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"Snow" happy to be here!

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I know, I know. If you're reading this blog you're probably already invested in diverse books. But even though you're no doubt the most outspoken advocate for diversity in children's books, I bet you might know someone in your school or community who needs a little convincing of the benefits of choosing a book that represents a diverse experience for their next community-wide or all-school read.

From my own experience, I know that publishers are becoming more mindful of diversity and representation in the books they publish. I've seen firsthand the landscape of children's books change, how representation is weighed with importance rather than as a hindrance, and I've been encouraged and inspired by how many people with diverse backgrounds have joined publishing and continue fighting for changes. I also know we don't always get it right and we have a long way to go.

But the question of whose stories get told and by whom is not something we can ignore any longer as a society. It takes whole communities, just like yours, to make changes within children's books. And one of those ways is by choosing a diverse title for your next community-wide or all-school read.

Here are my top five reasons why you should choose a diverse read.

Mirrors: Allow You to See Yourself Represented in a Story and Explore Your Identity

It's been nearly three decades since " Windows, Mirrors, and Sliding Glass Doors " was published by Rudine Sims Bishop, the OG of representation in children's literature. In her essay, Bishop posits, "Literature transforms the human experience and reflects it back to us, and in that reflection, we can see our own lives and experiences as part of the larger human experience. Reading, then, becomes a means of self-affirmation."

This is perhaps the most cited reasons for the inclusion of diverse books in schools and libraries-and for good reason! Our sense of identity, value, and agency are influenced by a wide array of things including home life, school, environment, and society, which includes the books we read. Choosing a book that represents the wider world around us can validate a reader's belief in their own importance and value as a member of society.

Windows: Bring Visibility to Cultures Different from Our Own

Another nod to Ms. Bishop is the concept of books as windows. For a community-wide read, this is a big one that we shouldn't ignore. Books that represent a variety of cultures and people help us understand those who are different than us by opening a window into that experience. If we only see characters and experiences that reflect our own, we're more likely to believe that our own experience is more important or valid than those that are unfamiliar.

It's important that marginalized children aren't the only ones reading and being exposed to diverse books, nor are their lives the only ones that will be enriched by reading them. Reading books that represent different abilities, cultures, beliefs, and skin colors help us change our attitude toward those differences. Offering a diverse title for a community read allows the reader to both step into the shoes of the protagonist and have a buffer from their reality. Seeing bullying or injustice happen in the world of a book can give a child a new perspective on what's happening in their own school or community.

Reading Builds Community Unity and Inclusivity

One of the reasons to have a community-wide or all-school read is to come together and learn from the book and each other; to become a community of engaged, educated, and empathetic members of society.

Ignoring part of the population through reading books about one type of people and culture undermines the program itself. By reading a diverse book for your community or all-school read, it reaffirms the value of everyone in the community and fosters an environment of inclusivity. It gives members of the community the opportunity to learn something new together and unite despite any differences in age, race or ethnicity, ability, or socioeconomic status.

Creates Openings for Discussions About What's Happening in Current Events

Curiosity is one of the most inspiring characteristics of children-they're little sponges for information! Choosing the right community read provides an opportunity for discussing current events that kids may have heard about on the news, in the classroom, or at home.

Reading about an experience in a book readies a child for a larger discussion in a safe space. For instance, reading a book about Malala Yousafzai can spark discussions about the education of girls and women in Pakistan. The empathy and understanding from reading a book can flow over into having a difficult discussion later at home or in the classroom.

Emphasizes Similarities: Kids are Kids No Matter How Different Their Backgrounds

Not every book featuring a diverse character spotlights that diversity as a different experience. Sometimes these books are simply a slice of normal life that demonstrates that when it comes down to it, we're all much more similar than we are different. Books of diversity shouldn't cause discourse among readers, rather, a well-written book reveals that simple truth of the human experience: we're not so different after all.

If you're planning your next community or all-school read, advocate for a book of diverse representation. If you need help deciding on just the right one, take into consideration these questions: Is there a connection to our community (historical, current, geographic)? Is there a need in our community for a specific topic? Is there a topic that is of particular interest to the community or that encourages involvement (such as volunteering, trying new recipes, solving mysteries, etc.)? And if you're still not sure where to start, take a look at some of my favorite books to use for community-wide and all-school reads.
My 10 Top Picks for a Diverse Community Read:
The Parker Inheritance by Varian Johnson Jasmine Toguchi, Mochi Queen by Debbi Michiko Florence

* * * * * *

Danielle Yadao grew up in a multicultural home in Washington state. She's of Filipinx, Yakama Nation, and German heritage and spoiled by the abundance of different foods she grew up eating. She has an M.A. in Children's Literature from Simmons University and currently works at Scholastic in School & Library Marketing. Danielle lives in Brooklyn, NY with her deaf, 15 year-old pup.

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5 Reasons Why You Should Read a Diverse Book for Your Next Community Read

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By Danielle Yadao I know, I know. If you're reading this blog you're probably already invested in diverse books. But even though you're no doubt the most outspoken advocate for diversity in childre...

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Truth be told, there are very few phrases my [ speaking as post co-author Sean] high school teachers used during instruction that I remember to this day. Ironically, if taken at face value, the phrase I do still remember promotes outright thievery.

My high school journalism teacher Jack Kennedy told us: "If you are going to steal, steal from the best." Of course, he was not advocating larceny. In the context of teaching us how to write, he also was not teaching us to plagiarize. He was emphasizing that learning techniques and approaches from other writers' work, and using what you learn in your own writing, is a good thing. He taught us to read the best writers for this purpose, and we devoured articles from Sports Illustrated, Time, and Rolling Stone and talked about them in class.

Most teachers are not going to be able to bring in the most accomplished writers, such as journalist Malcom Gladwell or novelist Courtney Summers, for mentoring sessions with their students. However, teachers can do the next best thing by using mentor texts as part of their writing instruction. These texts also can be used to help children and teens become better writers at home.

What Are Mentor Texts?

Those articles we read and discussed in Kennedy's class were mentor texts. Mentor texts are written pieces that serve as an example of good writing for student writers. The texts are read for the purpose of studying the author's craft, or the way the author uses words and structures the writing. The goal is to provide students a model they could emulate in crafting their own piece. Essays, passages, articles, chapters, or full books could all serve as mentor texts. So too could a letter, email, film script, or comic strip, depending on the context under which the mentor text is being used.

What Constitutes a Good Mentor Text?

A good mentor text will be something student writers can read (individually or as a group), identify techniques and approaches used by the writer, discuss and understand why those approaches were effective, and integrate what they learned from this process into their own writing. A mentor text will show, not just tell, students how to write well, and allow them to envision the kind of writer they can be as they develop their skills (Dorfman & Cappelli, 2017).

Three Qualities of a Good Mentor Text

1. You (the educator) think it is good. If you will be reading the mentor text aloud with students or assigning them to read it, choose something you consider to exemplify good writing. Do not pick a piece or a writer just because his or her work has a reputation for being good. If you are indifferent about the piece, it will be difficult to authentically teach students to emulate the writing.

2. It is understandable for your students. Although it is an added bonus if a mentor text is about a topic that is of interest to students, fundamentally, students must be able to comprehend the piece. This does not mean to avoid all challenging texts. You can go over difficult vocabulary with students prior to having them read the mentor text independently or in a group. That way, they will not get frustrated when they reach those challenging words (Gil, 2017).

3. It is relevant to what you are teaching. If you are teaching a unit on writing persuasive essays, do not choose a hilarious parody article. If you are teaching students how to write a lead or introductory paragraph, make sure you include the beginning of the piece, not a beautifully composed conclusion from a long research paper. If you want students to identify and implement several writing techniques into their own writing, choose a text where the writer did multiple things well.

In addition to textbook passages and texts that are part of your specific literacy curriculum, mentor texts can be found from a variety of other sources.

Potential Sources of Mentor Texts

"In the wild": You may encounter or already know of excellent mentor texts without even trying. Perhaps you subscribe to a literary magazine that had an article last month with incredible use of metaphors and similes. Or, maybe you frequently think back to reading the journalistic profile of an actor that had great use of direct quotes. When you encounter good examples of authors' craft, print them out, email them to yourself, or bookmark them on your computer. You can never have too many mentor texts in your toolbox for a future writing lesson.

Students' peers: Student writers may be more likely to connect to a mentor text written by someone close to them in age or writing experience. They also may have greater confidence in their abilities to implement in their own writing the techniques that a peer used, as opposed to emulating a more experienced professional writer. For example, if you have a unit on narrative poetry coming up, you might recall reading a narrative poem in the magazine just published by your high school's poetry club that contained captivating character development. You may know that the local university's arts and culture magazine always has strong student-written reviews that would work great for your lesson on how to write a movie review. Go to student publications and see what you can find.

Go straight for the best: Teach using mentor texts that won prestigious prizes like the Pulitzer Prize for journalism or fiction, or The Masters Review short story award. This can also be a way to find outstanding mentor texts by students' peers, such as winners from the Paul Engle High School Essay Contest. As mentioned previously, make sure to select something you actually think is well written, not just because it won a prize.

Teaching With Mentor Texts

Once you have identified mentor texts that you want to use, your students can gain the most from them with some instruction. Research findings indicate that using mentor texts as part of comprehensive writing instruction can result in students improving as writers. A large-scale statistical review (meta-analysis) resulting in the recommendation of 11 key elements of effective adolescent writing instruction included teaching students to analyze and emulate mentor texts (referred to in the report as models; Graham & Perin, 2007).

An action research project suggested that picture books might be useful as mentor texts for struggling writers (Premont, Young, Wilcox, Dean, & Morrison, 2017). The teacher read the mentor texts aloud, followed by a class discussion. Students then considered the writing traits explored in the picture books when writing their own personal narrative. The student writers' improved their sentence fluency, word choice, and writing conventions such as punctuation. Picture books may not be the best choice for every class or specific lesson, but they may work well as a change-of-pace alternative, as long as they have sufficient text to work with.

The authors of a descriptive study wrote that mentor texts also might have application for teaching overall structure and necessary contents for subject-specific writing (Pytash, Edmondson, & Tait, 2014). A teacher would read aloud a white paper in a high school economics class and highlight the techniques and vocabulary used by the author. Students then worked in groups to analyze the text further before writing their own economics papers. An analysis of their writing and comments made in interviews seemed to suggest that reading the mentor text provided students' knowledge of how to structure their own papers, how to effectively use transitional words, the need to include evidence for their claims, and the need to recognize bias in their own writing and the writing of others.

A study with younger students ages 7-11 found that their quality of writing improved from pretest to posttest when teachers taught with mentor texts (Corden, 2007). Over the course of a school year, teachers used mentor texts as models of particular narrative forms and writing styles during daily instruction. They read aloud the texts to the class, focusing on structural or stylistic features. This was followed by a shared writing of sentences or paragraphs using techniques identified in the mentor texts. Then, students further investigated the mentor texts in small groups. Students followed all this by transferring ideas and devices learned into their author notebooks during weekly independent work. The resulting students' writing showed significant progress in structure and style. Although students were not compared to a group of peers who were not receiving the mentor text instruction, the authors noted that the average improvement of students in the project exceeded the expected rate of normal writing progress over the course of a school year. The techniques discussed in the mentor texts were evident in the students' writing.

Overview of Steps for Teaching Writing Using Mentor Texts

1. Directly teach students what they should recognize in a piece of mentor text. For example, if students are unfamiliar with figurative language, it will be difficult for them to recognize it or label its properties in a text. No matter how good the piece of writing might be, knowing what makes it so compelling is not necessarily intuitive for student writers. Authentic writing used as mentor text likely does not come with a set of directions pointing out what the author has done or what the particular technique is called. You will need to introduce that element of author's craft first by defining it and giving easily understood or simple examples before asking students to apply that knowledge in studying a mentor text.

2. Have students read the mentor text. Depending on the age of the students and their familiarity with reading to identify a particular type of author's craft, you may want to read the mentor text aloud to them. Reading in small groups or reading individually are also options. As students become familiar with recognizing one or more elements of writing, you can transition from reading aloud to having students read the mentor text individually.

3. Engage in a discussion about the text by asking questions. Though opinions on the mentor text's topic should not be the focus of the discussion, it is important to establish that students understand what the text is about (Gil, 2017). Next, move to the crux of the discussion by asking students about the technique or approach used by the writer. Initially, you will need to model for students how you identify in the text the element of language or structure that you are teaching them. Think aloud to describe for students what makes the author's craft stand out to you. As students become familiar with analyzing a mentor text, ask them to identify where and how the technique(s) they are learning were used in the text and why the writer was effective at using the technique. The discussion is a time to slow down and focus on individual words, sentences, and paragraphs and how these convey meaning to the reader (Dorfman & Cappelli, 2017). Talk about writing decisions that the writer made, section-by-section, and why certain words and phrases were used to make points (Pytash & Morgan, 2014).

4. Time for students to write using what they learned from the mentor text. If possible, have students begin writing existing or new pieces right away, with a focus on emulating the techniques and approaches of the mentor text writer. This too will need to be modeled for students first. Think aloud as you demonstrate for students how you adapt an example from the mentor text to incorporate that craft into your own writing. With guidance and practice, students should be able to take what they learned, using their own writer's voice, and tell the story they want to tell. As they write, help students revisit and reflect on their conclusions about what the writer did well in the mentor text.

5. Assess the students' writing and provide feedback. What level of success did students have in using the writing techniques and approaches of the mentor text writer in their own writing? Provide specific praise and constructive feedback. Ask for revisions where opportunities for improved use of the techniques and approaches exist. Peers can also provide feedback in a writer's workshop or small-group setting, depending on the students' ability level and prior experience providing peer feedback.

Using the "Improve Your Writing Using Mentor Texts" organizer (see Supplemental Materials for Teachers and Families below), students can read and respond to a mentor text as a class, in small groups, or as individuals.

By finding and using excellent mentor texts as part of writing instruction in the classroom or at home, you can help students progress from "stealing" from the best to learning to "read as writers." This involves reading with a sharp eye for writing techniques and approaches that they can use to become multi-skilled writers like those successful scribes they wish to emulate.

Supplemental Materials for Teachers and Families

Improve Your Writing Using Mentor Texts

This organizer can be used in a group or individual setting to guide thinking and discussion about a mentor text, and how students can identify techniques and approaches used by the writer to improve their own writing.

References

Corden, R. (2007). Developing reading-writing connections: The impact of explicit instruction of literary devices on the quality of children's narrative writing. Journal of Research in Childhood Education, 21, 269-289. doi:10.1080/02568540709594594

Dorfman, L. R., & Cappelli, R. (2017). Mentor texts: Teaching writing through children's literature, K-6 (2nd ed.). Stenhouse Publishers.

Gil, C. (2017, June 1). 8 Tips for Teaching With Mentor Texts. Edutopia. Retrieved from https://www.edutopia.org/blog/8-tips-teaching-mentor-texts-christina-gil

Graham, S., & Perin, D. (2007). Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools. Retrieved from Carnegie Corporation of New York website: https://www.carnegie.org/media/filer_public/3c/f5/3cf58727-34f4-4140-a014-723a00ac56f7/ccny_report_2007_writing.pdf

Premont, D. W., Young, T. A., Wilcox, B., Dean, D., & Morrison, T. G. (2017). Picture books as mentor texts for 10th grade struggling writers. Literacy Research and Instruction, 4, 290-310. doi:10.1080/19388071.2017.1338803

Pytash, K. E., Edmondson, E., & Tait, A. (2014). Using mentor texts for writing instruction in high school economics class. Social Studies Research and Practice, 9(1), 95-106. Retrieved from http://www.socstrpr.org/wp-content/uploads/2014/04/MS-6543-Paytesh.pdf

Pytash, K. E., & Morgan, D. N. (2014). Using mentor texts to teach writing in science and social studies. The Reading Teacher, 68, 93-102. doi:10.1002/trtr.1276

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Using Mentor Texts to Learn From the Best and Improve Students' Writing

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Truth be told, there are very few phrases my [ speaking as post co-author Sean] high school teachers used during instruction that I remember to this day. Ironically, if taken at face value, the phrase I do still remember promotes outright thievery.

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Open a world of reading. Try Sora, the new reading app for students, by OverDrive.

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Not ready to be inside!

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Sad

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Tired,but ready to learn.

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Love the social/emotional section of books!

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Not quite ready for break to be over! Ready for routine & for kids!

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Loveeeeeee! Loved the book I am Human!❤

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There is a good selection.

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Great learning books. Teaches lessons and expresses feelings and emotions.

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I love that we can swap out some of these titles with HMH curriculum!!!

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Excited to read a few of these

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I Wish You More! ❤ LOVE this!!

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These books really hit the emotions. It will teach the students that everyone is unique.

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I would be interested in reading Happy Teachers Change the World & Better Than Carrots or Sticks.

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Love this option for families to have access to more titles!

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So good for remote learner's!

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Loved "The Girl Who Doesn't Make Mistakes." It will be great for teaching perfectionists that it's okay to make mistakes.

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These books show so much emotion and how to cope with them. They will be great lessons to teach!

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I love books that children can see themselves in!

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I would like to read "Better Than Carrots or Sticks" and "Nuture Shock-New Thinking about Children."

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I love that this book not only incorporates my kids love of superheroes, but also talks about all the things they could do but choose to do instead. It allows for them to reflect on their feelings and actions!

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I can’t wait to read Fruit Salad Friends to my class.

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What should danny do would be such a fun read aloud and having the kids vote what to do

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I love that we can use Sora as another resource for read aloud that highlights the words that are being read. It’s another valuable resource that I can share with my parents to provide a library they may not have access to otherwise.

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Looking forward to reading this with my class. 

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Looking forward to reading this with my class. 

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Creating Classrooms Where Teachers Love to Teach

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Creating Classrooms Where Teachers Love to Teach

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This book is truly a wonderful book. The author skillfully uses a story telling format.

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Love the personal connections in these books😊

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Love the personal connections in these books😊

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I love that we have all these new diverse books! Thank you Mrs. Corona!

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Self reminders of why we do what we do and that we are making a difference 😊

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Self reminders of why we do what we do and that we are making a difference 😊

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Super excited about the Social/Emotional reads

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Such a cool way to help ease classroom anxiety and a way to spread class community and values😊

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Such a cool way to help ease classroom anxiety and a way to spread class community and values😊

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A great way to teach acceptance and experiences 😊

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A great way to teach acceptance and experiences 😊

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I will be setting up a time for my class. Great extension of reading.

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A great reminder— our students are learning to handle their emotions and these books would allow for teachable moments.

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Great book to teach everyone that it’s okay to make mistakes.

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😅
Excited and nervous!

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🙂 I’m happy to be happy

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These books seem inspiring! About 4 that I'd like to read.
*Better than carrots or sticks
*Fostering resilient learners
Serena

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I love this book I am Human . This is a great reminder that everyone is different.

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Such a good book about friendship! It shows how to be a good friend, which I love!!!! 

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Such a good book about friendship! It shows how to be a good friend, which I love!!!! 

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I am excited about being able to set up a topic page for research. The students will enjoy having so many options to choose from.

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Kathy B.

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Great!

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Feeling fine. Ready to begin the new year

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Awesome!

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This is very cute, something fun to read during our egg unit!

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This is very cute, something fun to read during our egg unit!

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I love that these books have characters in them that are like the different students in our class.

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Great book about friendship and kids can relate to helping each other!

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Excited to read Fast Track- Seven Steps to Teaching Heaven

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Love these books!

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Great books for social emotional. Love Even Superhero’s Have Bad Days.

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Love the message in this book!

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Better Than Carrots or Sticks-looks like it would be a good one to add ! :)

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Better Than Carrots or Sticks-looks like it would be a good one to add ! :)

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Love Jabari Jumps!  So cute

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How fun for students starting school to feel like they belong! 

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How fun for students starting school to feel like they belong! 

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These look great

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Jabari Jumps... love books that help students relate to themselves ... 

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Jabari Jumps... love books that help students relate to themselves ... 

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The Jelly Donut Difference looks so interesting.

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I am looking forward to reading this book to my students.

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Please order