Mentor Texts Andrea Williams

What’s a mentor?  And…what good do they do anyway?  "What are your best read- alouds?  “What author's words do you bring to life?"

Begin with the end in mind:

Today’s goal… From this… to this to Allow me to explain and reshape your image!

Consider- Why are you reading that book?  IFC Benchmark skills  CCSS Language Standards classes may be working on  How can I connect?  How can I support?  How can I teach?  What is a mentor text for [standard]?

Cause and Effect  My Teacher’s Purse activity

Where do balloons go?

Questioning – for Research

Inference

Infographics

Caldecott Project  Use them to mentor how to look closely at details in pictures and how they enhance or tell the story  Can be used to mentor how to find evidence within text  Can be used to lead students write a lead statement

Mrs. Santandrea’s lead activity “ The beginning of a piece of writing is like the front door to your house. You want your guests or reader to feel welcome and compelled to want to stay and linger.”  Question Leads: begins by asking the reader an interesting question  Example- Have you ever felt scared and excited at the same time?  Snapshot or Image Lead: begins with the author “painting a picture” for the reader  Example- I was lying in my bed watching the light from the sun make tiny square patterns on my bedroom wall. I could hear a mosquito buzzing around my head, and the smell of pancakes was just beginning to make its way up the stairs.  Talking Lead: begins with dialogue  Example- “Quick! Hit the floor!” my dad yelled. “Whatever you do don’t look up,” my mother added as I dropped to the floor and slid myself under the bed. It was a terrifying night for my family when we discovered a bat in the house.  Action Lead: gets the reader quickly involved in the story by starting with an exciting event or some kind of action  Example- I threw on my favorite red dress and quickly scrambled down the stairs as fast as I could. It was my 8th birthday and I couldn’t wait for the party to begin.  Setting Lead: begins by creating a mental movie of the time and/or place for the reader

Mentor a lead question…  Mrs. Unser’s Lead- “Wow! Holy cow! Did you notice the way the eyes on the characters in this story pop out in these illustrations?” I asked Patrick. At that moment I thought to myself, “This must be a book that has won the Caldecott Award?” To my surprise, it had not, but I definitely think it should!

The LMS role in a project like this…  Knowledge of Caldecott  Explain the selection process  Mentor how to be a “judge”  Get your art teacher involved  Model how to research history and the copyright date  Teach students about the quality of “agelessness and timelessness”

Modules – Theme  Grade 5 ELA Module 1 – Human Rights  Civil Rights & Human Rights  Bringing a Human element to what they already know about Rosa Parks  Connecting the theme of Esperanza Rising to Cesar Chavez  Human Rights and Children’s Rights - Making personal connections What are human rights, and how do real people and fictional characters respond when those rights are challenged?

Grade 4 ELA Module 4,Unit 1  Suffrage  Vote For Books  Mock Election

5 th grade Module 3A  Use All Star by Jane Yolan  Build on the theme of what makes a person an “All Star”  Use Pebble Go and their 100 Dollar Bill project start a mini research projectPebble Go 100 Dollar Bill  Then use resources like Omingraphic’s Biography today  Students choose a modern day “All Star” (their opinion that will need to be supported by evidence)  Final step compare their selected “All Star” to Jackie Robinson In this brief unit, students will build their background knowledge about the importance of sports within the American culture over time.

Creativity and Connections  Be creative  Have fun  Have purpose  Think outside the box