A to Z Teacher Stuff ~ Teacher Resources, Lesson Plans, Themes, Tips, Printables, and more
advertise
Go Back   A to Z Teacher Stuff Forums > TeacherChat Forums > Elementary Education



Reply
 
Thread Tools
  #1  
Old 07-03-2010, 02:29 PM
mstnteacherlady's Avatar
mstnteacherlady mstnteacherlady is offline
Cohort
 
Join Date: Jun 2007
Posts: 677
Tennessee
Mentor Texts

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!
Reply With Quote

 
  #2  
Old 07-03-2010, 03:59 PM
Lynnnn725's Avatar
Lynnnn725 Lynnnn725 is offline
Connoisseur
 
Join Date: Nov 2008
Posts: 1,797
texas
Primary Elementary Teacher
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.
Reply With Quote
  #3  
Old 07-03-2010, 04:05 PM
mstnteacherlady's Avatar
mstnteacherlady mstnteacherlady is offline
Cohort
 
Join Date: Jun 2007
Posts: 677
Tennessee
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.
Reply With Quote
  #4  
Old 07-03-2010, 04:22 PM
MsG's Avatar
MsG MsG is offline
Companion
 
Join Date: Apr 2008
Posts: 169
Alabama
4th Grade Teacher
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
Reply With Quote
  #5  
Old 07-04-2010, 10:10 AM
czacza's Avatar
czacza czacza is offline
Multitudinous
 
Join Date: Sep 2001
Posts: 20,053
New Jersey
Grade 3
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
Reply With Quote
  #6  
Old 07-04-2010, 10:10 AM
czacza's Avatar
czacza czacza is offline
Multitudinous
 
Join Date: Sep 2001
Posts: 20,053
New Jersey
Grade 3
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
Reply With Quote
  #7  
Old 07-04-2010, 12:29 PM
oldfashioned's Avatar
oldfashioned oldfashioned is offline
Comrade
 
Join Date: Sep 2008
Posts: 332
2nd Grade Teacher
Goodness, what a comprehensive list! Thank you - this is a great resource.
Reply With Quote
  #8  
Old 07-04-2010, 01:23 PM
mstnteacherlady's Avatar
mstnteacherlady mstnteacherlady is offline
Cohort
 
Join Date: Jun 2007
Posts: 677
Tennessee
What a list! Thank you so much for sharing, czacza!!!

Now I'm off to explore these books!
Reply With Quote
  #9  
Old 07-05-2010, 05:46 AM
Mrs. R.'s Avatar
Mrs. R. Mrs. R. is offline
Connoisseur
 
Join Date: Jul 2006
Posts: 1,668
Illinois
7th Grade LA
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.
Reply With Quote
  #10  
Old 07-05-2010, 06:27 AM
MrsC's Avatar
MrsC MrsC is offline
Multitudinous
 
Join Date: Aug 2005
Posts: 10,556
Ontario, Canada
Grade 7
Quote:
Originally Posted by Mrs. R. View Post
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.
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.
__________________
It does not matter how slowly you go so long as you do not stop
Confucius

Reply With Quote
Reply

Tags
mentor, texts

Thread Tools

Forum Jump

Posting Rules
You may not post new threads
You may not post replies
You may not post attachments
You may not edit your posts

BB code is On
Smilies are On
[IMG] code is On
HTML code is Off




Mr. Rebates

All times are GMT -6. The time now is 01:05 AM.


Copyright © 1997-2010 A to Z Teacher Stuff, L.L.C.  All Rights Reserved.
Use of this site signifies your agreement to the terms of use.
Questions, comments, and suggestions: Contact Us
Powered by vBulletin® Copyright ©2000 - 2014, Jelsoft Enterprises Ltd.