MATT GLOVER has a deep interest in nurturing the thinking and decision making of teachers and students. He has been an educator for over 25 years, as a teacher, a principal, author and consultant.
Mr Glover is the author and co-author of several books on teaching writing and reading. He is the co-author with Mary Alice Berry of Projecting Possibilities for Writers: The How, What, and Why of Designing Units of Study, K-5, which supports teachers in designing units of study based on a stack of mentor texts.
He is also the author of Engaging Young Writers, and the co-author with Katie Wood Ray of Already Ready and Sit Down and Teach Up, a video enhanced ebook that includes video clips of writing conferences with young children.
Mr Glover co-authored with Kathy Collins the book, I Am Reading: Nurturing Young Children’s Meaning Making and Joyful Engagement With Any Book, which focuses on emergent readers. Along with Ellin Keene, he is the editor of the collection of essays, The Teacher You Want to Be: Essays on Children, Learning and Teaching.
Mr Glover is a frequent presenter at conferences and in school districts across the country on topics related to nurturing young writers and readers and supporting children’s intellectual growth and development.
Mining a Mentor Text/Using a Mentor Text in the Classroom
Children are better able to compose powerful writing when they have a clear vision for what they are making and are immersed in a stack of real world texts. Using authentic published pieces of writing and authentic student writing samples we will consider strategies for using mentor texts at four specific times in writing workshop, including:
Using a stack of texts to project units of study
Immersing students in a stack at the beginning of a unit
Mentor texts as the starting point for mini lessons
Using mentor texts as a tool for teaching during writing conferences
It is easier to use mentor texts when teachers have a rich understanding of genre, characteristics of published texts, and how texts are structured. Therefore, we will dive into understanding structure and genre more deeply. This will allow teachers to more effectively pull stacks of texts for both genre and non-genre units of study.
In addition, we will examine the important role of reading like a writer to support students in noticing techniques authors use, so that students can try them out in their own writing. By the end of the two days, participants will be able to see more teaching possibilities when studying a mentor text.
NOTE: Participants are asked to bring a bring a printed copy of five pieces of writing with them (picture books, articles, stories).