Creative expository introductions mentor text lesson *free resource!

Expository introductions. Gone are the days when "I'm going to tell you all about sharks" was an
acceptable introduction. I mean really, was it ever acceptable? And yet, here were are, in the 21st century, teaching kids not to do it.

But, even if they know they shouldn't do that, they don't always know what to do. This is where mentor texts become really important. 

To help your kids learn a different kind of expository introductions, turn to the authors who do it best.

One of my favorite mentor authors is Nicola Davies. She writes about the most interesting topics in such an engaging way: sharks, sea turtles, bats, and even poop. (Yep, poop.)

One of my favorite Davies mentor texts is Surprising Sharks. It's full of interesting information and a new perspective on sharks. But the best part might be the introduction.

It's a unique introduction. It asks the reader to imagine swimming in the ocean and think about what is the scariest thing about being there.

She asks a few questions to get the reader's brain ready to think about sharks, and then she introduces her topic.

To use this book as a mentor text, you'll want to follow these four steps. You may want this to be a differentiated lesson.

Writers who struggle to write more basic introductions may need more practice with those before they try out this fairly challenging one. Writers who have mastered the basics could try this out as a new challenge!

Here's a tip for using mentor texts to teach writing strategies:

Every time you read a new book, read it as a reader. When you go back and reread it, put on your "writer's hat" and read it as a writer. Notice the kinds of things the author did and think about why he/she did it that way.

This will give you opportunities to discuss writing strategies authentically and to help you apply them as you model your own writing.

Step 1: Notice It!

1. Read aloud Surprising Sharks by Nicola Davies for fun.

2. When you’re ready to introduce this type of introduction, reread the introduction and say, “I’m noticing that Nicola Davies did something interesting here with her introduction.”

3. Have a discussion with students about the technique she used in the introduction: she asked the reader to imagine something and then asked questions to help them do it.

Step 2: Name It & Explain It!

• Chart the introduction and title it “Imagine This…”
• Identify the parts of the introduction:

1. Tells the reader to imagine they’re in the setting your topic is in.
2. Ask questions to get the reader’s mind ready to think about the topic.
3. Introduce your topic.

Anchor charts are really important for giving kids an anchor experience in examining the strategy an author used and applying it to their own writing. Here's the chart I built for this introduction to help kids understand the parts and try it out collaboratively!

Step 3: Teacher Tries It!

1. Choose a topic to write an expository introduction about. 

2. Think aloud as you identify the setting you want to introduce to your reader. For example, if you’re writing about a science topic, you could say, “I’m going to describe the setting that will help my reader visualize the setting for volcanoes. Many are on on a tropical island.” 

3. Write a sentence that tells the reader to imagine they are in that setting.

4. Think aloud about the questions you can ask the reader to get them thinking about this topic. You could say, “To help the reader visualize this topic for themselves, I’m going to ask them questions that will get them thinking about how they would feel if they heard the word, “volcano” while they were on a tropical island.

5. Write a couple of questions that help your reader envision these details.

6. For the last sentence in your introduction, name your topic.

  

Step 4: Kids Try It!

To help your kids apply this strategy, it's going to be important to give them several opportunities to practice. It's sort of a tricky one! In this handy free download, I include a handout with lots of opportunities for kids to try this strategy out, as well as some possible answers to help you! You can get this free download by entering your email below!. This free download includes...

• A step-by-step guide to introducing this strategy to students
• A sample anchor chart
• A handout for students to try writing several introductions of this type, plus a possible answer key
• A handout for students to apply this introduction in their own writing
• Sample introductions written with this strategy for modeling purposes

And it gets even better. You can win a COPY OF THIS BOOK!
Just enter the giveaway below! As you head through the blog hop with the links I share at the bottom of this post, you can enter to win a copy of each book to grow your mentor text collection!

a Rafflecopter giveaway

Looking for other great writing mentor text lessons and free resources? Check out the other posts in this link-up from The Reading Crew! You're sure to get TONS of ideas.

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Celebrating Diversity with the Mentor Text: The Day You Begin

When you look across your classroom, what do you see? Are your students from similar backgrounds and cultures and do they have similar experiences?

Or do you see a diverse group of kids who come from different places, speak different languages, and struggle to find a place that feels like home?

Either way, as teachers, we have two responsibilities for kids when choosing books: to reflect their experiences with books that serve as mirrors, and to expose them to different lives, with books that serve as windows.

The Day You Begin is an absolutely beautiful book that can serve as both a window and a mirror, depending on your students' experiences.

If you haven't read this book yet, it's definitely a must-read.



The Day You Begin is a lyrical book that shares the experiences of students who have moved to a new, foreign place, and how they are struggling to feel like they belong. The children in the book have come from different places, and their experiences, lunches, names, and languages are different. They feel that "no one is quite like you." And it's not a good feeling.

Over time, they realize they can share themselves and find connections between themselves and other children and "the world opens itself up a little wider to make some space for you."

I dare you to read this book without crying. Seriously, I read it three times in a Barnes & Noble and got choked up each time.

The language of this book is incredibly moving and flowing, engaging the reader from the beginning and asking them to make connections to their own experiences or to people they know. It demands empathy.

And that's exactly how I would use this book. Making connections to oneself, to another text, to the world, and even to each other is a beautiful homage to the intent of this book. Here's what I would do:

1. Read the book, several times. 
Talk to students about your experiences and notice the beautiful language of the book together. Point out the way the author describes feelings and ensure that students understand the meaning. Have real conversations about the book. There's a lot to talk about, despite the short lines.

2. Student-to-Student Connections
Assign students randomly. Give each pair a Venn diagram. Have them brainstorm the things that make them similar and different. This freebie below is a good way to get them started, as it has little categories across the bottom that can help them think about how they're alike and different. Then have them use the sentence starters to write about their similarities and differences!

3. Text-to-Self Connections
Not everyone has had the experience of moving from another place to land in a new home, but most of us have felt like we don't quite belong. Encourage students to talk about a time they have felt like the characters in the book.

4. Text-to-Text Connections
Have students think back to other texts you have read with them or that they've read on their own. What makes this book similar? If you need a few ideas for titles, check out the other titles in this Celebrating Diversity Link-Up and add to your collection!

5. Text-to-World Connections
There are more than enough stories in the world that we can connect this text to. Have students think about things that are going on in the world and use those things to connect the book to the world.

You could actually do one of these things each day for a week and reread the book each day. By Friday, students will have done many different levels of thinking and this experience should follow them as they grow!

Download the Student-to-Student Connections Venn Diagram here on Google Drive!
And head to Amazon to get The Day You Begin with my affiliate link!

The Reading Crew is sharing so many great diverse books today! Click below to learn about some more diverse books to add to your library!

An InLinkz Link-up

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Celebrating Kindness #weholdthesetruths

Hey, everybody.

Let's talk.

This country is a big place, full of lots of people. There are many different kinds of people, with lots of different backgrounds, beliefs, and goals. We don't always agree. 

Growing up in a time like this can be a challenge. Little people feed off the energy of big people. 

This is evidenced by conversations my students have on a daily basis. The fears of their parents become their fears. The anxiety of their teachers becomes their anxiety. The concerns of the world rest in their ten-year-old faces. 

It's a hard life. 

So I think it's time (and so do many other amazing Teacher-Authors) to pause and take inventory. All we really have is each other. That includes the little people. And we might be sending some mixed messages. 

But when you come right down to it, what's the most important message? Kindness.

If we can choose one thing for our kids to learn, it's kindness. Kindness towards themselves, kindness towards other Americans, kindness towards the rest of humanity, and kindness towards the Earth.

And that's why I've teamed up with so many amazing TPT Teacher-Authors to create some free resources for you to use in sharing the message of #kindnessnation and #weholdthesetruths with your students!

Here's my contribution: Sí, Se Puede: A Partner Play about Cesar Chavez.

What does Cesar Chavez have to do with kindness? He stood up for underprivileged Mexican Americans because he believed they deserved to be treated like people, too. Sometimes kindness takes courage, and Cesar had it. 

This Cesar Chavez partner play is a great way to introduce upper elementary students to Chavez's life and accomplishments, while developing comprehension, vocabulary, and fluency, too! And the best part: It's a FOREVER FREEBIE! That's right! All of the products mentioned in this post will be forever free!

 

But this freebie is only one of dozens! Visit Teachers Pay Teachers and search for #kindnessnation or #weholdthesetruths to view all of the incredible freebies about these important topics:

-Understanding our Branches of US Government and the US Constitution
-Democracy
-History of civil rights movements, including suffrage
-Environmental issues including climate change
-Critical thinking and examining media bias
-Kindness, empathy, compassion
-Anti-bullying
-Equality and inclusion for all people
-Understanding and respecting of cultural differences

I've selected a few of my favorites for upper elementary to share with you here.

    Empathy Interactive Notebook Kit by Adventures at Home  

I am really impressed by this product. It's beautifully designed and thoughtful. Students think about empathy and how they can demonstrate it to others - what a powerful message!

 

 

Dr. King's Positive Peace. What Does it Mean to be an Ally for Justice? by Angela Watson

This 32-slide presentation guides students through the ideas of positive peace and negative peace, and includes some excellent discussion starters to get them thinking. 

           

American Dream Posters by Two Boys and a Dad Productions

These eye-catching posters include important themes and great Americans. The quotes are inspiring and serve as great discussion starters, too!

       

Keep being kind, America!

Want to find even more awesome freebies? Check out the link-up below!

Blogger code:

An InLinkz Link-up

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Making Inferences in Expository Text: Test Prep *Freebie!

So it's official. 

It's test prep season.  

Blech. 

Good test prep has a few characteristics: it's precise, it's engaging, and it helps kids bridge all the awesome stuff you taught all year to the boring stuff they'll have to do on the test. 

Sometimes kids can do all the big thinking: making connections, making inferences, synethesizing, and more. But you put a test in front of them and it's like they've learned NOTHING all year. Because it looks different (and doesn't really serve as a measure of what they know) and they have trouble interpreting what the test is asking them to do. It's all about the format. 

So I used this lesson with a fifth grade class (and then a third grade class tried it out) to help them take the awesome learning they'd done about making inferences and apply it to the test-taking situations they're likely to see. Because here's what a lot of kids don't realize. When it comes to making inferences, the test is likely asking them to do two different things.

They need to:

1. Use evidence from the text to make an inference. OR
2. Locate evidence from the text to support an inference that has already been made.

These are two inverse operations. So what do you do? Well, here's what I did.
 
First, we started with a text. To help students bridge what they've learned to the test, I used an expository passage from a released test from a few years back. It was about how a specific kind of pine tree survives in its harsh environment.

I provided each kid with a copy of the graphic organizer (provided in the freebie below!) and I charted it. We reviewed the strategy - making inferences using evidence; supporting inferences with evidence. We previewed the text, read the first couple paragraphs and decided on the topic: Bristlecone Pines. Then I asked students to find details in the text that were about bristlecone pines. I wanted them to focus on the topic - that's what readers do!

They came up with three things: The pines are the oldest trees in the world, the conditions the pines live in kill other trees, and the roots of the pines help them survive. These were taken directly from the text. I had students write them on post-its and stuck them in the "Text Evidence boxes."

Then we talked about how to make an inference - you put clues together (details) to think about something that's not directly stated in the text. That's why it happens in your brain, and why I wrote "BRAIN" down the side of the inference box!

We put the clues together and realized that there was something special about the bristlecone pine that other trees didn't have - that was our inference.

Here's the tricky part. How will this look on the test?

Here's how I did it:

For example, in the question, "Based on the details in paragraph 4, the reader can conclude..." is asking students to use the evidence in paragraph four to create a conclusion. This means that the right answer will not be directly stated in the text; it will be created in your brain based on the details in the text.

Another type of question sounds like this: "Which statement from the text best supports the idea that bristlecone pines have special adaptations to survive in their environment?" In this question, the inference is provided - Bristlecone pines have special adaptations to survive in their environment is the inference that has already been drawn for you. Your job as the test-taker is to find the evidence that supports that statement, or proves that it is true.

After we practiced identifying this on a few questions on the anchor chart, it was time for students to practice in partners (or so I thought).

Each student, on the bottom of their graphic organizer, had a two-column chart. One column is labeled, "Questions where I have to make an inference or draw a conclusion," and the other is, "Questions where I have to find the evidence to support the inference or conclusion."

As you can see, the first time kids tried this, they did not have an understanding of what the question was asking them to do.

I gave each student a stack of test questions that were asking them to make an inference based on provided evidence OR support a provided inference with evidence.

They sorted. Badly. Like, really badly. It brought up so many misconceptions, misunderstandings, and struggles with sentence structure - a huge underlying issue in reading comprehension. So we retaught, intervened, etc. But the fact that they struggled so much to identify what the question was asking them to do tells me that we needed to do this lesson!

 Grab the materials free on Google Drive!

Happy Teaching! I know test prep is torture, but it will all be over soon...

Want more practice in making inferences? Check out this freebie Reading Strategy MiniPack on TPT!   Pin It

Using clues to identify the author's purpose

 I really have a thing for sorts. There's something about the way kids have to read closely, and say, "No, this is not that same as that. This belongs there," that makes me feel like they're getting it!

While I was working with some struggling readers in fifth grade, I noticed that they didn't really have an understanding that authors have a specific purpose for the way they write. They include different types of language and details based on their purpose. To help them solidify their understanding, I pulled out this Author's Purpose Sort.

 Before I handed out the cards, we built the top part of this anchor chart. We focused on the four main purposes and then we brainstormed the genres that each purpose would be suited to. I reviewed an explanation for each purpose as well.

 After making sure we were all on the same page, I handed out the cards. Each team of three had a set of eight cards with a few paragraphs on each card. There were enough cards in the short texts to ensure that students could make a good decision about the author's purpose.

Students sorted the cards into the four purposes, marking their evidence in pencil.

Then I had each group share one of their cards. They read the title of the card and stated their reason and which clues helped them decide on the purpose.

This activity helped us develop a common language for discussing author's purpose, and helped my kids understand that they can find clues if they read between the lines!

Grab this persuasive text freebie on TPT

and check out my Author's Purpose Pack for the sorting activity, too!

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Structures and elements of dramas and plays *Freebie!

Do you spend much time on drama? Like, after PE or lunch?

Hahahaha I am cracking myself up.

Well, obviously, that's not the kind I'm talking about. For the past two weeks, I've been working in some fourth grade classrooms.

Our current unit in reading is drama: plays. We've been working on the structures unique to dramatic literature (cast of characters, stage directions, scenes, etc.), and making inferences to describe the characters in dramas. 

And it's been so much fun!

We started out by introducing the various structures of drama and just finding examples in a dramatic text.

We used Storyworks by Scholastic. There aren't a ton of stage directions at the beginning of each scene, but they're engaging plays for kids. 

These are the structures we introduced. For each one, we had students practice a gesture to help them remember the meaning. For example, the gesture for "dialogue" is to place your open hand on your mouth and move it away from your mouth to show the lines the characters say. These gestures helped students recall the meaning of the structures.

The second day, we started out by identifying the genre (again). It's so important for kids to practice identifying the genre of a text and think about how that will impact their reading - the strongest readers change the way they read a text based on the genre. That's why teaching reading by genre is so important!

We used our genre cards on rings to identify the genre and then I gave each student about ten tiny post-its. They had five minutes to hunt through the genre and identify the structures we introduced the day before.

After the kids hunted through their dramas and labeled the structures they could find, I handed out this table. You can download it for free from Google Docs. It includes the main structures of drama and the definition. As we read, we tried to explain how that dramatic structure helped us as a reader and filled in the third column.

The next few days, we worked on describing characters in drama using their words (dialogue), actions (stage directions) and what other characters said about them (others' dialogue). To do this, we used one of the sheets from my Scaffolded Reading Responses for Drama and Plays.

Students collected details about the main character in the play, named Felipe. They noticed his dialogue (he often told lies), the stage directions (he whined, stomped his feet, and crossed his fingers behind his back when he made a promise), and what other characters said about him (his servants didn't have a very good opinion of him).

Then students used the sentence starters in the middle of the page to write a response using their evidence. Students were able to write about the character using specific details from the text and make accurate inferences. It was a good start in helping students understand dramas and plays!

For more ideas about teaching dramas and plays, check out my Teaching Drama pinterest board here.

 

Grab my Scaffolded Reading Responses for Drama and Plays on TPT!

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Four reasons to use reader's theater scrips in the classroom *Freebie!

I LOOOOOOOVE Reader's Theater scripts. They were a staple in my classroom, and I always found a way to integrate them into at least a few units throughout the year.

  1. Building fluency and expression   This one's obvious. Repeated readings build fluency because our decoding becomes more automatic and we can think about expression, intonation, and phrasing!  

  2. Integrating content I want students to learn and recall   I love to use Reader's Theaters to build up content in math, science, or social studies! I do this by writing my own scripts that include the information that students need to learn in a story format.  One easy way to develop your own reader's theater scripts is to adapt books. I have adapted several Magic Schoolbus books into scripts by assigning roles to each character, adding in a narrator for the backstory, or assigning the backstory to a character. It's easy to do and really helps make the content engaging and suitable for rereading!   Inspired by my students, I wrote these math Reader's Theaters: Goldilocks and the Three Angles, and Parallela and Her Wicked Stepsisters. We had a blast with them, reviewing lines and angles in a fun story!

3. Engaging students in enjoyable reading

This one's kind of DUH! We want reading to be enjoyable and reader's theater is a great way to do that! Look at how engaged these readers are!

4. Encouraging students to create and perform using their own unique skills   The first three reasons are pretty academic, but the fourth, bringing out what students have inside, is probably the most important. This story shows one of the many reasons why I love Reader's Theater scripts:   One year, I had a student who struggled to control his behavior. Let's be honest - it wasn't just one year. But that's the one I'm writing about today! He had anger issues and had seen a lot of violence in his home. He had a severe stutter, especially when he was agitated, and it was very hard to reach him. He had his positive moments, but on average, it was a struggle. Let's call him Philip.   That year, I had my students practice a Reader's Theater script I wrote for the book The Giving Tree. I love Reader's Theater scripts and frequently wrote them and used them in my classroom. I divided up the parts by difficulty and then "randomly" distributed them - it was still pretty much random, except for a handful of more simple parts that I reserved for my kids who needed something more simple to read.   Well, you may guess where this is going. When I handed out the parts, I - completely honestly randomly- handed Philip the part of the tree. Oh, my Lord. The tree. The one who keeps giving. The one who says, "Here, boy, come and play on my branches." The one who loooooves the boy so much.  

  So I wasn't so sure if this was a good idea. For one, he didn't seem that excited about it. I pretended like I didn't see what was wrong with it, and I said, "You're going to do a great job! Just practice, and think about what voice the tree would use!"

He did. He practiced, and practiced, and he learned those lines. And on the day we performed, after the narrators had introduced the plot, Philip opened his mouth, and in a high, loving, woman's voice, said, "Come, Boy, come and climb up my trunk and swing from my branches and eat apples and play in my shade and be happy."
No one dared laugh. The other kids looked at me, wide-eyed and wondering. We all kind of sat there, stunned, for a second, until the next reader realized is was his part to read. It was incredible. I almost cried (and I almost laughed). This script brought something out in Philip that I would never have seen otherwise. He continued the voice throughout the whole play.
So that's why I love reader's theater scripts.

  This Thanksgiving, I decided to create some Reader's Theater scripts for two readers. They're suitable for partner time, such as Buddy Reading or Read to Someone. They're written specifically in two parts!   One of my good friends took the scripts and laminated them. They're each two pages long, so she used a large piece of construction paper and put the pages side by side. Each student receives a copy.   

Then she put the scripts in her Read to Someone station. Are these readers adorable or what? 

Want to see a play in action? Check out my poor, abused hunnybun in our Easter Partner Plays video!



 You can grab my Winter Partner Plays at TPT

Thanksgiving Partner Plays at TPT.

Christmas Partner Plays at TPT, too! I got a little excited - love the holidays!

  And Easter Partner Plays!  

     You can get all the holiday partner plays in one bundle for a great price!  

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Super Sight Words BAM Bag Freebie!

I'm blogging over at Primary Powers today! Check out my post to read a little about me and grab the Super Sight Words freebie from TPT!

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Stealin' Paint Chips from Wal-Mart - Writing Freebie!

About a month ago, my fourth grade teachers and I went to an Empowering Writers training at our local service center. It was a great training for expository writing, and my teachers walked away with a lot of strategies and tools. One specific tool the trainer shared, which I've seen before on pinterest in various forms, is using paint sample cards to help students expand their color descriptions. Our trainer said we should go to the store, steal a bunch of paint chips, and put them on a ring so students can use them to find specific color words. Rather than saying "red" or "blue," they can say, "pomegranate red," or "cold cobalt". 

So today, after I got out of school, I was feeling charitable. I left early and ran by local Wally World, thinking, "I'm going to take a bunch of paint chips and make the rings for my teachers during my week off!" This was easier said than done. Mostly because I am afraid of getting in trouble  know it's wrong to steal.   Feeling guilty already about my plan to steal samples with no intention to purchase paint, I went to the hardware section and was pleased to see that it was empty. Just like when I need help with something, no associate with an "Ask me, I can help" vest was to be found. I started out with the shades of blue and purple. I grabbed "royal amethyst" and "true turquoise" paint samples in bundles of seven (one for each teacher). My stack began to grow as I added in "pale hyacinth" and "feather teal".  At this point, I realized I had quite a stack, so I stuffed it into my purse. I gazed around nonchalantly, trying to channel "I'm just browsing for the perfect bedroom color," I looked left and right. There was no associate in the vicinity. I did see several shoppers, though, and their classiness (this store is known for its classy clientele) deterred me from theft for a second. By which I mean I knew they knew exactly what I was doing: stealing.

Oh, well. They knew. I knew. We all know.  Grabbing large chunks of yellows: canary cream, dusty daffodil, and honeyed honeysuckle joined the bundle of contraband in my purse.  I began to really feel guilty. I looked around and saw a blue vest in the distance and decided to take a walk around the aisle. Pushing my cart and my purse full of thievery, I took a few steps down the aisle and pretended to think about surge protectors and extension cords. After I made a full circle around the aisle, I again stopped in front of the paint samples and proceeded to gather browns, beiges, and greens. Sea foam and fresh-cut grass were added to my stack, along with bubblegum pink and shades of rose.

And then the phone rang.  It was a sudden ring, from right behind me. The empty booth, designed for an associate who should be giving me the evil eye right now, was still vacant, but the phone was ringing.  It was ringing for me. It was ringing because I was a thief. I shoved all the paint samples in my purse - the stack was about five inches tall by now - and started to turn my cart to leave the section. And then a voice came over the public address system.  "Someone in hardware, please pick up line 2." AAAAAAA! I thought. They're calling someone to the hardware department to tell me to stop stealing their stuff!  I walked quickly, clutching my guilty purse, darting across the store.  "If I can only make it through the checkout before someone tells them I'm coming!" I thought irrationally. I stuffed my scarf into my purse to make sure no paint chips crawled out to declare my guilt.

I found a magical empty checkout lane (I know - an empty lane in Wally World? It had to be a trap) and raced to the counter. I couldn't make eye contact with the cashier, becuase my tell-tale heart was beating from inside my bag.  "Did you find everything you were looking for today?" the cashier asked me. "Yes," I squeaked, barely able to keep myself from blurting out, "I'm sorry! I'll never do it again!"  "Have a good night," she said. I didn't deserve her graciousness. "Thank you," I said, as I dragged my bag o'lies out of the store. I didn't feel completely comfortable until I was sitting in my car with the door closed. I opened up my sack and shuffled through my purloined paint colors. 

The kids will never know what we do for them. I risked my freedom for a stack of colorful cards in colors I will never really use. All of this being said, if you are brave and would like to go steal paint chips from your local one stop money trap, here's a handy dandy printable you can use to make your own Ring O' Color Words!     

Grab your freebie at TPT!

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Fiction is all about Character! *Freebie!

My teachers grades 3 - 5 are working hard on introducing fiction to their kids. We've built in tons of read alouds and shared reading experiences to help kids practice noticing, finding evidence, and making inferences about characters.
 

To do this, we're using a few different books. I really recommend using short stories with upper elementary students.

Books like Every Living Thing by Cynthia Rylant and Baseball in April and Other Stories by Gary Soto make the perfect vehicle for giving kids multiple opportunities for analyzing different characters within a short time span!

To give kids a handle on character analysis, we started building this anchor chart.

We added something different to it with each lesson, making sure that we were focused on analyzing elements of character that hit our TEKS and standards!

It was a lot to fit on one chart, but we did it!

To focus on character conflicts, we created a foldable and a simple graphic organizer. 

Outside of foldable

Inside of foldable

Grab it here for free on GoogleDrive!

These are some charts we've used at other times to support character analysis:

Find more great information about Fiction being all about character here:

Teaching That Makes Sense. Click on "The 5 facts of fiction!"

And check out my Character Analysis Strategy MiniPack on TPT!

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