Mentor Texts for Writers: Anything Can Be a Mentor Text by Jen Vincent

I have been following Jen’s blog for years. We both are teachers and writers and we both love mentor texts. I love that Jen gives us a glimpse into the various ways she uses mentor texts. Please be sure you visit Jen’s website where she is one of the Teachers Write hosts every summer. 


 

I believe a mentor text is anything we can look to as an example of good writing. It can be a book, a poem, a quote, words on a Starbucks cup. I especially love how Ralph Fletcher defines mentor texts as, “…any texts that you can learn from, and every writer, no matter how skilled you are or how beginning you are, encounters and reads something that can lift and inform and infuse their own writing.”

charlie brown quotestarbucks cup

The beauty is any text becomes a mentor text in the hands of a writer. In that sense, a mentor text is as unique as its reader. If it inspires your writing, it’s a mentor text. I find myself taking pictures of things that inspire me. My phone ends up being a virtual writer’s notebook, full of ideas, snapshots of things that inspire me…including quotes on walls and words on Starbucks cups.

Thinking of a mentor text this way, we might not even realize what we have read that has influenced us! There is a big shift; going from a reader and a consumer to a writer who finds inspiration all around takes practice. The more I write, the more I pay attention to words and ideas all around me.

Depending on what I’m writing, I immerse myself as a reader in different formats or genres. When I’m doing research, I flood myself with every book I can find about a certain topic. I want to see what others have done so I can see how might story might fit in but also be different. I have a teeny seedling of an idea for a story about donuts so I checked out as many donut-related books as I could find from the library (I was surprised there weren’t that many!). In these mentor texts, I was looking for big picture ideas and themes.

book pile

Last year, I wrote a fiction picture book inspired by my sons. I compare it to a blend of Ninja! by Arree Chung and Must. Push. Buttons! by Jason Good so naturally I had to reread those books and others with a similar feeling. I paid attention to the pacing, how the author introduced the main character, and how the words worked with the illustrations.

jen pic with ninja book

When I worked on a non-fiction picture book biography earlier this year, I reread lots of my favorites in the same genre like The Right Word by Jen Bryant and Balloons Over Broadway by Melissa Sweet. At the same time, I also read some fiction picture books I love to see if any ideas there might transfer over into my non-fiction picture book. I love the word choice in Velma Gratch and the Way Cool Butterfly so it was one I looked at as a mentor text.

jen with The Write Word

 

Jen and Velma Gratch

 

I’m a fan of descriptive writing and I love studying beautiful writing and admiring how authors use words to bring ideas to life for readers. With students, I love to share a piece of text and ask them read it a few times and think about what stands out to them. What I love about an excerpt might be very different from what someone else likes. Taking time to relish in great writing helps me realize what the author has done that I might like to try in my own writing.

For my YA novels, I adore Jenny Han’s writing as a mentor text but I also read lots of contemporary young adult and pay attention to how the authors bring characters to life, characters’ story arcs, and how the protagonists interact with the antagonists. What I notice about Jenny Han’s writing in To All The Boys I’ve Loved Before is that her writing is so concise. She packs a lot of information and background knowledge into the first few pages. It’s amazing and very well done.

Jen and Han

Like I said, anything can be a mentor text. If it stands out to me, I usually take a picture of it so I can refer to it later. Oftentimes, what stands out to me is something I’m grappling with. This is from the back cover of Lost In The Sun by Lisa Graff. I love the alliteration and the way words are matched together so I snapped a picture.

back of book

In his book Steal Like An Artist, Austin Kleon talks about how nothing is original. Everyone is just taking bits and pieces of what others have done and creating something new. It’s nice to think that authors who have come before me are my mentors. When I think I might be stuck or I’m not sure how to start a story, I know I can always look at what others have done and see if they have an idea I might try in my own writing. All that matters is the words influence me and I’ve got a mentor text.


head shot

Jen Vincent is a Technology Integration Specialist for Mundelein School District 75 in Mundelein, Illinois. As a writer, blogger, and educator, she strives to model and inspire others to live a growth mindset in everything she does. Her passion is connecting people and ideas and believes in the power of being a connected educator to impact teaching and learning. Jen hosts Sunday Check-Ins for Teachers Write, co-hosts the kidlit It’s Monday! What Are You Reading? meme, and blogs at teachmentortexts.com. She can be found on twitter at @mentortexts and her website is jenvincentwrites.com.

Share this post...Tweet about this on TwitterPin on PinterestShare on Google+Share on FacebookEmail this to someonePrint this page

Mentor Texts for Writers: A Little Help From My Friends by Pat Miller

Mentor Texts for Writers 2015 image for blog

One thing is for sure, I couldn’t do this series “Mentor Texts for Writers” without a little help from my friends. I have been so fortunate to have amazing writers post about their experiences using mentor texts. Pat Miller and I both blog on the GROG blog. I also had the privilege of meeting her at the WOW Retreat last summer. If you have never read her posts on the GROG, here is the link to her posts. She always shares an amazing amount of knowledge in each post! She also hosts a nonfiction conference in the fall called NF 4 NF. Hold onto your hats, Pat knows nonfiction and you will learn a lot from this post. 


 

 

Authors don’t intend that their work be used by writers as mentor texts. But they spin a story or narrate a topic so well that you can often use their work as a blueprint for your own.

How do you find mentor texts? I have three strategies:

 

  • READ Each library visit, I beeline to the new book section. I come across mentors by reading widely. Even if you aren’t reading for a specific need, your author brain will be silently mentored.

 

  • FIND LISTS I can’t search the library’s catalog for “Strong Endings” or “Powerful Characterization”. But categorized lists of mentor texts are readily available on the Internet.

 

  • SEARCH BY SIMILARITY I’m writing about an unassuming woman who was pushed by circumstance to act in ways that affected history. So I searched for biographies of similar women.

 

Here are some of the books that added ingredients to my biography’s recipe.

 

SojournerTruth

Sojourner Truth’s Step-Stomp Stride by Andrea Davis Pinkney

(Disney/Jump at the Sun Books, 2009)

Belle escaped her owner as a young woman. “Belle ran right up to hope’s front door.” After a Quaker bought her and set her free, Belle named herself Sojourner Truth. I plant to imitate the author’s emotion and detail selection. “[S]omeone threatened to burn down the building [in which she was to speak.] She said, ‘I will speak upon its ashes’.”

 

MissMooreMiss Moore Thought Otherwise: How Anne Carroll Moore Created Libraries for Children by Jan Pinborough

(Houghton Mifflin Harcourt, 2013)

Quiet Annie hears that libraries are hiring women in NYC, so she moves, earns her degree, and gets her first job. Children weren’t trusted with library books. “But Miss Moore thought otherwise.” Page by page, Miss Moore makes changes that created today’s children’s service. Pinborough showed me how to choose events and build a life with them.

MaryWalker

Mary Walker Wears the Pants: The True Story of the Doctor, Reformer, and Civil War Hero by Cheryl Harness

(Albert Whitman, 2013.)

My book’s subject, constrained by her times, accomplished things considered inappropriate for women. I chose this title to show me how to portray that. “[She’s wearing] the Medal of Honor, the highest military decoration a man can get. But she’s a woman! And she’s wearing PANTS!”

 

WildWomenWest

Wild Women of the Wild West by Jonah Winter

(Holiday House, 2011)

This book is a crash course in how to tell a life story in a single page with enough detail and feelings to leave no doubt why each of fifteen women was “wild”. “Long after the Wild West was over and she was 74 years old, Nellie Cashman drove a team of huskies 750 miles across the Arctic Circle—750 miles!” This book is full of action, emotion, and appeal, all things I want to include about my own wild woman.

 

TJ Library2TJ Library cover

 

Thomas Jefferson Builds a Library by Barbara Rosenstock

(Calkins Creek, 2013)

In another manuscript, I’m writing about a woman who kept journals and published two books of her experiences. How to include excerpts in my biography? I found several mentors that masterfully handled the same problem. Thomas Jefferson Builds a Library by Barbara Rosenstock (Calkins Creek, 2013) includes Jefferson’s writings in sidebars shaped like books.

Helen KellerKeller cover

Helen’s Big World: The Life of Helen Keller

(Disney/Hyperion, 2012)

In Helen’s Big World: The Life of Helen Keller (Disney/Hyperion, 2012), Doreen Rappaport includes a relevant quote on each page, written in a larger font. Her choices of quotes are crucial—one can read only the quotations and still get a vivid picture of Helen Keller.

FDR

 

Franklin Delano Roosevelt: A National Hero by Sudipta Bardhan-Quallen

(Sterling, 2007)

Sometimes, mentor texts simply inspire. When one of my manuscripts became tedious despite my best efforts, I was at a loss. Then I discovered Franklin Delano Roosevelt: A National Hero by Sudipta Bardhan-Quallen (Sterling, 2007). Despite the unassuming cover, this book is a grabber. Sudipta likens the Depression inherited by FDR to the Dark Ages. “FDR led the country through the crisis of the Great Depression—in thirteen years, not four hundred.” Her knack for weaving history with details that interest children made Sudipta’s book a literary tow truck that pulled my text from its muddy mire.

With mentor texts so readily available, you no longer have to write alone. A visit to your library or bookstore will quickly supply you with a little help from your friends.


PatMiller

Unfortunately, Pat Miller didn’t know about mentor texts when she wrote her biography, The Hole Story of the Doughnut (Houghton Mifflin Harcourt, Spring 2016). She whined and suffered needlessly. But she knows better now and is happy to share her love of nonfiction writing. Join her and a stellar faculty at NF 4 NF: Children’s Nonfiction Writers Conference.

Share this post...Tweet about this on TwitterPin on PinterestShare on Google+Share on FacebookEmail this to someonePrint this page

Mentor Texts for Writers: A Storytime Capsule by Carter Higgins

Mentor Texts for Writers 2015 image for blog

 

I can not wait for Carter’s books to come out because I know they will be absolute treasures! I hope this blog post will have you basking in words, one of the main reasons we writers want to write ourselves. If you missed Carter’s blog post for teachers and librarians, I encourage you to go back and read it (even if you are not a teacher or librarian). Both of her posts ooze a love for books, so go there, then come back. 


 

As a writer, my biggest fear is not capturing kid-ness accurately, truthfully, and with honor. And perhaps it’s not so much fear as a living, breathing promise to myself to not put something into the world without each of those things.

That’s what matters to me—because, I think, that’s what matters to a reader that can’t voice that yet for themselves. That’s what matters to a kid.

My editor responded to a new text from me as “a love letter to language so honest it makes you squirm.” Hearing compliments like that is a heart-patter for sure, but a paraphrased version of that quickly found its way to a post-it on my desktop:

Screen Shot

It obviously resonated with me.

So here are some texts that are so honest they make me squirm.

giantjohn

Giant John by Arnold Lobel, 1964

Long ago in an enchanted forest there lived a large giant named John.

weweretiredoflivinginahouse

We Were Tired of Living in a House by Liesel Moak Skorpen and Doris Burn, 1969.

We were tired of living in a house. So we packed a bag with sweaters and socks, with mittens and earmuffs. And we moved to a tree.

everybodyneedsarock 

Everybody Needs a Rock by Byrd Baylor and Peter Parnall, 1974.

 Everybody needs a rock. I’m sorry for kids who don’t have a rock for a friend.

 hideandseekfog

Hide and Seek Fog by Alvin Tresselt and Roger Duvoisin, 1966

 The lobsterman first saw the fog as it rolled in from the sea. He watched it turn off the sun-sparkle on the waves, and he watched the water turn gray.

 roxaboxen

Roxaboxen by Alice McLerran and Barbara Cooney, 1991

 Marian called it Roxaboxen. (She always knew the name of everything.)

 thetomten

The Tomten by Astrid Lindgren, 1961

It is the dead of night. The old farm lies fast asleep and everyone in the house is sleeping too.

 amosandboris

Amos & Boris by William Steig, 1971

Amos the mouse and Boris the whale: a devoted pair of friends with nothing at all in common, except good hearts and a willingness to help their fellow mammal.

 rosiemichael

Rosie and Michael by Judith Viorst and Lorna Tomei, 1974

Rosie is my friend. She likes me when I’m dopey and not just when I’m smart.

 iwanttopaintmybathroomblue

I Want to Paint My Bathroom Blue by Ruth Krauss and Maurice Sendak, 1956

I want to paint my bathroom blue—my papa won’t let me paint it blue—once I painted a rocking chair blue and it was pretty.

 

You probably noticed the similarities in these texts: they are old. Some, really old.

You’ve probably heard the ‘only read recently published books’ advice, which is sage and wise when you are learning about today’s industry, but for now: forget it. We’re not talking about the business, we’re talking about stories.

 

Really, forget it. Stories matter more.

 

What’s the best way to find them? Pop a squat in the library, and run your fingers over the shelves until you hit the dingiest, rattiest looking spines you see. Pull them out and give them a little sniff if you need to. Book people won’t judge you for that. Make a pile; check them out.

Read them closely and carefully, and look how they capture kid-ness.

I get goosebumps hearing that we are in a golden age of picture books—a resurgence and a renaissance. Making picture books today is an honor. But we are standing on the shoulders of some giants like John, and going back can mean going forward.

Lasting stories are the ones that stand up to a thousand readings, to a thousand different tote bags, to a thousand tiny hands. That does some damage, so look for the dings. Look for the smudges. Look for squirming honesty.


CarterHigginsheadshot

Carter is a librarian at an independent K-6 school in Los Angeles, California. (Like Marcie, she’s a Virginia girl at heart, though! Go Braves!) She writes about picture books and graphic design at her blog, Design of the Picture Book, and she’s counting down the days until both her middle grade novel and picture book debut. Be on the lookout for A Rambler Steals Home (HMH, 2016) and Everything You Need For a Treehouse (Chronicle, 2017). You can find her on Twitter @carterhiggins.

Share this post...Tweet about this on TwitterPin on PinterestShare on Google+Share on FacebookEmail this to someonePrint this page

Mentor Texts in the Classroom: A Storytime Collective by Carter Higgins

 

Image for posts--mentor texts in the classroom

 

Carter and I share a love for books, the Braves, and Virginia. She is a librarian, and I’m a soon-to-be-librarian, so I particularly loved this post about how she uses mentor texts in the library. Carter is an amazing champion of books and this post is no exception. 


 

You know when you first wake up and you’re a little bit groggy and still figuring out that what just happened was a dream, but man, wasn’t it awesome to be the boss of an all you can eat gelato factory?

That’s kind of how the first few moments of summer are.

A school year is this magical whirlpool of exhaustion and events and learning and loving. The start of summer feels a little bit like rubbing the sleep out of your eyes. And finally—finally, there’s a chance to remember that incredible dream and relive all of the best parts.

Here are some of the best parts.

As a librarian, I use mentor texts a bit differently. For us, they are building blocks for community. For sharing. For gathering together. 5th period on Mondays in June looked a lot different than 5th period on Mondays in September, and that’s thanks to living and breathing and experiencing stories together.

So I wonder: what text will make us laugh? What text will make us squirm with fear or delight in its charm? What text will they want to read to their moms and dads and pets and baby brothers? What text will be the ones that these kids hold dear when they are thirtysomethings?

Here’s what we loved. Here’s what transformed us from a bunch of people just sharing a room with white brick walls and dusty shelves to a bunch of people living and breathing the same spectacle of story. Any of these books will transform a bunch of wigglers or a not-quite-there-yet community into a storytime collective.

thestoryoffishandsnail

The Story of Fish and Snail by Deborah Freedman

 

Fish is brave. Snail is scared. These friends are patient with each other, and there’s always room for both pirates and kittens. And hopefully, there’s always a friend you can borrow a little bit of brave from.

idontwanttobeafrog

I Don’t Want to Be a Frog by Dev Petty and Mike Boldt

 

Sometimes, you just have to be what you are because you can’t be what you’re not. Good thing someone’s always there to hold your hand and remind you of that. In the book, it’s a dad-frog. During school, it’s me to them and them to each other.

1_05rowboat

Rude Cakes by Rowboat Watkins

 

This tiny pink cake probably takes up some shared space in the souls of all of us: he’s rude. What he doesn’t see coming is who really sees through that, and thanks to a gentle bunch of Cyclopses, we get a taste of that little rude cake making a sweet change of heart.

theadventuresofbeekle 

The Adventures of Beekle: The Unimaginary Friend by Dan Santat

 

If you haven’t read this one to a room full of small people, wish your summer away so you can get back to the classroom. The empathy that spills out of kids as they experience Beekle’s sadness is palpable. (And a cute little bum-bum never hurts.)

These mentor texts, these experiences, reminded both me and my 5th-period-on-Monday friends of four beautiful things, all year long.

Be brave.

Be you.

Be silly and willing.

Be friends.


CarterHigginsheadshotCarter is a librarian at an independent K-6 school in Los Angeles, California. (Like Marcie, she’s a Virginia girl at heart, though! Go Braves!) She writes about picture books and graphic design at her blog, Design of the Picture Book, and she’s counting down the days until both her middle grade novel and picture book debut. Be on the lookout for A Rambler Steals Home (HMH, 2016) and Everything You Need For a Treehouse (Chronicle, 2017). You can find her on Twitter @carterhiggins.

 

Share this post...Tweet about this on TwitterPin on PinterestShare on Google+Share on FacebookEmail this to someonePrint this page

Mentor Texts for Writers: Meet My Mentor Texts by Linda Bozzo

Mentor Texts for Writers 2015 image for blog

 

I’m so excited that Linda Bozzo is on my blog today because I’ve actually met her in REAL LIFE. Linda and I met at the WOW Conference in Georgia last summer. I always learn so much by how others study mentor texts, and Linda is no exception.


 

WHAT IS A MENTOR TEXT?

In the same way a mentor teaches or helps someone who has less experience, mentor texts can help teach writers how to improve their writing. No matter where you are in your writing career, using mentor texts can be a powerful tool.

 

HOW DO I USE MENTOR TEXTS?

I use mentor texts to explore everything from examples of exceptional writing, to ideas, organization, voice, and even writing style. So I’d like to take this time to introduce to you some of my mentor texts . . .

speech bubblemoose

 

 

 

 

 

 

I often use several mentor texts for one manuscript. For example, when writing my biography about an inventor, I searched for mentor texts that would help me decide on the structure of my story, including where I wanted it to start.

The first one I found was MANFISH: A STORY OF JACQUES COUSTEAU by Jennifer Berne. The story starts with Jacques’ birth and how much he loved the water.

manfish

Similarly, ON A BEAM OF LIGHT: A STORY OF ALBERT EINSTEIN, also by Jennifer Berne, begins with Albert’s birth. It talks about how growing up he didn’t talk and instead he looked and wondered about everything.

beam of light

These two mentor texts helped me write the opening of my biography starting from, you might have guessed . . . the inventor’s birth.

dream bubble

In this same biography, I wanted to include a page spread of my inventor as he imagines the possibilities of his invention. All inventors must dream, right? Again, I looked to MANFISH for a similar scene where Jacque dreams he would someday be able to breathe underwater. In ON A BEAM OF LIGHT Albert has one of his biggest, most exciting thoughts ever; riding on a beam of light.

Then when I discovered STAR STUFF: CARL SAGAN AND THE MYSTERIES OF THE COSMOS by Stephanie Roth Sisson, I fell in love with the scene of Carl looking out at the night sky and imagining the possibilities.

star stuff

I knew I wanted to use the same exceptional writing and format that each of these books used for what I consider to be one of the most important scenes in my biography.

All three of these books feature a fold-out page to create depth, height, and expanse, respectively. While I know this is a decision for the book designer, I imagined my book benefiting from a fold-out page as my inventor performs above his audience. So I addressed this scene in my story in a similar fashion as shown on these three fold-out pages. I can dream too, can’t I?

WHERE DO I FIND MENTOR TEXTS?

PB pileI find mentor texts in various places including the new book section at the library, the bookstore, new book announcements, book reviews, and recommendations from writers and librarians. Another great place to find mentor texts is at writing conferences where editors are showing off the latest books they’ve edited.

Sometimes I purchase the books I use as mentor texts and other times, when I use books from the library, I type them out and save them in a file so they can be read over and over again.

Mentor texts continually help give me direction (especially when I’ve lost my way), keep me focused, and help me figure out what works, as well as what doesn’t, for my stories.


Linda headshot

Linda Bozzo is an award- winning author of more than 50 nonfiction children’s books. Linda was selected as the Outstanding Author for 2013 by the New Jersey Association of School Librarians. She is a member of SCBWI and enjoys presenting her writing journey to both children and adults. To learn more about Linda and her books visit: www.lindabozzo.com

Share this post...Tweet about this on TwitterPin on PinterestShare on Google+Share on FacebookEmail this to someonePrint this page

Mentor Texts in the Classroom: Why Mentor Texts Work: The Consume, Critique, Produce Model by Pamela Brunskill

Image for posts--mentor texts in the classroom

 

Welcome back to Pam Brunskill! Pam is an author and educator and I’m happy that she’s sharing some of her mentor text experience with us! 


 

As teachers, we know that students engage in the classroom when they are involved in designing their own learning experiences. They gain ownership over the criteria, develop a deeper understanding of what they are studying, and take pride in creating their final projects. When teaching Language Arts, mentor texts can provide the tools to motivate and guide students in this type of learning, which will enable them to produce quality writing themselves.

This past semester, I taught a class called Literacy Across Contexts to pre-service teachers at the university level. One of the goals was to address Language Arts methods for students in PreK-4th grade, so I introduced my undergraduates to the Consume, Critique, Produce (CCP) instructional framework. Developed by John O’Flahavan at the University of Maryland, this model requires students to read and analyze numerous texts within a genre before asking students to write their own. It is because of this framework that mentor texts work.

To demonstrate, each portion of the process is explained below.

Consume

Students need to consume lots of mentor texts in order to gain an idea of the characteristics of a genre. For example, teachers who wish to have their students write poetry should have their students read and listen to lots of mentor poems to experience rhythm, use of figurative language, different forms of poetry, and other poetic elements. The students get a feel for what makes a poem a poem.

Critique

Students need to critique the mentor texts to determine the criteria used in that genre. They engage with mentor texts like researchers and discuss what makes something good in a genre and what does not. They make a list of examples and non-examples. In this bottom-up approach, students are involved in discovering how writing works, and are involved in developing the criteria they will use for their own writing. In the poetry example, students analyze the mentor poems to note characteristics that distinguish poetry from prose. If a specific type of poetry is to be studied, such as a limerick, the students figure out the rhyme scheme, humor, and meter by noting the commonalities amongst various mentor limericks.

Produce

Because students following this framework have immersed themselves in a genre and developed the criteria for what that genre requires, they can confidently and competently produce something that fits the expectations of that genre. If the class is writing limericks, after going through the consume and critique stages, a teacher could realistically expect her/his students to produce a witty poem with five lines, in the rhyme scheme of AABBA, and with the 3-3-2-2-3 meter. Since the students were involved in designing their conditions for success, they will be better prepared to produce high-quality poems, and have ownership and appreciation for their work.

Using the Consume, Critique, Produce model in classrooms allows teachers to use mentor texts in authentic, high-interest ways. Taking the time to immerse students in reading and studying quality writing enables teachers to engage their students with literacy. And, this fosters a classroom of capable writers.

To view a great 3 minute video that demonstrates how CCF works in regards to flash mobs, click here:


pam_brunskill_photo-2

Pamela Brunskill began her career teaching 3rd and 6th graders in Clarence, NY, focusing mainly on language arts and social studies. Over the past ten years she has been writing, teaching as an adjunct instructor in the education departments at Bloomsburg University and Bucknell University, and raising her three children. She has been published in Highlights for Children and is represented by Louise Fury from the Bent Agency. Pamela also helps authors create educational resources for their books at Authors and Educators. You can find Pamela at her website, http://www.authorsandeducators.com, or on Twitter under the handle @PamBrunskill.

 

 

 

 

 

 

 

 

Share this post...Tweet about this on TwitterPin on PinterestShare on Google+Share on FacebookEmail this to someonePrint this page

Mentor Texts for Writers: Mentor Text Help with Pacing in Picture Book Manuscripts by Pamela Brunskill

 

Mentor Texts for Writers 2015 image for blog

 

Please join me in welcoming in the “week of Pam.” Pam Brunskill is both an author and educator, so she will be here this week for our writer and educator posts. If you’re like me, you could always use a brush-up on pacing, so I will definitely be implementing Pam’s exercise. Come back on Thursday for her Mentor Texts for the Classroom post. 


 

For me, mentor texts are resources that writers, illustrators, or anyone in the book-making business can turn to for examples of well-executed literary techniques. These techniques may include page turns, plot twists, and use of figurative language, among others. In my own craft, I have turned to mentor texts at all stages of the writing process, however, I have found them to be particularly useful when revising pacing.

After drafting one of my picture books about a real-life flood and figuring out what I was trying to say with it (a chronic problem for me in the early writing stages), I was yielding a hefty 1,500 word manuscript. This was far more than the recommended 500 word limit for picture books, so I sought out Jacqueline Woodson’s Each Kindness because its mood, narrative arc, and style were similar to what I desired for my story. Each Kindness clocked in at 865 words, still on the higher end for picture books, but it never dragged.

each Kindness

How did Woodson tell her beautiful, poignant story so succinctly?

To answer this question, I typed Woodson’s prose from Each Kindness, printed it out, and cut it up into chunks of text according to what was written on each page. I then divided a large sheet of paper into 32 numbered sections for each page in a picture book, and taped Woodson’s prose—page 1 in Each Kindness matched page 1 on my chart, and so on—until the entire book could be visualized on one large chart.

On the chart, I labeled the points at which Woodson established and developed character, setting, problem, climax, and resolution, along with other noteworthy techniques she employed to keep the story moving.

Next, I printed my manuscript in a different color ink and cut the story into segments according to where I introduced and developed my own story elements, and placed the segments on the paper chart underneath Woodson’s prose. This enabled me to effectively scrutinize my writing and visually determine where I was verbose. Comparing my manuscript to a mentor text like Woodson’s allowed me to determine where I really needed to develop a plot or character motivation, and to cut ineffective descriptions.

storyboard

A few drafts later, I was down to 1,000 words. Although my manuscript was still long for a picture book, Each Kindness helped me to pace my story better. The mentor text had provided a framework for improvement, and it gave me the confidence I needed to send that draft to my critique group and agent—the real-life mentors.


pam_brunskill_photo-2

 

Pamela Brunskill began her career teaching 3rd and 6th graders in Clarence, NY, focusing mainly on language arts and social studies. Over the past ten years she has been writing, teaching as an adjunct instructor in the education departments at Bloomsburg University and Bucknell University, and raising her three children. She has been published in Highlights for Children and is represented by Louise Fury from the Bent Agency. Pamela also helps authors create educational resources for their books at Authors and Educators. You can find Pamela at her website, http://www.authorsandeducators.com, or on Twitter under the handle @PamBrunskill.

Share this post...Tweet about this on TwitterPin on PinterestShare on Google+Share on FacebookEmail this to someonePrint this page

Mentor Texts for Writers: Picture Book Refrains

Mentor Texts for Writers 2015 image for blog

 

 

I wrote a guest post at Meg Miller’s ReviMo site over the weekend. If you are interested in picture book refrains, be sure to check out that post. I touch on nonfiction and fiction picture book refrains.

Share this post...Tweet about this on TwitterPin on PinterestShare on Google+Share on FacebookEmail this to someonePrint this page

Mentor Texts in the Classroom: Fiction and Nonfiction Tips by Suzy Leopold

 

Image for posts--mentor texts in the classroom

 

Suzy Leopold is back talking about using mentor texts in the classroom. If you missed her post on Tuesday, go back and read about how she uses mentor texts as a writer too. 


 

Mentor Text Definition

Mentor texts are books and literature that students can read, relate to, study, and reread again for a variety of instructional purposes.

 

Why Do I Use Mentor Texts in the Classroom?

Mentor texts:

  1. Provide models for students to make the reading-writing connection.
  2. Have the power to help a student grow as a writer.
  3. Encourage students to connect to new reading and writing strategies.
  4. Provide models for students to imitate.
  5. Demonstrate the importance of choosing words wisely in their writing.
  6. Stimulate creativity and interest

 

A Favorite Mentor Text

oak tree grows

As An Oak Tree Grows

Author and Illustrator G. Brian Karas

 

From a single perspective, the life of a magnificent oak tree is shared from 1775 to the present. Not only does the oak tree change and grow throughout the many seasons, the surroundings change and grow throughout the life of this oak tree. Progress with transportation and communication become new and modern, while other things hardly change at all.

 

Many nonfiction books are written with facts and information. The newly published nonfiction books that guide my students with their writing are fresh and engaging. Sometimes referred to as creative nonfiction, these books capture and hook the reader telling a story. Back matter is a special feature: Author Notes, Resources, Facts, and Bibliographies. This fresh look is based on education reforms known as Common Core.

 

An Oak Tree Grows models a timeline for students, as they too, create their own stories using timelines.

 

A timeline is an excellent graphic organizer that represents chronological events in time. There are many types of timelines that can be used based on the grade level and the subject of study.

 

A Timeline Graphic Organizer

 seed timeline

Documenting a timeline for a seed.

plants

Growing a seed takes time and care for it to become a healthy plant.

  1. Pour warm water on a small peat pellet and watch the pellet expand.
  2. Plant one or two seeds inside the opening of the peat pellet.
  3. For best results, create a green house using a tray that has a dome shaped plastic lid. Plastic wrap loosely placed over a seed tray can also be used.
  4. Once the seed has sprouted transfer the entire peat pellet and the growing seedling into a peat pot, adding some rich potting soil.
  5. Water the plant gently and place in a location with indirect sunlight.
  6. Observe and watch the growth of the plant.
  7. Document the information on a timeline for the plant.

 

NOTE:

Using a timeline as a visual can support a reader and a writer to be a better reader and a writer.

 

A timeline can be used for short periods of time or for many years depicting change, growth and facts from the past to the present.

 

A Quick Tip on How to Use a Mentor Text for a Fiction Picture Book

boomer goes to school

Boomer Goes to School

By Constance W. Mc George

Illustrator Mary Whyte

boomer's big day

Boomers Big Day

By Constance W. Mc George

Illustrator Mary Whyte

 

Whole Pizza or a Slice of Pizza Metaphor

Writing is like a pizza.

Writing is a process, without one-size fits-all answers, evolving and changing as we write.

pizza

  1. Draw a circle on a piece of paper depicting a pizza.
  2. Write My dog Boomer on top of the circle.
  3. The entire pizza represents My dog Boomer.
  4. If I begin writing, my focus will be on the whole pizza focus. That means I will  write everything about Boomer.
  5. Writers take one more step. They write about one slice of the pizza.
  6. Writing a slice is about one event about Boomer. A slice of pizza might be about the day Boomer snuck into the house during a thunderstorm or the day Boomer ran away.
  7. Write about the one event in time. The story can be fiction or nonfiction. Writing about one action or experience is writing like a pizza; one slice of pizza at a time.

 

NOTE:

Sometimes we begin writing or researching and realize our focus may still be too wide. It may be time to narrow it some more. Time to write about a smaller slice of pizza.

Sometimes we may need to widen the scope. Time to write about a larger slice of pizza.

Sometimes we have to change our focus completely.


headshotI am a wife who is adored by my husband, Perry. We are proud parents of five boys and three daughters in law. Pa Perry and Oma Sue [grandparents] enjoy spending time with their seven sweet, smart grandkids, who reside in Texas.

I am an educator of hundreds of students, throughout the years in San Antonio, Texas, from preschool through eighth grade. I also taught at the college level at The University of Incarnate Word College. Additionally, I planned and presented many workshops for administrators and co teachers on staff development days. The highlight of my career was reading and writing with ELLs [English Language Learners] from various countries, including Sweden, Cambodia, Thailand, Germany, Columbia, Mexico and many more. I earned a Bachelor of Science degree in Elementary Education, a Bilingual certification, Reading Recovery certificate, and a Master’s of Science in Reading.

Currently, I read and write with kids in our community. I provide after school and summer school lessons with Mrs. Sue for six elementary aged students.

I am on The Write Team for a local newspaper, Carlinville~Macoupin County Enquirer~Democrat. The articles I write are about the importance of literacy. For example, two articles published were, Reading Should Not Take a Summer Vacation and Make this School Year the Best Ever by Planning Ahead.

My husband and I are organic gardeners on the Illinois prairie, who enjoy cooking and baking for family and friends. I am a reader and a writer. I am a painter of acrylics & watercolors and a creative crafter. I am a cyclist on a pink Marin Portofina. I am a walker and an occasional 5K jogger. Leaving the world a better place is important to me, so I read, write and create every day.

Share this post...Tweet about this on TwitterPin on PinterestShare on Google+Share on FacebookEmail this to someonePrint this page

Mentor Texts for Writers: How Suzy Leopold Uses Mentor Texts

Mentor Texts for Writers 2015 image for blog

I’m proud to announce that this is Suzy Leopold week. She is sharing a post about how to use mentor texts as a writer today. Then come back on Thursday when she’ll share how she uses mentor texts in the classroom. Suzy is also a fellow GROGGER. Check out a recent post she wrote about mentor texts over there. 


Mentor Text Definition

Mentor texts are books that writers can read, relate to, study, and reread again. The literature can be used as models to help a writer to grow.

 

Never hesitate to imitate another writer. Imitation is part of the creative process for someone learning an art or craft. Bach and Picasso didnt spring full-blown as Bach and Picasso; they needed models. This is especially true of writing.

~William Zinsser

 

How I Use Mentor Texts in My Writing

Studying mentor texts is reading with a purpose and helps me to write stronger pieces of writing.

I study a mentor text by examining and looking closely at the:

  1. Title
  2. Illustrations
  3. Word count and page numbers
  4. Layouts and page turns
  5. Structure including the beginning, middle and the ending
  6. Back matter if applicable

 

The Mentor Text that I am Currently Using

gingerbread for liberty

Gingerbread for Liberty!

How a German Baker Helped with the American Revolution

By Mara Rockliff

Pictures by Vincent X. Kirsch

 

This is a story of an unsung hero, Christopher Ludwick. During the American Revolution, Ludwick not only baked gingerbread for the soldiers, he risked his life on a secret mission crossing enemy lines.

 

My WIP [Writing in Progress] is a nonfiction story about a Polish-born American patriot and hero, Casimir Pulaski. A soldier on horseback, Pulaski came to America to help the colonists win the American Revolution.

 

I Find Mentor Texts By:

* Searching at the library and in bookstores

* By asking for book recommendations from writerly friends

 

Mentor Texts:

  1. Provide models for me to examine and study stellar books that exemplify quality.
  2. Have the power to help me grow as a better writer.
  3. Demonstrate the importance of choosing the right words to depict believable characters and showcase outstanding beginnings, middles and ends.
  4. Stimulate creativity and interest.

headshot

I am a wife who is adored by my husband, Perry. We are proud parents of five boys and three daughters in law. Pa Perry and Oma Sue [grandparents] enjoy spending time with their seven sweet, smart grandkids, who reside in Texas.

I am an educator of hundreds of students, throughout the years in San Antonio, Texas, from preschool through eighth grade. I also taught at the college level at The University of Incarnate Word College. Additionally, I planned and presented many workshops for administrators and co teachers on staff development days. The highlight of my career was reading and writing with ELLs [English Language Learners] from various countries, including Sweden, Cambodia, Thailand, Germany, Columbia, Mexico and many more. I earned a Bachelor of Science degree in Elementary Education, a Bilingual certification, Reading Recovery certificate, and a Master’s of Science in Reading.

Currently, I read and write with kids in our community. I provide after school and summer school lessons with Mrs. Sue for six elementary aged students.

I am on The Write Team for a local newspaper, Carlinville~Macoupin County Enquirer~Democrat. The articles I write are about the importance of literacy. For example, two articles published were, Reading Should Not Take a Summer Vacation and Make this School Year the Best Ever by Planning Ahead.

My husband and I are organic gardeners on the Illinois prairie, who enjoy cooking and baking for family and friends. I am a reader and a writer. I am a painter of acrylics & watercolors and a creative crafter. I am a cyclist on a pink Marin Portofina. I am a walker and an occasional 5K jogger. Leaving the world a better place is important to me, so I read, write and create every day.

Share this post...Tweet about this on TwitterPin on PinterestShare on Google+Share on FacebookEmail this to someonePrint this page