One of the most important second grade reading standards is related to nonfiction texts. Reading nonfiction texts (as well as writing nonfiction) require a different approach than we take with fiction books. The numerous nonfiction text features that kids need to learn how to use to ensure they understand the text--headings, sidebars, captions, diagrams, maps, charts/graphs, glossaries, table of contents, and the index. Kids need to learn about these features so they know what value they bring to the text--not only to help read nonfiction text but also to help them write nonfiction text.
One of my favorite books to use at the beginning of the year to help students learn about these features is What If You Had Animal Teeth? by Sandra Markle and illustrated by Howard McWilliam. There is actually an entire What If You Had series, and they are all structured the same. Each page has a heading with the animal's name, text about it the body part (teeth in this case), a sidebar with a fact about the animal, and then a little blurb about if you had that animal's teeth. There is also a photograph of the animal, as well as an illustration of a human with the animal's teeth.
The What If You Had series is perfect for teaching nonfiction text features at the beginning of the year because they are very high-interest books (who wouldn't love to see what walrus teeth would look like on human?) but they have limited text features. The main two text features I focus on with these books are the headings and the sidebar featured on each page. The other really cool thing about this book is the mixture of photographs and illustrations. The majority of nonfiction texts have photographs, so sometimes kids get confused if nonfiction texts have illustrations. Since this book has both, it is an excellent example of how both illustrations and photographs can be used in nonfiction text.
The only downside (which is fairly minor) is that these books can take a bit longer to read than your typical read aloud. Allowing a bit of extra time or spreading them out over a couple of days will give you and your students the chance to fully enjoy all of the animals and information in these books. At the end of each book there a two pages about what's special about that body part (teeth, in this case) and also how to keep your human teeth healthy.
When I introduce What If You Had Animal Teeth? to my class, we read it over two days. Second graders can have a hard time sitting for too long and they might zone out and miss a really cool animal or facts about them. Reading it over two days also allows your students to share what they remember from the previous day--and allows you to review those important components you want to focus on (in this case, those nonfiction text features). You could do a quick formative assessment to see if kids remember the terms you taught them the day before (heading, sidebar, etc.).
After we've read the book during a writing mini lesson we talk about how they could incorporate headings and sidebars into their own nonfiction writing. I model some examples of what it could look like. I haven't had students print photographs for using in their books yet, but I think it would be a great idea. I'd love to see how kids might mix both drawings and photographs into their nonfiction books.
What are some of your favorite books to teach nonfiction text features with? Share them below!
Happy Reading!
~Carrie
What If You Had Animal Teeth?
Sunday, November 25, 2018
Sunday, November 11, 2018
How Do I Choose Mentor Texts?
You've heard the term 'mentor text' and you think it's a great idea, but how do you actually choose what texts will be your mentors? I think this process is a highly personal one. It is true that you can get tons of suggestions of titles from experts and friends on which books are great for teaching whatever concept or skill you're working on. But the books you call your mentor texts--the books you come back to time and time again--cannot be selected by others. They need to be picked by you. You see, you are the only one who can decide which books will be loved and used time and time again in your classroom.
I am still on this journey myself--I cannot say for certain which texts will ultimately be my mentor texts this year. I am (hopefully like you) still evolving in my teaching; with each year bringing new learning and growth to my classroom. This year I have new ELA resources our district is using, and some of the books that I love to use to teach with might have to be set aside this year. But next year, I might add those favorites back in. I certainly have a stack of books that I do consider to be mentors to me and my students.
Before we get into what the experts say, keep in mind these experts are all talking about writing. Their focus and use of the term mentor text is all about those texts being used to teach the craft of writing. I don't get too worked up about this for a few reasons. Number one is that based on conversation with colleagues, teaching writing is one of the biggest things that many teachers struggle with. So by digging into the use of mentor texts, our writing instruction will only become stronger. Secondly, using literature to teach reading strategies or concepts comes very naturally. Students read a text, and depending upon what standard you're focusing on, you can probably tie it in somehow. The third reason I'm not concerned about the focus on writing is that as you go through the process of thinking about how each text could be used, you will naturally focus on both reading and writing concepts and strategies you need to teach. The key here is that you will study the text to determine in what ways it can be a mentor to you and your students, and you will get to know the text (and the author) like an old friend. A friend you can turn to over and over again.
So let's explore what some of the experts suggest as a path to select mentor texts.
The first step that Laminack, Shubitz, Wood Ray, and Dorfman & Cappelli all agree upon is that a book should be a book that you (the teacher) love and enjoy. You must connect to it in some way--whether it's the language, illustrations, or message. It doesn't really matter, but you need to have joy and pleasure while reading the book. You have enjoyed the book as a reader.
The next step is to read the text like a writer. Look at the text structure, language, and voice. Will your students connect with the text somehow? Does the book connect with your teaching requirements? Laminack and Dorfman & Cappelli suggest starting with books you already love. Dig into these texts and explore how you can use them in your classroom.
Introducing the text to your students follows a similar path--first, there is enjoyment as a read aloud. Then, when you revisit it, you can use it to teach a concept: word choice, text structure, voice, illustrations, perspective--the list goes on. The thing to remember with these teaching opportunities is that you don't have to re-read the entire text. You can just use part of it for your teaching point. Mentor texts are not books that need to be re-read in their entirety--they are books you use for teaching many ideas. To me, this is the beauty of mentor texts--how easy it is to revisit a beloved read aloud to teach text structure. I often find myself saying "Remember when we read _______? When the author used ________?"
Dorfman and Cappelli's books are excellent guides to using mentor texts in your classroom. Their second edition of Mentor Texts: Teaching Writing Through Children's Literature, K-6 has a wealth of examples and a solid introduction into the use of mentor texts. There are "your turn" lessons at the end of each chapter to help guide you in sharing writing experiences with your students. They also have books focused on nonfiction and poetry mentor texts. Those three titles are linked at the bottom of this post.
Stacey Shubitz has a very detailed method for finding lessons in a mentor text in Craft Moves: Lesson Sets for Teaching Writing With Mentor Texts. In her book she reminds us that children need to be able to identify with the texts we choose, so being mindful of race, religion, and sexual orientation represented in the books we expose our students to is important. Shubitz's book is fairly new, and an excellent read. She chooses her mentor texts very intentionally and methodically. She identifies "power craft moves" that she looks for in her mentor texts.
Katie Wood Ray identifies five parts to 'reading like a writer.' She outlines them in her 1999 book, Wondrous Words. When I switched to a workshop model for teaching writing, I used Ray's About The Authors as my guide. Both books are excellent resources for teachers and give you guidance on units of study and changing the way you teach writing in your classroom.
The books I've mentioned are the ones I have found to be most beneficial to me as a teacher in the primary grades. There are many others (including Laminack and Fletcher) that have great books for teachers of writing in the upper grades. If you are really interested in mentor texts and becoming a better teacher of writing in your classroom, I highly recommend picking up one of these books. Any one will change your thinking, and hopefully get you excited about both mentor texts and teaching writing.
If you're on a budget though (and I know many teachers are), join me in my mentor text journey. I will share which books I am using as my mentor texts this year, and the lessons I am teaching with each text. So for now, dig into your read aloud stash, pull out your favorites, and start thinking about what teaching concepts and writer's craft lessons you could use that book for. And then, when it's time to teach those things, take out those beloved books. Start small. After all, Rome wasn't built in a day.
Happy Reading!
~Carrie
Shubitz~Craft Moves
Dorfman & Cappelli~Mentor Texts
Dorfman & Cappelli~Poetry Mentor Texts
Dorfman & Cappelli~Nonfiction Mentor Texts
Katie Wood Ray~Wondrous Words
Katie Wood Ray~About the Authors
I am still on this journey myself--I cannot say for certain which texts will ultimately be my mentor texts this year. I am (hopefully like you) still evolving in my teaching; with each year bringing new learning and growth to my classroom. This year I have new ELA resources our district is using, and some of the books that I love to use to teach with might have to be set aside this year. But next year, I might add those favorites back in. I certainly have a stack of books that I do consider to be mentors to me and my students.
Before we get into what the experts say, keep in mind these experts are all talking about writing. Their focus and use of the term mentor text is all about those texts being used to teach the craft of writing. I don't get too worked up about this for a few reasons. Number one is that based on conversation with colleagues, teaching writing is one of the biggest things that many teachers struggle with. So by digging into the use of mentor texts, our writing instruction will only become stronger. Secondly, using literature to teach reading strategies or concepts comes very naturally. Students read a text, and depending upon what standard you're focusing on, you can probably tie it in somehow. The third reason I'm not concerned about the focus on writing is that as you go through the process of thinking about how each text could be used, you will naturally focus on both reading and writing concepts and strategies you need to teach. The key here is that you will study the text to determine in what ways it can be a mentor to you and your students, and you will get to know the text (and the author) like an old friend. A friend you can turn to over and over again.
So let's explore what some of the experts suggest as a path to select mentor texts.
The first step that Laminack, Shubitz, Wood Ray, and Dorfman & Cappelli all agree upon is that a book should be a book that you (the teacher) love and enjoy. You must connect to it in some way--whether it's the language, illustrations, or message. It doesn't really matter, but you need to have joy and pleasure while reading the book. You have enjoyed the book as a reader.
The next step is to read the text like a writer. Look at the text structure, language, and voice. Will your students connect with the text somehow? Does the book connect with your teaching requirements? Laminack and Dorfman & Cappelli suggest starting with books you already love. Dig into these texts and explore how you can use them in your classroom.
Introducing the text to your students follows a similar path--first, there is enjoyment as a read aloud. Then, when you revisit it, you can use it to teach a concept: word choice, text structure, voice, illustrations, perspective--the list goes on. The thing to remember with these teaching opportunities is that you don't have to re-read the entire text. You can just use part of it for your teaching point. Mentor texts are not books that need to be re-read in their entirety--they are books you use for teaching many ideas. To me, this is the beauty of mentor texts--how easy it is to revisit a beloved read aloud to teach text structure. I often find myself saying "Remember when we read _______? When the author used ________?"
Dorfman and Cappelli's books are excellent guides to using mentor texts in your classroom. Their second edition of Mentor Texts: Teaching Writing Through Children's Literature, K-6 has a wealth of examples and a solid introduction into the use of mentor texts. There are "your turn" lessons at the end of each chapter to help guide you in sharing writing experiences with your students. They also have books focused on nonfiction and poetry mentor texts. Those three titles are linked at the bottom of this post.
Stacey Shubitz has a very detailed method for finding lessons in a mentor text in Craft Moves: Lesson Sets for Teaching Writing With Mentor Texts. In her book she reminds us that children need to be able to identify with the texts we choose, so being mindful of race, religion, and sexual orientation represented in the books we expose our students to is important. Shubitz's book is fairly new, and an excellent read. She chooses her mentor texts very intentionally and methodically. She identifies "power craft moves" that she looks for in her mentor texts.
Katie Wood Ray identifies five parts to 'reading like a writer.' She outlines them in her 1999 book, Wondrous Words. When I switched to a workshop model for teaching writing, I used Ray's About The Authors as my guide. Both books are excellent resources for teachers and give you guidance on units of study and changing the way you teach writing in your classroom.
The books I've mentioned are the ones I have found to be most beneficial to me as a teacher in the primary grades. There are many others (including Laminack and Fletcher) that have great books for teachers of writing in the upper grades. If you are really interested in mentor texts and becoming a better teacher of writing in your classroom, I highly recommend picking up one of these books. Any one will change your thinking, and hopefully get you excited about both mentor texts and teaching writing.
If you're on a budget though (and I know many teachers are), join me in my mentor text journey. I will share which books I am using as my mentor texts this year, and the lessons I am teaching with each text. So for now, dig into your read aloud stash, pull out your favorites, and start thinking about what teaching concepts and writer's craft lessons you could use that book for. And then, when it's time to teach those things, take out those beloved books. Start small. After all, Rome wasn't built in a day.
Happy Reading!
~Carrie
Shubitz~Craft Moves
Dorfman & Cappelli~Mentor Texts
Dorfman & Cappelli~Poetry Mentor Texts
Dorfman & Cappelli~Nonfiction Mentor Texts
Katie Wood Ray~Wondrous Words
Katie Wood Ray~About the Authors
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