Using Mentor Texts to Teach Writing in Science and Social Studies
Published on Nov 22, 2015
No Description
MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
Using Mentor Texts to Teach Writing in Science and Social Studies
Photo by Pink Sherbet Photography
Pytash, K., & Morgan, D. (2014). Using Mentor Texts to Teach Writing in Science and Social Studies. Read Teach The Reading Teacher, 93-102.
Photo by thekellyscope
A Mentor Text is a text that students and teachers will use as a model for an authentic piece of writing that the students work on over a significant period of time.
Photo by Wroot Down
Mentor Texts and the CCSS
- CCSS asks that students write: 1. Opinion Pieces 2. Informative Pieces 3. Narratives
Photo by found_drama
Mentor Texts and the CCSS
- Students engage in “false” writing.
- Mentor texts that incorporate science and social studies can show students how to write in real life.
- Mentor Texts are great for project-based learning.
Mentor Texts and the CCSS
• This leads to a lot of “false” writing because in the real world, texts are not purely any of these three styles, but rater some mixture of the three.
• Through using mentor texts that incorporate science and social studies, teachers can show students how to write with a true purpose in a nuanced way that mirrors the way that they will be expected to write in real life.
• The CCSS calls for project-based learning activities. Using mentor texts, these projects can become multi-disciplinary. Students can read social studies or science that relates to their project, but also analyze the text features that make a good piece of writing.
• This leads to a lot of “false” writing because in the real world, texts are not purely any of these three styles, but rater some mixture of the three.
• Through using mentor texts that incorporate science and social studies, teachers can show students how to write with a true purpose in a nuanced way that mirrors the way that they will be expected to write in real life.
• The CCSS calls for project-based learning activities. Using mentor texts, these projects can become multi-disciplinary. Students can read social studies or science that relates to their project, but also analyze the text features that make a good piece of writing.
Photo by chefranden
How to Choose a Strong Mentor Text:
- Make sure it is similar to the students’ final product in length, tone, and style.
- Use the resources provided in the notes.
- Select 4-6 texts.
How to Choose a Strong Mentor Text:
1. Make sure it is similar to the students’ final product in length, tone, and style.
2. Look in National Geographic Kids, Scholastic, or Time for Kids magazines of similar publications. Social studies and science organizations also provide lists of quality trade books that could be used as mentor texts.
Great Mentor Texts:
http://www.nsta.org/publications/ostb/
http://www.socialstudies.org/resources/notable
https://subscription.timeforkids.com/storefront/15-16-Full-Year-Offer/site/...
3. Select 4-6 texts. Writing is a long, complicated process and students will need more than one example.
1. Make sure it is similar to the students’ final product in length, tone, and style.
2. Look in National Geographic Kids, Scholastic, or Time for Kids magazines of similar publications. Social studies and science organizations also provide lists of quality trade books that could be used as mentor texts.
Great Mentor Texts:
http://www.nsta.org/publications/ostb/
http://www.socialstudies.org/resources/notable
https://subscription.timeforkids.com/storefront/15-16-Full-Year-Offer/site/...
3. Select 4-6 texts. Writing is a long, complicated process and students will need more than one example.
Photo by RichGrundy
How to Use a Mentor Text:
- Engage students in active noticing, drawing their attention to structure and the author's way with words.
- Encourage students to “read like a writer”.
- Move from high levels of support to low levels of support.
How to Use a Mentor Text:
1. Engage students in “active noticing”. This is a process in which students and teachers read the text not for content, but for key writing details that students will need to use in their own writing. The two key items to notice are:
• Structure- How the author gets from beginning to end of the piece.
• Way with words- the ways
the author uses language and particular writing techniques to inform the reader and make various points. This includes all terminology, jargon, and speech patterns.
2. Encourage students to “read like a writer”, noticing what the author did and why they did it. Do not allow the discussion to turn from how the piece is written to what the piece is about. Understanding is important, but once students understand the piece, keep them focused on the craft and structure.
3. Scaffold students’ acquisition of this skill through starting with a high level of support (teacher doing most active noticing) to low levels of support (students doing most of the active noticing).
1. Engage students in “active noticing”. This is a process in which students and teachers read the text not for content, but for key writing details that students will need to use in their own writing. The two key items to notice are:
• Structure- How the author gets from beginning to end of the piece.
• Way with words- the ways
the author uses language and particular writing techniques to inform the reader and make various points. This includes all terminology, jargon, and speech patterns.
2. Encourage students to “read like a writer”, noticing what the author did and why they did it. Do not allow the discussion to turn from how the piece is written to what the piece is about. Understanding is important, but once students understand the piece, keep them focused on the craft and structure.
3. Scaffold students’ acquisition of this skill through starting with a high level of support (teacher doing most active noticing) to low levels of support (students doing most of the active noticing).
Photo by verbeeldingskr8
What are some possible issues that may arise when trying to use mentor texts in a classroom setting and how might you solve them?
Photo by designsbykari
Do you think it is important for students to learn how to read like writers? Why or why not?
Photo by CollegeDegrees360
Are there foundation skills that might be necessary for students to have before they can learn from a mentor text? If so what are they and how can teachers scaffold students towards activities such as these? If not, why not?
Photo by Tim Green aka atoach
