Kate Whitsitt, Section B, February 11, 2016
Mentor Texts are used to model writing to students that is specific to a genre. Mentor texts should exemplify the way you want and expect your students to write in style, tone, and even length. Teachers should model "reading as a writer" to the students and practice looking for the writing conventions that they expect of the students. Students should begin to look at structure in writing and word choice. This writing can then be applied to specific domain such as Social Studies, looking at how news in conveyed or how a biography is written. Mentor texts can also be applied in Science, looking at scientific vocabulary in lab reports or field notes. Shared reading and discussions should take place in regards writing expectations and styles more frequently in the classroom.
Could be adapted to model reading as a writer and looking for writing conventions such as style, tone, word choice, ect.
Tools for the Classroom
Prior to reading this article, I had not really thought about reading texts for the purpose of how they were written. I love the concept of giving my students tangible examples of expected types of writing. In my classroom I would want to do an adapted version of a shared reading to model for my students "reading as a writer." I think that this strategy can help to grow my students as writers and diversify their abilities to write on different topics and genres. Opening a classroom to mentor texts in writing opens new possibilities for students to be creative and explore texts and content more deeply.
How would you use mentor texts in your classroom?
Which subjects do you think mentor texts would be the most beneficial for? Why?
Do you think this would be an effective strategy? Why or why not?