as the beginning.
The ending is the part that will echo in the ear of
the reader when he or she is finished.
Portalupi and Fletcher, Nonfiction Craft Lessons
Your ending should be made to stick! Etched in
their minds and hearts. Unforgettable.
Frank Murphy, children’s author
29. An anecdote from Rose’s Notebook…
It was a hot summer afternoon that was
perfect for relaxing in the sun. So I spread out a
blanket in my backyard and lay down to catch
some rays. I removed my shiny silver watch but
carefully placed it on the blanket next to my head
(I wanted to be sure not to stay out in the sun too
long). Suddenly, I felt something dive-bomb my
head while a flurry of feathers brushed my face.
It was gone in a second, but so was my watch.
What would a bird want with a watch, I
wondered?
31. Once I went to my uncle’s house. All my
cousins were there. They were lifting a canoe
and there was a snake. It was black and had a
yellow stripe down its back. Charlie got bit. We
had fun except for Charlie.
Andrew, Grade 2
Possible topics:
Snakes
First aid for snake bites
32. Leads: A Great, First Sentence
Some Additional Examples
Foreshadowing:
If only Billy had known that he was tall enough to ride the “Rolling Thunder.” Why did he
always talk before he thought things out?
Short, Choppy Statement:
No. No. I’ll never do that again!
Name Statement:
I, Lyddie Jones, will never, ever take my younger brother to an amusement park with my
best friends.
Thoughtshot:
“Why am I afraid to tell my sister how I feel?” Billy thought to himself.
Personification:
The old cars moaned and groaned as they were pulled up the wooden track by invisible
hands.
33. Creepy Statement:
The track rose up like a dark spirit across the blue sky, turning my insides to mush.
Weather:
A soft rain spattered against the car windows as we drove down the New Jersey Turnpike.
But there was a ray of hope – poking between dark clouds with golden spokes.
Quote (what people say):
My mother always said that Lyddie should have been born the boy. Lyddie, who was always
daring, courageous, and full of life.
Controversial Statement:
Amusement parks! They should really be called torture chambers!
34. a circus on a rocket ship to Mars
camping near a river climbing a mountain
a ski vacation in Colorado arriving at Ellis Island
at the seashore sailing on the Titanic
a deserted island an apartment in Seattle
scuba diving near a coral reef at a holiday party
35. From Lilly’s Purple Plastic Purse by Kevin Henkes
Lilly ran and skipped and hopped all the way home,
she was so happy. And she really did want to be a
teacher when she grew up…
36. From Shortcut by Donald Crews
We walked home without a word. We didn’t tell
Bigmama. We didn’t tell Mama. We didn’t tell
anyone. We didn’t talk about what had happened for
a very long time. And we didn’t take the shortcut
again.
37. From Crab Moon by Ruth Horowitz
Slowly and grandly the crab pulled herself forward.
Stepping and pausing, Daniel’s feet felt their way
into the bay. He followed until she disappeared.
Then he gave the water one last, long look and
whispered to the horseshoe crab, “See you next
summer.”
38.
39. Similes from Owl Moon by Jane Yolen
The trees stood still as giant statues.
Somewhere behind us a train whistle blew, long and low, like
a sad, sad song.
And when their voices faded away it was as quiet as a dream.
…and the snow below it was whiter than the milk in a cereal
bowl.
Then the owl pumped his great wings and lifted off the branch
like a shadow without sound.
40. Blank, Blank, Blanking Craft
1. Invite writers to search their stories for sentences that have
a verb in it.
2. Brainstorm a list such as run, write, love, sneeze, read,
dance, swim, dream, ski, trudge
3. Ask students to rewrite the sentence using _____, _____,
____ing.
*Sometimes, your writers will choose to replace their verb for
a stronger one first.
41. Verbs that have more than one syllable can be altered
to make it sound more fun and more rhythmic.
For example the word “tackle” could be reconstructed
to read: “I was tack, tack, tackling the running
back all day long!”
42. Rationale for Use
It adds song and poetry to any piece.
It also adds emphasis.
Think about a sentence that reads: “I was missing
my mom while at camp.”
Revise to read: “I was miss, miss, missing my
mom while at camp.”
43. From Love That Dog by Sharon Creech
Some of the tiger sounds are still in my ears
like drums beat-beat-beating. p.9
My brain was pop-pop-popping
when I was looking at those poems. p. 35
We think maybe you did because you were
smile-smile-smiling all over the place. p. 82
44. Examples from Notebooks
I opened the huge box, and a yellow lab jumped out. All
Christmas day I was love, love, loving my new puppy.
We dash, dash, dashed across the yard on our new bikes.
I laugh, laugh, laughed until my face was wet with tears.
Mr. Smith was teach, teach, teaching us about subtraction
all week!
45. Grandfather by Lynne Dorfman
My grandfather remembers long ago
The coal mining town of Freeland, Pennsylvania.
He remembers the blackness of his father’s hands and face.
He remembers his mother waiting, waiting
for the husband who never returned,
buried with a dozen other miners…trapped.
He remembers waiting for the news.
No one would be coming home today, or the next day,
or the day after that – not ever.
He remembers his mothers sobs and then
it was finished.
He remembers selling supplies to miners
on Saturdays and even Sundays.
There would be food on the table
over prayer.
46.
47.
48. The Coat by Rose Cappelli
“Easter in March –
It will be cold!”
I think to myself
as I envision Annie’s Easter outfit
in my head.
A coat will be just right.
I find the perfect fabric –
a twill of royal blue
with a soft silk blend for the lining.
Slowly, the coat takes shape
as the fabric glides effortlessly
through my sewing machine.
The finished product fits her perfectly!
49. Easter morning dawns
sunny, clear –
and hot!
A sultry eighty-five degrees!
Much too hot for a three-year-old in a coat.
As I approach she gives me a
you’ve-got-to-be-kidding look.
But before she can protest,
we line up to take a picture.
Click! The coat will live on.
50.
51. Why Poetry?
A poem engages the reader in a whirlwind of sounds,
emotions, and wonderings.
Poetry blends emotions with appeal to the senses and an
acquired wisdom about the world and how things work.
Reading poems aloud helps students make
reading/writing connections.
Poetry improves vocabulary and fluency, deepens
comprehension, and enhances thinking skills.
52. Poetry helps students make personal connections to
their lives.
Poetry can be used effectively for both small and
whole group instruction.
Poetry can be used at any time of the day and across
the curriculum.
53. From Don Murray…
When we write, we become
visible, we are players in the
game of life.
54. Some Ideas for List Poems
things I don’t know
things I don’t do
noisy things
quiet things
scary things
things that drive me crazy
55. things I can’t understand
spring things
things that melt my heart
things that are happening in the world at
this very minute
childhood games and/or toys
things I like to eat
things I don’t like to eat
56. Signs
Possibilities for Reading Connections
Fluency – phrasing
Sight vocabulary development
Phonemic awareness
Decoding strategies – word families
Vocabulary development
Visualization and inferences
Synthesis of ideas – drawing conclusions
57. Signs
Possibilities for Writing Connections
Scaffold (Noun-Verb, Main Idea)
Conventions
Word choice
Alliteration
58. From Snowsong Whistling by Karen E. Lotz
Red squirrels packing
Hound dog tracking
Leaf fires crackling
Farmers stacking
Chill wind teasing
Kitten half-sneezing
Radiator wheezing
Pond water freezing
59. From Pumpkin Eye by Denise Fleming
Swooping bats,
hissing cats…
Trick or treat –
Pounding feet
Clacking bones,
muffled moans…
60. Some samples from Rose’s Notebook…
Spring My Busy Garden
Tulips blooming, Nesting bluebirds,
Dogwoods budding, Chirping chickadees,
Daffodils glowing - Hovering
Spring is beautiful! hummingbirds-
My busy garden!
61. Ice Skates
by Mickeelah P., Grade 5
Ice skates
Sharp, sturdy, fleece-lined
Relative of rollerblades and ballet slippers
Who love children, leaps and twirls, and figure eights
Who fear falling, getting dull, and growing too small
Who need to be laced up tight, sharpened, and polished
Who give fun on ice to both young and old
Who like to see children passing pucks, dancing, and racing
Resident of snowy lands everywhere
Metal artist
62. Poetry will breathe life into all writing if
we honor it with our voices and time.
-Lester Laminack
63. from Mentor Texts: Teaching Writing Through Children’s
Literature
Mentor texts serve to show, not just tell,
students how to write well. They, along with
the teacher, provide wonderful examples
that help students grow into successful
writers through supportive partnerships.