Entry #3 The Powerful Role Mentor Texts Have in ALL Learning Environments

After engaging with each of the presented readings this week, I constantly was reminded of my second student teaching placement. Although my second placement of student teaching was special education related, I had the opportunity each day to not only support my students in their classroom but also play a critical role in working with the entire class. I remember entering the classroom for the first time as they were beginning their unit of writer's workshop. For this unit of writer's workshop, students were focused on learning about and using their five senses to write their own descriptive pieces of art. I had the privilege to experience this writing process from the start, establishing ideas, all the way through the end, of publishing. This provided me the opportunity to learn and grow with my students in the crafting process of writing. When supporting writing community members, we have to teach them the ins and outs of the writer's craft. Tompkins (2012) explains that "Establishing a clear voice, incorporating a useful organization, choosing precise words, and fashioning effective sentences are often mentioned in essential components of the writer's craft" (p. 58). This week I was introduced to Ruth Culham's and Vicki Spandel's six traits for the writing workshop, which I now recognize as one of the essential tools used in my student teaching placement. In this blog entry my focus will be on how educators can support students in developing their ideas.

The first stage of the writer's workshop is to encourage and engage students in developing their ideas. Tompkins defines this trait as 'teaching the ideas'. Students are exposed to a variety of "activities to expand their knowledge about ideas that make interesting stories and to learn how to develop ideas" (p. 70). During student teaching I was able to observe my site-based educator teach a mini-lesson on identifying ideas and narrowing 'big' ideas into small moment stories. I remember sitting in 'aw' of how she taught this lesson using a watermelon as her 'analogy' for taking "big watermelon" stories and selecting only one seed to actually write about. However, as I reflect back on this lesson today, I can only remember one mentor text that was used in this process to support students' development of the beginning stages of their writing. After engaging with each of the readings this week, I truly had an 'aha' moment, as I began to realize how significant of a role mentor texts have in all stages of the writer's workshop. MacKay et al. (2017) emphasize that "mentor texts provide teachers with "a powerful way to show students how writing works" (Culham, 2014, p. 34)" (p. 177). In the beginning stages of the writer's workshop, mentor texts such as, Paperboy by Dav Pilkey, can be used to model, guide, engage, and support students in focusing on their topic choice once establishing their ideas. Mentor texts are powerful tools that educators can use to scaffold the writing process for students. Students need a variety of mentor texts which will guide them in becoming their own creators. 

Rickards and Hawes (2006) provide various mini-lesson topics that will guide my writing instruction as a future educator. When helping our students develop their interests, I now recognize that when creating mini lessons, it is important to establish focus questions that engage students in identifying the topics and descriptive details used in the mentor texts. Rickards and Hawes (2006) explain that educators can use "literature as a tool for directing their students' attention to the craft of writing" (p. 372). If I were introduced to these inspiring informational texts prior to student teaching, I would advocate for and incorporate a variety of mentor texts to support my students through the beginning stages of the writing workshop. I can picture using mentor texts in my classroom to model during mini-lessons and through interactive activities where students can engage with one another. However, throughout the process of finding mentor texts to support my writers, I will continue to reflect upon Muhammad's four literary pursuits. Muhammad (2020) explains that when selecting texts to cultivate the genius in our students, it is important that educators consider whether or not the text captures your students' identities while also "assisting readers to engage in literacy pursuits" (p. 145). As I continue to reflect upon my teaching practices and future lessons, I believe when searching for mentor texts, it is important to consider if the text highlights your students' identity, skill, intellect, and criticality and if you are questionable about one of the literary pursuits, continue to explore other texts out there. This week's reading provided me with an eye-opening experience of the powerful role mentor texts have in ALL learning environments and I look forward to expanding my classroom library in the near future. 

References

MacKay, K.L., Ricks, P.H., & Young, T.A. (2017). Supporting young writers with award-

                winning books. The Reading Teacher, 71(2), 177-187.

Muhammad, G. (2020). Cultivating Genius: An equity framework for culturally and

                historically responsive literacy. New York, NY: Scholastic.

Rickards, D. & Hawes, S. (2006). Connecting reading and writing through author's

                craft. The Reading Teacher, 60(4), 370-373.