Mentor Texts

Discussion in 'Elementary Education' started by mstnteacherlady, Jul 3, 2010.

  1. mstnteacherlady

    mstnteacherlady Cohort

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    Jul 3, 2010

    Over the summer, I am working to improve my plans for writing. I'd like to use more mentor texts than I have in the past, and I'd like to include some that are great for specific purposes. I did a search, looked through some previous threads, and found a few mentioned, but I'm sure there are many more out there! :)

    What are some of your favorite books / authors to use for mentor texts?

    Thanks in advance!
     
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  3. Lynnnn725

    Lynnnn725 Connoisseur

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    Jul 3, 2010

    I was going to respond with some answers... until I saw you were 4th grade! Sorry.

    What writing curriculum do you follow? I know the Units of Study by Lucy Calkins has suggestions.
     
  4. mstnteacherlady

    mstnteacherlady Cohort

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    We do not have a writing curriculum, so I'm sort of out on my own on this one. I need to find a library close by that has Units of Study.
     
  5. MsG

    MsG Companion

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    Jul 3, 2010

    I have a list...but it's at school. I'm going next week to work in my room. I'll get it and post some suggestions then :)
     
  6. czacza

    czacza Multitudinous

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    Jul 4, 2010

    I've shared this list before- It was send to me by another AtoZ member a few years ago. I have it in a word document- pm me if you want it in that format.

    ALLITERATION
    ALLIGATOR ARRIVED WITH APPLES: A POTLUCK ALPHABET FEAST
    DIA’S STORY CLOTH: THE HMONG PEOPLE’S JOURNEY OF FREEDOM
    FEATHERS AND FOOLS
    HOW THE GRINCH STOLE CHRISTMAS
    LIFE DOESN’T FRIGHTEN ME
    MORTIMER MOONER STOPPED TAKING A BATH
    PRINCE CINDERS


    BEGINNING, MIDDLE, END
    AMAZING GRACE
    AUNT FLOSSIE’S HATS (AND CRABCAKES LATER)
    AUNT ISABEL TELLS A GOOD ONE
    ENCOUNTER
    GILA MONSTERS MEET YOU AT THE AIRPORT
    GOING HOME
    HEY, AL
    LOUIS THE FISH
    MOIRA’S BIRTHDAY
    MOSES THE KITTEN
    MY GREAT – AUNT ARIZONA
    SONG AND DANCE MAN
    THE BLACK SNOWMAN
    THE TENTH GOOD THING ABOUT BARNEY
    THE THREE LITTLE WOLVES AND THE BIG BAD PIG
    THERE’S A NIGHTMARE IN MY CLOSET


    CAUSE AND EFFECT
    ALEXANDER WHO USED TO BE RICH LAST SUNDAY
    ARTHUR’S EYES
    BUFFORD THE LITTLE BIGHORN
    HARRY AND THE TERRIBLE WHATZIT
    IF YOU GIVE A MOUSE A COOKIE
    IF YOU GIVE A MOUSE A MUFFIN
    IF YOU GIVE A PIG A PANCAKE
    IRA SLEEPS OVER
    IT WASN’T MY FAULT
    LILY’S PURPLE PLASTIC PURSE
    MISTAKES THAT WORKED
    MR. GRUMPY’S OUTING
    NETTIE’S TRIP SOUTH
    OLD HENRY
    ONCE A MOUSE
    PINKERTON BRAVE
    THE BRACELET
    THE MOST BEAUTIFUL ROOF IN THE WORLD
    WHERE ONCE THERE WAS A WOOD


    CHARACTER DEVELOPMENT
    A BLUE EYED DAISY
    A FINE WHITE DUST
    AMELIA BEDILIA HELPS OUT
    AN ANGEL FOR SOLOMEN SINGER
    ANNIE AND THE WILD ANIMALS
    BRAVE IRENE
    CALL IT COURAGE
    CHARLIE AND THE CHOCOLATE FACTORY
    DADDY MAKES THE BEST SPAGHETTI
    DRAGONWINGS
    HARRY AND THE TERRIBLE WHATZIT
    I KNOW A LADY
    IRA SLEEPS OVER
    IT’S NOT THE END OF THE WORLD
    JAMES AND THE GIANT PEACH
    JOURNEY
    LYDDIE
    MANIAC MAGEE
    MCBROOM TELLS A LIE
    MIRANDY AND BROTHER WIND
    MISS RUMPHIUS
    MISSING MAY
    MUCH BIGGER THAN MARTIN
    MUGGIE MAGGIE
    NUMBER THE STARS *Holocaust curriculum
    OWL MOON
    RAMONA QUIMBY
    ROSIE AND MICHAEL
    SADAKO AND THE THOUSAND PAPER CRANES
    SARAH, PLAIN AND TALL
    SHOESHINE GIRL
    SONG AND DANCE MAN
    STRINGBEAN’S TRIP TO THE SHINING SEA
    TAR BEACH
    THE BIG WAVE
    THE GIVING TREE
    THE GREAT GILLY HOPKINS
    THE MOUSE AND THE MOTORCYCLE
    THE PAPER BAG PRINCESS
    THE QUARRELING BOOK
    THE SWEETEST FIG
    THERE’S A BOY IN THE GIRLS’ BATHROOM
    WILLIAM’S DOLL


    DESCRIBING THE SETTING
    MY LITTLE ISLAND
    THE WAR BETWEEN THE VOWELS AND THE CONSONANTS


    DETAILS, SHOWING NOT TELLING
    A GRAIN OF RICE
    A HOUSE IS A HOUSE FOR ME
    A TREE IS NICE
    AUNT ISABEL TELLS A GOOD ONE
    BLUEBERRIES FOR SAL
    GRANDFATHER TANG’S STORY
    I’LL ALWAYS LOVE YOU
    IRA SAYS GOODBYE
    MISS RUMPHIUS
    MISSING MAY
    MOIRA’S BIRTHDAY
    NIGHT TREE
    OLIVER
    ONE OF EACH
    ONION JOHN
    OWL MOON
    SEVEN BLIND MICE
    STELLALUNA
    THE ARMADILLO FROM AMARILLO
    THE GIANT JAM SANDWICH
    THE OTHER WAY TO LISTEN
    THE PAPER CRANE
    THE POLAR EXPRESS
    THE PURPLE COAT
    THE RELATIVES CAME
    THE WAR BETWEEN THE VOWELS AND THE CONSONANTS
    THROUGH GRANDPA’S EYES
    TWILIGHT COMES TWICE
    VERY LAST FIRST TIME
    WILFRID GORDON MCDONALD PARTRIDGE


    FIGURATIVE LANGUAGE / WORD PLAY
    CALEB AND KATE
    CHOCOLATE MOUSE FOR DINNER
    DOUBLE TROUBLE IN WALLA WALLA
    FEATHERS AND FOOLS
    I LOVE YOU THE PURPLEST
    KING WHO RAINED
    PICTURES IN THE FIRE
    POSSUM MAGIC
    STORM BOY
    THE LOTUS SEED
    THE OLD MAN AND HIS DOOR
    THE OLD WOMAN WHO NAMED THINGS
    THE STORM
    WILMAN UNLIMITED: HOW WILMA RULDOLPH BECAME THE WORLD’S FASTEST WOMAN
    YO! YES?


    FORESHADOWING: LITERARY DIVICES
    SHORTCUT
    THE PATCHWORK QUILT
    THE STRANGER


    INFERENCE
    BEN’S TRUMPET
    KNOTS ON A COUNTING ROPE
    MIRETTE ON THE HIGH WIRE
    ROME ANTICS
    THE LILY CUPBOARD


    IRONY
    AN ANGEL FOR SOLOMON SINGER
    THE FORTUNE-TELLERS
    THE FROG PRINCE CONTINUED


    ORGANIZATION
    AUNT ISABEL TELLS A GOOD ONE
    BLACK AND WHITE
    BOUNDLESS GRACE
    CHARLIE ANDERSON
    FABLES
    HOW MANY DAYS TO AMERICA?
    MEANWHILE, BACK AT THE RANCH
    MY OL’ MAN
    ROTTEN RALPH
    THE GRAY LADY AND THE STRAWBERRY SNATCHER
    THE TORTILLA FACTORY
    TWILIGHT COMES TWICE
    WHAT DO AUTHORS DO?
    WHERE THE WILD THINGS ARE


    PERSONIFICATION
    BILL PICKETT: RODEO-RIDING COWBOY
    FLOSSIE AND THE FOX
    SIERRA
    THE TALKING EGGS


    PLOT, FOCUS, MAIN IDEAS
    A POCKET FOR CORDUROY
    ALEXANDER AND THE TERRIBLE, HORRIBLE, NO GOOD, VERY BAD DAY
    ARTHUR’S NOSE
    BEST FRIENDS
    BFG
    FABLES
    HECKEDY PEG
    I LIKE TO BE LITTLE
    IRA SLEEPS OVER
    ISLAND OF THE SKOG
    JAMES AND THE GIANT PEACH
    LEO THE LATE BLOOMER
    MAKE WAY FOR DUCKLINGS
    MILLICENT AND THE WIND
    MOUSE SOUP
    NANA UPSTAIRS AND NANA DOWNSTAIRS
    OWL MOON
    SOMEDAY A TREE
    SONG AND DANCE MAN
    THE POPCORN BOOK
    THE SEASHORE BOOK
    THE YEARLING
    WHISTLE FOR WILLIE


    SENTENCE FLUENCY
    A RIVER DREAM
    CELEBRATE AMERCIA IN POETRY
    HOOPS
    MY MAMA HAD A DANCING HEART


    SIMILES
    BAH! HUMBUG!
    IT LOOKED LIKE SPILT MILK
    NETTIE’S TRIP SOUTH
    OWL MOON
    QUICK AS A CRICKET
    SNUG AS A BIG RED BUG
    SWIMMY
    THE MIXED-UP CHAMELEON
    THE WHALES’ SONG


    VOCABULARY DESCRIPTION
    SHILOH
    THE IMPORTANT BOOK



    WORD CHOICE
    BRAVE IRENE
    MORTIMER MOONER MAKES LUNCH


    What do good readers do before, during, and after reading:· Developing a purpose· Previewing text· Building background knowledge· Monitoring understanding of text using comprehension strategies
    DOG BREATH: THE HORRIBLE TROUBLE WITH HALLY TOSIS
    THE MATZAH THAT PAPA BROUGHT HOME
    THE STORY OF RUBY BRIDGES
    THE WEDNESDAY SURPRISE
    TOPS AND BOTTOMS


    Coding text:· Using codes to aid students in monitoring their meaning· Identifying fiction/nonfiction
    AMBER ON THE MOUNTAIN
    AUNT CHIP AND THE GREAT TRIPLE CREEK DAM AFFAIR
    BASEBALL SAVED US
    CHESTER’S WAY
    SOME BIRTHDAY


    Visualizing:· Monitoring meaning· Creating pictures in the mind to enhance comprehension
    A DROP OF WATER
    A LUCKY THING
    ABUELA
    ALL I SEE
    ALL THE SMALL POEMS
    APPALACHIA
    AT THE EDGE OF THE FOREST
    BABY WHALE’S JOURNEY
    BLACK BEAUTY
    CLOSE YOUR EYES
    COLOR ME A RHYME
    CREATURES OF EARTH, SEA, AND SKY
    DREAM WEAVER
    FESTIVAL IN MY HEART: POEMS BY JAPANESE CHILDREN
    FIREFLIES
    FOOTPRINTS AND SHADOWS
    GOOD DOG CARL
    GOODNIGHT TO ANNIE
    GREYLING
    HURRICANE
    I AM THE OCEAN
    I’M IN CHARGE OF CELEBRATIONS
    INTO THE NIGHT WE ARE RISING
    LIKE BUTTER ON PANCAKES
    NIGHT IN THE COUNTRY
    NIGHT SOUNDS, MORNING COLORS
    OWL MOON
    PAINTER WORDS/SPOKEN MEMORIES: MARIANTHE’S STORY
    PUDDLES
    PUTTING THE WORLD TO SLEEP
    QUIET, PLEASE
    SAILBOAT LOST
    SAY SOMETHING
    SEE THE OCEAN
    SEVEN BLIND MICE
    SHADOW BALL:THE HISTORY OF THE NEGRO LEAGUES
    THE ART LESSON
    THE CONDOR’S EGG
    THE NAPPING HOUSE
    THE SAILOR DOG
    THE SALAMANDER ROOM
    THE SEASHORE BOOK
    TWILIGHT COMES TWICE
    WHAT DOES THE RAIN PLAY?
    WHEN I’M SLEEPY
    WHERE THE RIVER BEGINS
    WILD, WILD SUNFLOWER CHILD
    ZOO AT NIGHT


    Questioning:· Self-questioning· I Wonder….· Levels of questioning· Bloom’s taxonomy
    ALL I SEE
    AMELIA’S ROAD
    AN ANGEL FOR SOLOMON SINGER
    BIG AL
    BOY WHO DOESN’T FALL FROM HORSE
    BUD, NOT BUDDY
    CHARLIE ANDERSON
    “DREAMS” POEM
    ELISABETH
    FLY AWAY HOME
    GARDEN OF ABDUL GASAZI
    GRANDFATHER TWILIGHT
    HOW COME?
    I’M IN CHARGE OF CELEBRATIONS
    KNOTS ON A COUNTING ROPE
    MATH CURSE
    MONARCH BUTTERFLY
    PINK AND SAY
    SOMETHING PERMANENT
    STORM BOY
    THANK YOU, MA’AM
    THE STRANGER
    THE FRIENDLY WOLF
    THE GIRL WHO LOVED WILD HORSES
    THE DAY OF AHMED’S SECRET
    THE LOTUS SEED
    THE POTATO MAN
    THE ROUGH FACE GIRL
    THE SWEETEST FIG
    THE TRUMPET OF THE SWAN
    THE VAN GOGH CAFÉ
    THE WAY TO START A DAY
    THE WEDNESDAY SURPRISE
    THE WIDOW’S BROOM
    THE WISE WOMAN AND HER SECRETS
    UFO DIARIES
    WHY IS THE SKY BLUE?
    YANNI RUBBISH


    Connections:· Connecting the text to world issues and events, to the personal life of the reader, to other texts, and to other parts within the text· Responding to the text using personal experiences and feelings
    FIREFLIES
    HAZEL’S AMAZING MOTHER
    I KNOW A LADY
    IRA SLEEPS OVER
    MY GREAT-AUNT ARIZONA
    MY ROTTEN REHEADED BROTHER
    NOW ONE FOOTM NOW THE OTHER
    OLIVER BUTTON IS A SISSY
    ROXABOXEN
    THE SNOWY DAY
    THANK YOU, MR. FALKER
    THE RELATIVES CAME
    THE TENTH GOOD THING ABOUT BARNEY
    THE WALL
    TOUGH COOKIE
    WELCOME TO THE ICE HOUSE


    Text to self connections:
    AMBER ON THE MOUNTAIN
    COLD SASSY TREE
    EVERY LIVING THING
    KOALA LOU
    MY GRANDSON, LEW
    NANA UPSTAIRS, NANA DOWNSTAIRS
    OWEN
    SNIPPETS
    THE RELATIVES CAME
    THE TWO OF THEM
    WHEN I WAS YOUNG IN THE MOUNTAINS
    WHERE THE RIVER BEGINS
    “YELLOW SONNET” POEM


    Text to text connections:
    A DAY’S WORK
    CINDERELLA
    FLY AWAY HOME
    SMOKY NIGHTS
    TATTERCOATS
    THE ROUGH-FACED GIRL


    Text to world connections:
    THE GREAT KAPOK TREE
    THE LOTUS SEED
    THE WALL
     
  7. czacza

    czacza Multitudinous

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    Jul 4, 2010

    Synthesizing information:
    A BOY CALLED SLOW
    A PICTURE BOOK FROM ANN FRANK
    ACROSS FIVE APRILS
    THE ALPHABET TREE
    AN ANGEL FOR SOLOMON SINGER
    CHARLIE ANDERSON
    THE DEVIL’S ARITHMETIC
    DOG HEAVEN
    FABLES
    FOR EVERY CHILD A BETTER WORLD
    FREDERICK’S FABLES
    JIMMY’S BOA BOUNCES BACK
    THE KISSING HAND
    LITTLE HOUSE IN THE BIG WOODS
    OLIVER BUTTON IS A SISSY
    THE RAG COAT
    SEE THE OCEAN
    SMOKY NIGHT
    THE STORY OF JUMPING MOUSE
    THE TABLE WHERE RICH PEOPLE SIT
    TEA WITH MILK
    WHALE


    Book lover’s journal:· Organizing journals· Setting expectations
    AMELIA’S NOTEBOOK
    RACHEL’S JOURNAL: THE STORY OF A PIONEER GIRL
    THE GARDENER




    Team building:· “Getting to know you” activities· Setting class expectations for group work· Developing respect
    CRICKWING
    ROXABOXEN
    THE CRAYON BOX THAT TALKED
    THE RAFT


    Readers’ voices:· Listening to the voices in our heads to have a conversation with the text
    A GATHERING OF FLOWERS: STORIES ABOUT BEING YOUNG IN AMERICA
    BASEBALL IN APRIL AND OTHER STORIES
    EVERY LIVING THING
    THROWING SHADOWS
    TWELVE IMPOSSIBLE THINGS BEFORE BREAKFAST STORIES
    WHAT DO FISH HAVE TO DO WITH ANYHTING? AND OTHER STORIES


    Background knowledge:· Using background knowledge to make meaning of the text· Creating background knowledge· Correcting inaccurate background knowledge
    A DAY’S WORK
    B IS FOR BUCKEYE
    BASEBALL SAVED US
    FISH IS FISH
    GOING HOME
    HURRICANE
    IRA SLEEPS OVER
    PINK AND SAY





    Previewing and predicting:· Using background knowledge and textual evidence to make predictions· Previewing the text to create background knowledge· Use textual features to make predictions
    GRANDPA’S TEETH
    OLD JAKE’S SKIRTS
    REUBEN AND THE BLIZZARD
    THE PAIN AND THE GREAT ONE
    THE SWEETEST FIG
    THE WEDNESDAY SURPRISE

    Determining importance:· Main idea vs. detail· Retelling· Summary
    AN ISLAND SCRAPBOOK: DAWN TO DUSK ON A BARRIER ISLAND
    DINOSAURS
    KEIKO’S STORY: THE REAL LIFE TALE OF THE WORLD’S MOST FAMOUS KILLER WHALE
    SEASHORE BABIES
    THE TRUE STORY OF THE 3 LITTLE PIGS
    THE 3 LITTLE WOLVES AND THE BIG BAD PIG
    THEY WALKED THE EARTH

    Story elements;· Point of view· Theme· Characters· Setting· Plot
    AS THE CROW FLIES
    BEST FRIENDS
    LILY’S PURPLE PLASTIC PURSE
    MISS RUMPHIUS
    SQUIDS WILL BE SQUIDS
    TWO BAD ANTS
    VOICES IN THE PARK
    Compare and contrast:· Identify similarities and differences among story elements including characters, settings, conflicts, etc.
    BUGS AND OTHER INSECTS
    GRANDFATHER’S JOURNEY
    I DIDN’T KNOW THAT CROCODILES YAWN
    PINK AND SAY
    ROSIE AND MICHAEL

    Problem/solution:· Internal vs. external conflicts· Making smart choices· Point of view
    AND THE DISH RAN AWAY WITH THE SPOON
    CLICK! CLACK! MOO! COWS THAT TYPE
    PIGGIE PIE
    THE PAIN AND THE GREAT ONE
    THE WAR BETWEEN THE VOWELS AND THE CONSONANTS
    THE WUMP WORLD


    Cause/effect:· Linking words· Using “because” to determine relationship· Implied relationships· Making predictions about the effects of a cause
    ALEXANDER WHO USED TO BE RICH LAST SUNDAY
    IF YOU GIVE A PIG A PANCAKE
    IT WASN’T MY FAULT
    MISTAKES THAT WORKED
    THE BRACELET
    WHERE ONCE THERE WAS A WOOD
    Fact/opinion:· Facts can be proven either true or false. Everyone will come to the same conclusion.· Statements of opinion say “take my word for it”· Key words for opinion statements
    CHAMELEONS ARE COOL
    GHOSTS OF THE WHITE HOUSE
    LIVES OF THE PRESIDENTS: FAME, SHAME, AND WHAT THE NEIGHBORS THOUGHT
    RACHEL’S JOURNAL: THE STORY OF A PIONEER GIRL
    SNOWFLAKE BENTLEY
    SO YOU WANT TO BE PRESIDENT?


    Author’s Influence· Tone-either positive, negative, or neutral· Attitude-either approval or disapproval· Purpose-to inform, to persuade, to entertain· Identify differences in fiction/nonfiction
    AMELIA’S ROAD
    DEAR WILLIE RUDD
    FAITHFUL ELEPHANTS: A TRUE STORY OF ANIMALS, PEOPLE, AND WAR
    ROXABOXEN
    TERRIBLE THINGS
    VOICES OF THE ALAMO
    WOLF WATCH


    Reader’s Purpose· The reason for reading the text· Determines what is important in the text and what is remembered· Use strategies to choose independent reading for their own purposes
    TEACHERS SELECT THE BOOK TO MODEL A PURPOSE FOR READING (READING FOR INFORMATION, READING FOR PLEASURE)
    STUDENTS SELECT INDEPENDENT BOOKS TO SHARE DEPENDING ON THEIR PURPOSES.

    Book Review· Express reasons for recommending or not recommending the text· Evaluate story elements
    ANY PICTURE BOOK
    Fix-Up Strategies· Repairing meaning using reading strategies· Using word structure and context clues Short text according to instructional reading level· Poetry (see below)
    ALL TEXTS
    Poetry· Literary devices including alliteration, simile, metaphor, personification · Author’s influence· Interpreting· Connecting with texts
    BENEATH A BLUE UMBRELLA
    BROWN ANGELS
    DIRTY LAUNDRY PILE: POEMS IN DIFFERENT VOICES
    INSECLOPEDIA
    I AM PHOENIX: POEMS FOR TWO VOICES
    NO MORE HOMEWORK! NO MORE TESTS!
    POETRY FOR YOUNG PEOPLE: ROBERT FROST
    SOMETIMES I WONDER IF POODLES LIKE NOODLES
    WATER MUSIC


    Oral Reading· Fluency: reading in meaningful chunks· Self-monitoring: using fix-up strategies to correct miscues· Oral expression: reading with a voice, follows the tone of the text
    *See Poetry books
    A SIP OF AESOP
    BUGS
    THE STINKY CHEESE MAN AND OTHER FAIRLY STUPID TALES
    Inferring· Reading between the lines· Text evidence + background knowledge = inference· Predicting, questioning, visualizing
    BULL RUN
    CREAURES OF EARTH, SEA, AND SKY
    DANDELIONS
    DATELINE:TROY
    ENCOUNTER
    FABLES
    FIREFLIES
    FLY AWAY HOME
    FOR THE GOOD OF THE EARTH AND SUN
    FREE FALL
    FRANK AND ERNEST
    GEORGE AND MARTHA
    GRANDFATHER TWILIGHT
    HISTORY
    HOW MANY DAYS TO AMERICA?
    IF YOU LISTEN
    JUNE 29, 1999
    MISS MAGGIE
    MOTHER EARTH, FATHER SKY
    MYSTERIES OF HARRIS BURDICK
    OLIVER BUTTON IS A SISSY
    ROSE BLANCHE
    SEE THE OCEAN
    SOMETHING BEAUTIFUL
    STELLALUNA
    TAR BEACH
    TEAMMATES
    THE GARDEN OF ABDUL GASAZI
    THE MARY CELESTE: AN UNSOLVED MYSTERY FROM HISTORY
    THE RAG COAT
    THE ROAYL BEE
    THE STRANGER
    THE WRETCHED STONE
    TIGHT TIMES
    WHERE ARE YOU GOING, MANYONI?
    WINTER FOX


    Listening and Speaking Skills· Active listening· Responding to the speaker· Asking relevant questions· Respecting the contribution of others
    BOOK TALKS USING SHORT STORIES
    Sequencing· Flashbacks· Elements of time
    A BUSY YEAR
    LOOK TO THE NORTH: WOLF PUP DIARIES
    SALMON SUMMER
    THE GARDNER
    THE GIVING TREE
    THE TRUE STORY OF THE THREE LITTLE PIGS

    READING WITH MEANING: TEACHING COMPREHENSION IN THE PRIMARY GRADES by Debbie Miller, Stenhouse Publishers, 2002“Some believe it’s not wise to teach young children strategies for comprehension while they are still learning to decode. I believe these strategies should be taught side by side. Miller, p. 49.)
    Schema· Readers activate their prior knowledge before during, and after reading· Readers use schema to make connections between the text and their lives, between one text and another, and between the text and the world· Readers extinguish between connections that are meaningful and relevant and those that aren’t· Readers build, change, and revise their schema when they encounter new information in the text, engage in conversations with others, and gain personal experience (Miller, pp. 71-72) (adapted from Keene and PEBC)
    FIREFLIES
    HAZEL’S AMAZING MOTHER
    I KNOW A LADY
    IRA SLEEPS OVER
    KOALA LOU
    MY GREAT AUNT ARIZONA
    NOW ONE FOOT, NOW THE OTHER
    OLIVER BUTTON IS A SISSY
    THE RELATIVES CAME
    ROXABOXEN
    THE SNOWY DAY
    THE TWO OF THEM

    Creating Mental Images· Proficient readers create mental images during and after reading. These images come from all five senses and the emotions and are anchored in the reader’s prior knowledge.· Proficient readers understand how creating images enhances comprehension.· Proficient readers use images to draw conclusions, create unique interpretations of the text, recall details significant to the text, and recall a text after it has been read.· Images from reading frequently become part of the reader’s writing.· Readers use images to immerse themselves in rich detail as they read. The detail gives depth and dimension to the reading, engaging the reader more deeply and making the text more memorable.· Readers adapt their images in response to the shared images of other readers.· Readers adapt their images as they continue to read. Images are revised to incorporate new information in the text and new interpretations as developed by the reader.· Evoking mental images helps readers create images in writing.(Miller, pp. 91-92.)
    CLOSE YOUR EYES
    COLOR ME A RHYME
    CREATEURES OF THE EARTH, SEA, AND SKY
    FOOTPRINTS AND SHADOWS
    GOODNIGHT TO ANNIE
    GREYLING
    I AM THE OCEAN
    MOUNTAIN STREAMS
    THE NAPPING HOUSE
    NIGHT IN THE COUNTRY
    NIGHT SOUNDS, MORNING COLORS
    PUTTING THE WORLD TO SLEEP
    QUIET, PLEASE
    THE SALAMANDER ROOM
    SAY SOMETHING
    WHAT DOES THE RAIN PLAY?
    WHEN I’M SLEEPY
    WILD, WILD SUNFLOWER CHILD
    THE ZOO
    Inferring· Readers determine meanings of unknown words by using their schema, paying attention to textual and picture clues, rereading, and engaging in conversations with others.· Readers make predictions about text and confirm or contradict their predictions as they read on.· Readers use their prior knowledge and textual clues to draw conclusions and form unique interpretations of text.· Readers know to infer when the answers to their questions are not explicitly stated in the text.· Readers create interpretations to enrich and deepen their experience in a text. (Miller, p. 121) (adapted from Keene and PEBC)
    CREATURES OF EARTH, SEA, AND SKY
    FIREFLIES
    FLY AWAY HOME
    FOR THE GOOD OF THE EARTH AND SUN
    GRANDFATHER TWILIGHT
    HOW MANY DAYS TO AMERICA?
    IF YOU LISTEN
    MISS MAGGIE
    MOTHER EARTH, FATHER SKY
    OLIVER BUTTON IS A SISSY
    THE ROYAL BEE
    SOMETHING BEAUTIFUL
    WHERE ARE YOU GOING, MANYONI?
    WINTER FOX
    Asking questions· Readers spontaneously and purposely ask questions before, during, and after reading.· Readers ask questions toClarify meaningSpeculate about text yet to be readDetermine an author’s style, intent, content, or formatFocus attention on specific components of the textLocate a specific answer in the text or consider rhetorical questions inspired by the text· Readers determine whether the answers to their questions can be found in the text or whether they will need to infer the answer from the text, their background knowledge, and/or an outside source.· Readers understand that many of the most intriguing questions are not explicitly answered in the text, but are left to the reader’s interpretation.· Readers understand that hearing others’ questions inspires new ones of their own; likewise, listening to others’ answers can also inspire new thinking.· Readers understand that the process of questioning is used in other areas of their lives, both personal and academic.· Readers understand that asking questions deepens their comprehension. (Miller, p. 140)( and PEBC adapted from Keene)
    ALL I SEE
    AMELIA’S ROAD
    AN ANGEL FOR SOLOMON SINGER
    FLY AWAY HOME
    GRANDFATHER TWILIGHT
    THE LOTUS SEED
    MONARCH BUTTERFLY
    THE STRANGER
    THE TRUMPET OF THE SWAN
    WHY IS THE SKY BLUE?
    THE WISE WOMAN AND HER SECRET
    YANNI RUBBISH


    Determining importance· Readers distinguish the differences between fiction and nonfiction.· Readers distinguish important from unimportant information in order to identify key ideas or themes as they read.· Readers use their knowledge of narrative and expository text features to make predictions about text organization and content.· Readers utilize text features to help them distinguish important from unimportant information.· Readers use their knowledge of important and relevant parts of text to answer questions and synthesize text for themselves and others.(Miller, p. 155)(adapted from Keene and PEBC)
    NONFICTION BOOKSNEWSPAPERSWEEKLY READERNATIONAL GEOGRAPHIC FOR KIDSTIME FOR KIDSRANGER RICKZOO BOOKSKIDS DISCOVER
    Synthesizing information· Readers monitor overall meaning, important concepts, and themes in text as they read, understanding that their thinking evolves in the process.· Readers retell what they have read as a way of synthesizing.· Readers capitalize on opportunities to share, recommend, and criticize books they have read.· Readers extend their synthesis of the literal meaning of a text to the inferential level.· Readers synthesize to understand more clearly what they have read. (Miller, p. 171) (adapted from Keene and PEBC)
    THE ALPHABET TREE
    CHARLIE ANDERSON
    FABLES
    FREDERICK’S FABLES
    OLIVER BUTTON IS A SISSY
    THE RAG COAT
    SEE THE OCEAN
    SMOKY NIGHT
    THE STORY OF JUMPING MOUSE
    THE TABLE WHERE RICH PEOPLE SIT
    TEA WITH MILK


    Think-aloud books
    AMAZING GRACE
    AVALANCHE
    BASEBALL IN APRIL
    BROWN BEAR, BROWN BEAR
    COMING HOME
    EVERY LIVING THING
    THE FUNNY LITTLE WOMAN
    GRANDFATHER’S FACE
    THE GREAT FIRE
    OLIVER BUTTON IS A SISSY
    ROSE BLANCHE
    ROSIE AND MICHAEL
    THE RUSTY, TRUSTY TRACTOR
    SKY DOGS
    TEAMMATES
    THANK YOU, MR. FALKER
    THE VAN GOGH CAFÉ
    WOMAN HOLLERING CREEK
    THE WRECK OF THE ZEPHYR
     
  8. oldfashioned

    oldfashioned Comrade

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    Jul 4, 2010

    Goodness, what a comprehensive list! Thank you - this is a great resource.
     
  9. mstnteacherlady

    mstnteacherlady Cohort

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    Jul 4, 2010

    :wow: What a list! Thank you so much for sharing, czacza!!!

    Now I'm off to explore these books! :D
     
  10. Mrs. R.

    Mrs. R. Connoisseur

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    Jul 5, 2010

    The key to finding great mentor texts is to read -and read widely- with your writer's eyes open. Anything can be a mentor text for something. I know that I pull things from the newspaper, magazines that I'm reading, even cookbooks! Sometimes what I want to use is only a sentence or two long; you don't have to use the whole piece.

    There is a nice list of various resources in Study Driven by Katie Wood Ray, too.
     
  11. MrsC

    MrsC Multitudinous

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    Jul 5, 2010

    I agree completely. Whenever I am reading, I have a stack of sticky notes with me and mark sections that I know I can use--an unusual use of words, a movingly descriptive passage, etc.
     
  12. Lynn K.

    Lynn K. Habitué

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    Jul 5, 2010

    I do the same, even with adult books. I often find really great examples of figurative language that I can't wait to share with my students!
     
  13. shouldbeasleep

    shouldbeasleep Enthusiast

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    Jul 5, 2010

  14. crob

    crob New Member

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    May 12, 2011

    I would love a copy of this in Word!
    Thanks!
     
  15. AnonyMS

    AnonyMS Habitué

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    Sep 3, 2011

    OH, this is awesome!
     
  16. graysea_10

    graysea_10 Rookie

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    Sep 5, 2011

    There is a curriculum called Being a Writer and it also teaches using mentor texts. I have used this and have wonderful success with it!
     

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