All You Need to Select and Use Mentor Texts

Allison Marchetti and Rebekah ODell provide appealing and concrete techniques for doing simply that in A Teachers Guide to Mentor Texts.

► Are relevant and engaging to your students. (What are your students interests? What is taking place in their lives and the world around them right now?).

Text structure, such as effective beginnings and endings and making use of transitions, is the focus of Chapter 4. Chapter Five concentrates on categories of composing, ranging from complimentary verse poetry to news posts. Chapters Six (Planning Instruction with Mentor Texts) and Seven (Assessing Students Work with Mentor Texts) supply the nitty-gritty how-to for executing the concepts and strategies in the previous chapters within your own class.

The list of qualities of mentor texts provides a strong starting point for selecting mentor texts for your own trainees. According to Marchetti and ODell, mentor texts:.

A Teachers Guide to Mentor Texts: Grades 6-12 By Allison Marchetti and Rebekah ODell( Heinemann, 2021– Discover more).

This strategy guide for instructors is easy to read, offers lots of examples for consideration, and is divided in a sensible way. The first chapter describes why using coach texts is an effective technique, consisting of discussion of the qualities of an excellent coach text.

► Take many forms. (Can be a single sentence, a post, or a whole book. A mentor text can also be multimodal, e.g. a podcast.).

Chapter Two offers a scaffolded process for helping trainees check out like authors and consider how what they see can be used in their own writing. Chapter Three focuses on craft, such as selecting the right word and meaningful word repeating, in addition to the strategic usage of punctuation to add to meaning.

Teaching writing is a frequently overlooked or underplanned piece of the Language Arts curriculum. How do we engage our students in composing in a manner in which gets them considering the writers craft and permits them to establish their skills with the support of those who have fine-tuned their craft?

► Are professionally crafted. (The text is written so that it engages you as a reader and makes you wish to dig in.).

► Inspire and guide. (Are complete of originalities, techniques, or structures that can be utilized to assist your students establish their own craft as writers.).

► Are Accessible. (Is the coach text something your trainees can engage with [check out and go over] effectively? , if it is too long; do you need to chunk it?).

Picking coach texts for your trainees.

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There were numerous components of this text that I will be describing in my future practice. There are additional online resources, including templates for instructional planning and videos that walk through specific methods discussed in the text. The addition of these online resources definitely adds to the value of the text, especially for those who want to gain a much deeper understanding of applying the ideas.

Reviewed by Sara Pennington.

And theres more, much more!

Text structure, such as effective beginnings and endings and the usage of transitions, is the focus of Chapter 4. Chapters Six (Planning Instruction with Mentor Texts) and Seven (Assessing Students Work with Mentor Texts) provide the nitty-gritty how-to for carrying out the ideas and techniques in the previous chapters within your own classroom.

Throughout the book are examples of trainee work highlighting particular craft moves designed from mentor texts. The authors also consist of galleries that spotlight specific components of craft (Chapters 3 and 4) and qualities of numerous categories with recommended coach texts for each (Chapter 5).

Sarah E. Pennington taught middle school language arts for a years before going back to school to pursue her postgraduate degree in curriculum and guideline. She is presently an assistant professor at Montana State University, where she teaches pre-service teachers the ins and outs of supporting young literacy students. She likewise provides professional advancement in literacy and motivation to instructors across the nation..

This text has a variety of extra strengths for the class instructor. Throughout the book are examples of student work highlighting specific craft moves modeled from coach texts. The authors likewise consist of galleries that spotlight specific components of craft (Chapters 3 and 4) and characteristics of different categories with suggested mentor texts for each (Chapter 5).

The mentor texts used throughout the book vary in category and format, consisting of news short articles, opinion pieces, graphic books, shorts stories, excerpts from novels, memoirs, and more. Authors of recommended coach texts include Kwame Alexander, Mari Andrew, Jason Reynolds, Don Brown and Katherine Boo, to name a few.

A coach text can also be multimodal, e.g. a podcast.).

A Teachers Guide to Mentor Texts is an important addition to any English Language Arts instructors expert library. The authors combination of a structured lesson approach, a variety of recommended mentor texts, and a general message to make texts relevant to your specific students resonates for teachers at several levels of experience.

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