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Reimagining Mentor Texts: A Collaborative Process

Leave a comment about this post for a chance to win the updated edition of Mentor Texts.

It’s hard to believe that it’s been ten years since Mentor Texts was published. Our process for collaboration on that first book involved endless hours of study – pouring through picture books and student work to imagine the possibilities for using children’s literature in writing workshop. Our process for the second edition was much the same, but we had new questions. What would be most helpful to today’s teachers? What new mentor texts did we discover? What did we see students struggling with as they composed?

We believe that teachers of writers need to be readers of professional books as well as children’s literature. Teachers need mentors, too, that will stand beside them as they teach the writers in their classrooms. Since many professional learning communities promote study groups and book discussions as a way to network and learn collaboratively, we decided that each chapter should close with a new section. “Think About It -Talk About It -Write About It” was imagined early on with the idea that teachers rely on their colleagues to think through new ideas and problem solve together. After we revised each chapter, we returned to look for places where we felt teachers might benefit from a layered reflection with colleagues and an opportunity to try something out. These sections add a new dimension for all learners, including preservice and graduate students.

One of the most engaging features of both books is the Treasure Chest, an annotated list of books. This final chapter helps teachers choose mentor texts for writing instruction. In working on the revised edition, we realized we would need to examine a collection of books gathered over a decade ago and update it to include titles that represent today’s diverse classrooms and writing challenges. We removed books that are currently out of print. We replaced them with titles that could do the same work and also add a new dimension to the existing collection. Searching for a variety of styles and formats that would inspire students, we took a close look at the authors and illustrators, too. Since many teachers have asked us, “How do you decide if a book is a true mentor?” we give them a peek into our process. We began the Treasure Chest with a discussion of Toad Weather by Sandra Markle, demonstrating how we look at a book as a mentor text.

Feedback from teachers often centered on the Your Turn lessons as a way to experiment with the writing strategies discussed in each chapter. The gradual release of responsibility model, including reflection, helped teachers become more confident and relaxed about teaching writers. Our Stenhouse editor suggested we add additional Your Turn lessons for each chapter. This request raised a new question – What should we focus on? For the past several years we have benefitted from working with students in many schools and districts. This gave us a chance to reflect on what writers across grade levels struggle with the most. As we planned, we talked about writing new sections for the second edition that would specifically address these needs. One area we wanted to address was the use of dialogue, a key element of story. A big discovery for us was that teaching students how to punctuate dialogue should not precede teaching them why conversation is valuable to a narrative. Our new section, “Dipping into Dialogue” and the Your Turn lesson at the end of the chapter will help teachers lead students to a deeper understanding. We heard the familiar cry “I don’t have anything to write about!” everywhere. To help students get started, we introduced “What If?” stories and “Neighborhood Maps” as two additional ways to find writing topics. New sections with accompanying Your Turn lessons that ask students to take risks and grow as writers appear in every chapter.

We learned a great deal about writing professionally when we tackled that first book, and through the years we have continued to grow as writers and teachers of writers. We remain constant in our belief that children’s literature as mentor texts can help writers of all ages experiment, grow in sophistication, and delight audiences. We invite you to imagine the possibilities with us.

Lynne Dorfman is a co-director of the PA Writing and Literature Project. Currently, she is co-writing a book about writing workshop with Stacey Shubitz. She tweets @LynneRDorfman. Rose Cappelli is an independent literacy consultant and current president of the Keystone State Reading Association. She tweets @RoseCappelli. Find Lynne and Rose at www.mentortextswithlynneandrose.com.

GIVEAWAY INFORMATION (from Stacey):

  • This giveaway is for a copy of Mentor Texts: Teaching Writing Through Children’s Literature, K-6, 2nd Edition.  Many thanks to Stenhouse for donating a copy for one reader.
  • For a chance to win this copy of Mentor Texts: Teaching Writing Through Children’s Literature, K-6, 2nd Edition, please leave a comment about this post by Wednesday, May 31st at 11:59 p.m. EDT. I’ll use a random number generator to pick the winner, whose name I will announce at the bottom of this post, by Friday, June 1st.
  • Please be sure to leave a valid e-mail address when you post your comment, so I can contact you to obtain your mailing address if you win.  From there, my contact at Stenhouse will ship your book out to you.  (NOTE: Your e-mail address will not be published online if you leave it in the e-mail field only.)
  • If you are the winner of the book, I will email you with the subject line of TWO WRITING TEACHERS – MENTOR TEXTS. Please respond to my e-mail with your mailing address within five days of receipt. Unfortunately, a new winner will be chosen if a response isn’t received within five days of the giveaway announcement.

Comments are now closed. A random number generator picked Leigh Anne’s commenter number so she’ll receive the updated edition of Mentor Texts.

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52 thoughts on “Reimagining Mentor Texts: A Collaborative Process” Leave a comment ›

  1. This sounds like a great book! There is nothing better to get students motivated to write than to hear how authors write. The section of the book, with ” your turn lessons” sound like a great benefit of this book.

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  2. This book sounds intriguing for sure! I’m a 7/8 reading and writing teacher looking to embrace and collect more mentor texts in my practice. I’m deciding between this book and “Craft Moves.” Does anyone have an opinion about which book they would pursue first?

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  4. I love using mentor texts and am always looking for ideas for texts and ways to help support the teachers in my building.

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  5. I am moving to a new school next year and am so excited to bring this new book with me! I can’t wait to get it!

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  6. Cannot wait to get my hands on this book! I am going to be coaching writing lessons next year as part of my role as a literacy specialist. Can’t wait to incorporate “Think About It – Talk About It – Write About It and Your Turn lessons with our teachers!

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  7. I love the addition of the “Think About It – Talk About It – Write About It. And I couldn’t agree with you more on the importance of teachers reading professional books. Looking forward to reading this one.

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  8. Mentor Texts sounds like what I need to help me help my students. I often feel like I have no real writing strategies to teach them (probably not really true). I would love to implement mentor texts with more authenticity, Owl Moon can’t be the only one, lol. I’m trying to give students more choice but I’m worried I won’t be able to help them grow if I don’t know where to direct them.

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  10. I have heartily enjoyed, and have endlessly used, the first edition of this wonderful text. I can’t wait to see the new edition. Thanks, Ladies, for your hard work.

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  13. Would love to have a copy of this book! Teachers are always asking about mentor texts. I firmly believe mentor texts leads to deeper understanding for our budding writers!

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  14. Thank you, Lynn and Rose, for writing such a compelling book for teachers. I totally agree with this statement of yours.=>We believe that teachers of writers need to be readers of professional books as well as children’s literature.

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  15. I think when information comes directly from fellow teachers, it is more valid and useful! Thanks for writing this book!

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  19. Excited for a chance to win the 2nd edition of this fabulous professional book. Thank you for giving us a sneak peak into your process with this post!

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  22. This book is a “MUST HAVE” for me! As an elementary literacy coach, I am constantly helping teachers find mentor texts! 🙂

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  24. I enjoyed reading about the process of revising the book. Also enjoyed seeing you at Write to Learn in Missouri when you presented there.

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  25. Thank you for sharing the process by which you updated your book. The power of mentor texts in our writing is one that shouldn’t ever be overlooked. I’m looking forward to reading this book!

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  26. Next year, I will be teaching a new grade level, and this book looks like it will be very useful “summer read” and resource throughout the year. Finding good mentor texts for different aspects of writing really helps students solidify what good writing looks like. I have used “neighborhood maps” with my 6th grade students, and they really enjoyed completing them. I am also looking forward to reading the section on “the gradual release of responsibility model” – something I struggle with!

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  28. I enjoy finding new ways to engage students with mentor texts. Using great texts to teach is invaluable. I look forward to these new ideas.

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  30. The teachers in my building have been asking for such a resource. Thank you for sharing your process.. Will there be an updated version? There are so many wonderful books out there!

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  34. This would be an amazing addition to my resource collection. Having just completed an incredibly useful and inspiring course about writing with students one of my goals as a literacy coach is to infuse using mentor texts with the students and teachers I work with.

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  40. As a newbie to the vast world of writing workshop, I am trying to gather good professional resources. This book would make a great addition!

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  42. What a timely topic for me as I am to present this summer on the use of mentor text to grow writers. I had been focusing on the gradual release “I do, we do, you do”. I realize I also need to include information on his to choose the right text. This book seems like a perfect fit.

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  44. I am an early career teacher and have just begun to collect mentor texts. Some of them were introduced through Two Writing Teachers. I find that good mentor texts are those that not only assist in teaching craft but are also those kids connect with. I would be honored to rwceive a copy Mentor Texts. Pstegink@fhps.net

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  45. I am so excited about the new and updated writing book. I love using mentor text when teaching my first graders. I hope to learn new strategies, especially through the section think about it- talk about it-write about it!

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  47. I, too, can’t believe your book is 10 years old. I’m looking forward to the updates and love this . . .”“Think About It -Talk About It -Write About It” was imagined early on with the idea that teachers rely on their colleagues to think through new ideas and problem solve together.” So critical for professionals to do this work collaboratively as well!

    THANKS!

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  48. Thanks for sharing the process of updating your book. The changes sound both thoughtful and helpful, and it was interesting to get a peek behind the scenes. I’m looking forward to seeing the new version!

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  49. Sounds like Lynne and Rose have done a lot of work to update their book. They have addressed a lot of common concerns that continue to challenge teachers. I look forward to reading their new edition!

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  50. Do I feel old?!!! I can’t believe it’s been 10 years. Can’t wait to see the “Your Turn” lessons in this updated version!

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