Summer Mentor Text Countdown Week 6 – Mentor Texts for the First Week of School

Are you ready to start planning for the first week of school?

We use mentor texts in our classes from the very first day of school. We want to lay down a strong foundation and also some strong expectations that mentor texts will be our go-to source for inspiring our work, giving us how-tos, and answering our writing questions all year long.

But that doesn’t mean we don’t have fun. The mentor texts we use the first week of school are visually engaging and meet our high school students right where they are as they walk in the door.

In our mentor text countdown this week, we are giving you a two-for-one: two very different approaches to using mentor texts in the very first week of school to help you students get to know one another while also learning the fundamentals of mentor text work!

Get out your planner! We are helping you get ready to get back to school!

P.S. Did you know that you can pre-order Writing with Mentors at a fantastic price on the new-and-improved Heinemann website?

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I’ve found some mentor texts…now what?


You’ve collected some awesome mentor texts to support your writing study. You’ve photocopied them and passed them out.

Then what?

How do we connect students with mentor texts in a way that will actually help them write? photo 2-6What are the first steps?

My students have been immersed in a mentor text writing study for the last few weeks. A first study in a semester of writing workshop, the goal is to practice the process of reading like writers, extracting writing techniques and craft moves that students might want to try in their own writing, and using that inspiration to inspire and enhance their own writing. (I tried dedicating a whole workshop to learning how to use mentor texts at the end of  last year, and thought it was so helpful for my students that, with a few tweaks, I bumped it to the beginning of this year’s writing studies.)

For this study, I pulled five great mentor texts demonstrating a range of genres and lots of different writing techniques. I just looked for variety in good writing. Here’s the mentor text cluster I gave students:

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Introducing Mentor Texts & Introducing Ourselves

In my classroom, the school year typically comes on like gangbusters. I begin fast and furious as a sort of illusion — more for my benefit than for the students. It’s as though I feel that the faster I tread the beginning-of-school water, the less I’ll feel like I’m drowning.

This year has been very different.

My maternity leave it looming large, and in an effort to stick with the plan I made with my substitute in the spring, I am slowing way down. The result is that we are spending our days doing all of the activities I have always wanted to do to build community .

A couple of weeks ago, Stacey at Two Writing Teachers posted a great idea for using a book of author-inspired art to help students introduce themselves to the class. I decided to take the leap and try it with the added bonus of using it as a means to introduce students to mentor texts.

On Tuesday,  the first day of class, I shared the three illustrations that Stacey shared in her original post. I told students that these, while visual, were still texts that we could study. In fact, they are mentor texts — any text that inspires writing or teaches us something about writing.

I asked them to study these examples and, together, to make a list of “rules” for creating author introduction art:


I wanted students to go through these steps in order to learn how we use mentor texts. What I was surprised to learn was how much my ninth graders really needed these rules in order to create their own author introduction art.  To shift their dependence from teacher to mentor, I redirected all of their questions back to the mentor text.

“Should I use color?” Look at the mentor text.

“How many images do I need?” What does the mentor text tell you?

Students shared their introductions in the form of a gallery walk. As the students roamed and read, I asked them to jot down any questions they had for one another (either clarification or follow-up questions) and to make note of commonalities they noticed among class members.

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When we had all had a chance to silently “meet” one another, we had a group discussion — asking follow-up questions, playing impromptu games of, “Does anyone here have a ____?”, “Has anyone here been to_____?”   By the time class was over, my previously nervous freshmen were smiling and talking to one another.

Only time will tell if this activity had a deep impact on my students’ understanding of mentor texts, but it certainly them some important, early exposure to mentor texts. It set the tone that individual study and inquiry — independence — is going to get them further than asking the teacher. And it helped my students feel more comfortable in my classroom.