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Those Shoes: The Mentor Text Teaching Document

I worked on the Reading-Writing Connections Document for Those Shoes until 12:30 a.m. Here are two examples of the way I set it up:

Craft Move

Page Number(s)

Why the Author Might Be Doing This…

Varied Sentence Lengths

Pgs. 2, 15 & 30

One thing writers do is vary the lengths of their sentences when they write. If an author wants you to slow down, s/he uses lots of short sentences. The punctuation at the end of each short sentence forces you to pause, stop, and think. However, when an author wants his/her reader to quicken their pace while they’re reading, they’ll use longer sentences. Therefore, you can vary the length of your sentences, when you write, so that you can get your reader to slow down just like Boelts did on pages 2, 15, and 30 of her book Those Shoes. Writing short sentences, like Boelts did, will get your reader to focus more on the words contained in the short sentences, which can provide description or give more information to the reader in short, quick bursts.

Text Features

Pgs. 4, 23, 24

When an author wants to call attention to a particular word or phrase in a text, they do things to that word or to a phrase to make it stand out. For instance, on page 4 of Those Shoes, Boelts emphasizes words by putting them in single quotes or italics. On pages 23 and 24, you’ll see that Boelts uses italics, bold face and quotation marks to bring greater attention to a phrase that represents what the character is thinking. Using text features, like italics, bold face, underlining, bigger font size, and quotation marks makes something stand out to a reader… it lets the reader know, “Hey, this is important!”

If you’d like to get the entire document to use as a teaching tool, then click here.

Stacey Shubitz View All

Literacy Consultant. Author. Former 4th and 5th Grade Classroom Teacher.

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