Using Mentor Texts & Reflective Conferences

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This is the third and final article in a series based on Deedee Will’s 2024 Winter Summit session, “Research, Review, and Refresh Writing Routines for 2024.”

• In part one, we go over daily dictation practice and the importance of effective writing instruction.
• In part two, we focus on exploring sentences and student composing time.

In this article, we review the use of mentor texts and reflective conferences to improve student writing.

Readers can access detailed lesson plans and additional resources on Deedee’s blog, Mrs. Wills Kindergarten.

Empowering young writers with mentor texts and reflective writing conferences.

Together, mentor texts and reflective conferences create a dynamic learning environment. They encourage students to express themselves through writing as teachers guide them to develop these skills.

Using mentor texts in writing lessons.

Mentor texts are powerful tools for teaching writing. However, using them effectively in the classroom requires careful planning.

What is a mentor text?

A mentor text is a piece of writing used as an example to inspire and instruct students. It serves as a model of good writing, demonstrating specific techniques or styles that students can emulate in their own work.

Mentor texts can range from picture books and poems to articles and essays. This all depends on the age and skill level of the students. These texts are chosen for their ability to illustrate particular writing strategies, such as strong word choice, vivid descriptions, or well-structured narratives.

Using mentor texts, teachers can highlight specific aspects of writing on which they want students to focus. (For example: the use of descriptive language or the organization of ideas.)

By analyzing and discussing mentor texts, students gain a clearer understanding of what makes writing effective. This encourages them to incorporate similar techniques into their work.

Teacher Tip: Familiarize students with the mentor text before you use it.

Before using any media as a mentor text, ensure that students are already familiar with it. This allows you to focus on specific elements during your lesson without needing to read the entire book.

Instead, you can directly reference the relevant section. This allows students to linger on and notice specific aspects of the text.

What are some examples of mentor texts?

Here are some books that are excellent for use as mentor texts in writing lessons:

• Roger the Jolly Pirate by Brett Helquist: This helps students learn to suggest action without showing every single detail. For instance, the book shows feathers flying and boards breaking, without showing the entire scene. This teaches students that they don’t need to draw or describe every detail to convey action.
• Puddles by Jonathan London: This book offers a wonderful example of perspective in illustrations. The images often take up a large portion of the page, giving the reader the sense of being part of the scene. This can be a powerful lesson in how illustrations or descriptions can create mood and tone in writing.

As you look to incorporate mentor texts into your own lesson plans, here are more examples you can consider.

Word Choice & Tone

Books like Night in the Country (Cynthia Rylant) are excellent for teaching word choice and tone. Rylant’s rich language provides a model for students to experiment with their own word choices. Similarly, Nicola Davies’ books can inspire students to use more poetic language.

Encourage students to try using new words without worrying about spelling during the initial drafting phase. This freedom helps them focus on the quality of their ideas as opposed to getting stuck on technical details.

Speech Bubbles & Action

For teaching how to show action in writing, books with speech bubbles and dynamic illustrations can be very effective.

One popular example is Mo Willems’ Pigeon series (e.g., Don’t Let the Pigeon Drive the Bus!). These books demonstrate how small visual details, like the positioning of characters or the use of lines to show movement, can convey a lot of information.

Expanding Ideas & Zooming In

Books like When I Was Five (Arthur Howard) are great for teaching students how to zoom in on specific moments in their writing. These books illustrate how to slow down and focus on small, significant details, which can make a story more engaging and vivid.

Labeling & Perspective

My Map Book (Sara Fanelli) is a great resource for teaching students how to label pages. Labeling can help students organize their thoughts and communicate their ideas more clearly.

When I Was Five is also excellent for teaching perspective. It helps students learn to create illustrations and descriptions from the character’s point of view.

Wordless Books

Wordless books, like I Walk with Vanessa (Kerascoët), help students learn to express meaning using pictures. These books demonstrate that not every story needs words to be impactful. This can be particularly encouraging for students who might struggle with writing.

Image by Rido / Adobe Stock

Enhancing student engagement through reflective writing conferences.

Reflective writing conferences are a key component of writing instruction. They allow teachers to deeply engage with students and help them refine their writing skills.

This approach emphasizes the importance of understanding the writer’s intent. It also encourages students to take ownership of their writing process.

Below are key insights and strategies for conducting effective reflective writing conferences.

What are reflective writing conferences?

A reflective conference is a one-on-one conversation between a teacher and a student. The focus is on the student’s writing. The goal is to help the student become a better writer by providing targeted feedback and guidance.

Unlike traditional editing sessions, reflective conferences are not about correcting every mistake. They’re about identifying one or two key areas where the student can improve. The emphasis is on changing the writer, not just the writing.

Reflective conferences typically follow a structure that begins with the teacher asking the student to explain their work. This inquiry helps uncover the student’s thought process and intentions behind their writing.

The teacher then identifies something the student is doing well, followed by a suggestion for improvement. Before the conference ends, the teacher ensures that the student understands the feedback and knows how to apply it.

What are some key strategies for reflective conferences?

1. Start with Inquiry: Begin by asking the student to explain what they are working on. This approach helps to uncover the student’s thought process and intentions behind their work.
2. Focus on the Writer, Not Just the Writing: It’s not about improving a single piece of writing. The goal of a reflective conference is to improve the writer’s skills. Choose one key aspect to teach that will help the student become a better writer in the future.
3. Limit the Feedback: Avoid overwhelming the student with too many suggestions. Focus on one or two actionable items that the student can work on immediately.
4. Check for Understanding: Before ending the conference, confirm that the student understands the feedback. They need to know how to apply it. Ask them to demonstrate how they will use the suggestion in their writing.

Example 1: Emphasizing Word Choice and Detailed Illustration

A student wrote a piece inspired by Cynthia Rylant’s book, describing fall with the phrase, “In fall, leaves parachute.” Although the words were not entirely legible, the intent behind them was clear.

The student chose their words carefully. This showed they understood how important clear and colorful language is. They learned this in a short lesson.

The teacher saw that the student focused on small details. For example, the student described the leaves and the cold. This made the writing more vivid and clear.

This example highlights the value of focusing on specific writing strategies, like word choice and illustration, during reflective conferences.

Example 2: Investigating Student Intent

Another student presented a piece that initially seemed like scribbles. The teacher did not assume the worst. Instead, she asked the student what he wrote about.

The student shared a detailed story about his father’s truck, talking about the bumpy lines that show a gravel road. They explained how parts of the drawing relate to the story.

This interaction showed how important it is for students to explain their work. It helps teachers understand the purpose of their writing and drawings.

Example 3: Encouraging Story Development

A student made a story about a rocket ship. The story had pictures. It showed the student’s skill in expressing feelings. The student also kept the story clear and focused.

The teacher noted the student’s use of specific language and detailed illustrations, which made the story engaging.

The teacher could choose to add more details to the story. Alternatively, they could work on improving technical aspects like capitalization and punctuation. However, the conference will discuss only one topic. This will help the student focus on improving that skill.

How do you manage students who are reluctant to write words?

When students focus solely on illustrations without adding words, it might indicate they are either not ready to write or are unsure how to begin.

For students capable of writing, a gentle nudge can motivate them to start. It’s good for an instructor to express excitement about seeing their written words.

If the issue persists, further assessment may be necessary. It’s important to determine whether the student requires additional support in learning to write.

Image by Seventyfour / Adobe Stock

How do mentor texts and reflective conferences work together?

Mentor texts and reflective conferences complement each other in the writing classroom.

• Mentor texts provide inspiration and a model for what good writing looks like.
• Reflective conferences offer personalized guidance on how students can apply those techniques in their writing.

For example, a teacher might use a mentor text to introduce a lesson on vivid word choice. After discussing the text with the class and highlighting the use of descriptive language, the students might try using similar techniques in their own writing.

Later, during a reflective conference, the teacher could revisit this focus. They may highlight a student’s use of a strong word in their writing and suggest ways to make the description even better.

Powerful, versatile tools for improving student writing.

Mentor texts and reflective conferences are essential tools in the writing classroom. They work together to provide students with models of good writing and personalized feedback that helps them grow as writers.

By understanding and implementing these strategies, teachers can create a supportive and dynamic environment. This can nurture students’ writing abilities and encourage them to take ownership of their work.

Continue your professional development! For more info on PD for teachers, check out our recent article about professional development plans.

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Meet the presenter: Deedee Wills

Deedee Wills is an educator with over two decades experience in the K-2 classroom setting. As a teacher, instructional coach, and staff developer, she works with school teachers all throughout the United States.

Her website, Mrs. Wills’ Kindergarten, offers valuable resources, lesson plans, and activities to help Kindergarten teachers enhance their teaching effectiveness and improve classroom environments.