The Reading &

Writing Connection
MENTOR TEXTS TO BRIDGE READING
AND WRITING INSTRUCTION USING THE
SIX TRAITS FOR THE FIRST GRADE
CLASSROOM

BY JENNIFER DOLEZAL
The Six Traits
 Ideas
 Organization
 Voice
 Word Choice
 Sentence Fluency
 Conventions and Presentation
Overview of First Grade
Mentor Texts
Ideas
“Ideas are the heart of the writer’s
message – the main thing the writer has to
say – plus all the details (facts,
explanations, anecdotes, observations)
that clarify or expand that message. . .
Hallmarks of good ideas include clarity,
focus, thoroughness, insight, authenticity,
and originality.”
(Spandel, 2013, p. 65)
Ideas
Non-Fiction Fiction
“I’ve Got Eyes! Exceptional Eyes “Giraffes Can’t Dance”
of the Animal World” by Giles Andreae
by Julie Murphy

The message in this story is clear – all eyes are
different. The animals in the story explain what
makes their eyes different, using examples,
details, and fun facts.
A wonderful story about a giraffe who tries to
dance, but is awkward and uncoordinated.
Eventually, he just has to find his own music to
dance to. A great story about friendship and
perseverance.

Examples from Story
“I’ve got oblong eyes, My
wide eyes make sure no
one creeps up on me!”
“You’ve got eyes too!
What can your eyes do?
“Each of the camel’s eyes has two rows of
eyelashes and three eyelids to keep out dust
and sand. It’s like having built-in goggles!”
Instructional Questions
- What is the author’s main message? Why did
she write this book for us?
- How do our eyes compare to these animal’s
eyes? What is the same? What is different?
- Imagine that we had eyes like the alligator.
How would that change our lives?
How to Use the Text and Questions to Bridge
Reading and Writing Instruction
Using this mentor text, students can see
examples of a clear idea and how the author
used facts and details to add authenticity to
her writing.
Examples from Story
“’Excuse me,’ coughed a
cricket, who’d see Gerald earlier
on. ‘But sometimes when you’re
different, you just need a
different song.’”
“Then he raised his head and
looked up at the moon and stars
above. ‘We all can dance,’ he
said, ‘when we find music that
we love.”
Instructional Questions
- Why do you think the cricket decided to help Gerald?
- How can we tell that the other jungle animals now
feel differently about Gerald versus how they did at the
beginning of the story?
- Think about how Gerald felt at the beginning of the
story. Do his feelings change? Why? What could we do
to help someone who might be feeling the way that
Gerald felt at the beginning?
How to Use the Text and Questions to Bridge Reading
and Writing Instruction
This story is a great model of how to incorporate
feelings, emotion, and life lessons into a fun and easy-
to-read text. The author gives many supporting details
and uses rhyming words to expand and support her
main idea of everyone being different.
Ties to Culham’s Modes of Writing
This story is an expository piece, where the
purpose of the writing is to explain and
provide information. Culham (2018) states,
“Good expository writing should not read
like a textbook or a typical encyclopedia
article; it should read like literature,” (p. 59).
This story does exactly that, where the
author provides a lot of information in age-
appropriate and interesting words.
Ties to Culham’s Modes of Writing
Culham (2018) defines a component of
narrative writing as, “includes characters
that grow and change over time,” (p.
58). Throughout this story, the main
character, a giraffe named Gerald,
changes in confidence and his ability to
dance. The other jungle animals also
change, as they begin to realize how
truly amazing Gerald really is!
Organization
“It has ‘good bones,’ we might say – an
underlying structure that holds things
together so well we don’t even have to
think about it . . . Effective organization is
flexible, not formulaic, allowing for
surprises.”

(Spandel, 2013, p. 97)

 Organization
Non-Fiction Fiction
“Dem Bones” “Chrysanthemum”
by Bob Barner by Kevin Henkes

A fun story that describes how bones in our

bodies are connected and what they do. The Chrysanthemum’s organization is logical as it
story begins at the “toe bone” and works all the works through a story about a poor little girl who
way up the body. The organization of this book is teased for her name. However, at the end,
is easy to follow and makes sense. there is an unexpected but delightful surprise!
 Examples from Story
“Toe bone connected to da
foot bone. The foot bones are
the basement to your
skeleton.”
“Knee bone connected to da
thigh bone. The thigh bone, of
femur, is the longest and
heaviest bone in your body.”
Instructional Questions
- (Stopping in the book before turning the page)
What bone do you think the author is going to tell
us about next? How did you make that
prediction?
- What important job do our bones have? What
would happen if we didn’t have all of our bones?
- Why do you think the author started at the toe
bone and went up the body?
How to Use the Text and Questions to Bridge
Reading and Writing Instruction
Without reading the entire text, students will be
able to anticipate what is coming next because
of the organization of this book. It serves as a
great model of how to organize a lot of
information into manageable pieces.
Examples from Story
“’Her name must be everything
she is,’ said her mother. ‘Her
name must be absolutely
perfect,’ said her father. And it
was. Chrysanthemum. Her
parents named her
Chrysanthemum.”
“’If I had a name like yours, I’d change it,’ Victoria said as
the students lined up to go home. ‘I wish I could,’ thought
Chrysanthemum miserably.”
“’I’m named after a flower, too!’ ‘You are?’ said Victoria.
‘Yes,’ said Mrs. Twinkle. ‘My name is Delphinium. Delphinium
Twinkle. And if my baby is a girl, I’m considering
Chrysanthemum as a name.’”
Instructional Questions
- What do you think will happen at the end of this story?
- Chrysanthemum’s feelings about her name change several
times throughout the story. Why do her feelings change?
- If you were the author of this book, would you have written
this unexpected ending? If so, why do you think it’s a good
ending? If not, what would you have done differently?
How to Use the Text and Questions to Bridge Reading and
Writing Instruction
The organization and sequencing of this story is an excellent
example of how to have a proper beginning, middle, and
end to a writing piece. There is also a conflict and resolution,
as well as a surprising twist at the end. The organization of this
story makes perfect sense, and is a great model for students.
Ties to Culham’s Modes of Writing
This book is meant to inform the reader of
different bones in the human body and
what they do. “In expository writing, the
idea is driven by the information behind it.
It’s organized according to the best way
to lay out information so the reader
understands it,” (Culham, 2018, p. 59). The
story starts at the base of the human
skeleton, working it’s way up. It is
predictable but authentic, which is what
makes this expository story so interesting for
the audience.
Ties to Culham’s Modes of Writing
Perhaps the strongest element in this story is
the sequencing of events. Two points in a
strong narrative piece according to Culham
(2018) is that it “offers a clear, well-
developed story line,” and “presents a
conflict and resolution,” (p. 58). This story
does all of those things brilliantly, while also
teaching a lesson about being kind to
others.
Voice
“Voice is the imprint of the writer on the
page. It is the pulse of the writing, our sense
of a person behind the words – the feeling
that a living, breathing soul is there,
speaking to us. Voice connects writer to
reader.”

(Spandel, 2013, p. 128)

 Voice
Non-Fiction
“Earth! My First 4.54 Billion Years”
by Stacy McAnulty
In this story, the Earth takes us on an adventure,
detailing her life and what has happened to
her. She explains her favorite things to do and
why she does them!
Fiction
“Don’t Let the Pigeon Drive the
Bus!” by Mo Willems
Mo Willems does a remarkable job portraying
voice throughout this story. There is a back and
forth dialogue between the pigeon and the bus
driver to the reader. It is very entertaining for
children and the character’s voices are what
make this book so enjoyable.
 Examples from Story
“I have seven siblings in my
solar system. I’m closest to
Venus and Mars. Some used
to say I have eight siblings,
but Pluto is more like the
family pet.”
“As I got older, stuff began to grow. LIFE!”
“But on the inside, I’m the same Planet
Awesome.”
Instructional Questions
- Why does the Earth say that her favorite thing to
do is spinning? What might happen if she stopped
spinning?
- Imagine that you are the Earth. What might be
something you would say to one of your planet
siblings?
- Think about a time that you were sick. What made
you feel better? What could we do to help the
Earth stay nice and clean so it doesn’t get “sick”?
How to Use the Text and Questions to Bridge
Reading and Writing Instruction
It is wonderful that this story is told from the point of
view of the Sun. It opens up a great discussion of
personification in grade-appropriate terms and
how to incorporate voice in something that we
don’t consider “alive.”
Examples from Story
“Hi! I’m the bus driver. Listen,
I’ve got to leave for a little
while, so can you watch
things for me until I get back?
Thanks. Oh, and remember:
Don’t Let the Pigeon Drive
the Bus!”
“Hey, can I drive the bus? Please? I’ll be
careful. I tell you what: I’ll just steer. My
cousin Herb drives a bus almost every day!”
Instructional Questions
- What tells us that the pigeon really wants to
drive the bus?
- Why does the bus driver not want the pigeon to
drive the bus?
- Think of a time that you really wanted
something. Did you end up getting it? How?
How to Use the Text and Questions to Bridge
Reading and Writing Instruction
Already a student favorite, the teacher can
expand on this classic book to demonstrate how
carefully, thoughtfully, and intentionally the
author made the pigeon and the bus driver use
their voice to get their point across.
Ties to Culham’s Modes of Writing
This book is both informational and a
narrative. It is narrative in the sense that,
“Narrative writing reveals what is unique
to the writer’s life experience and
imagination; it’s organized by time, and
the voice is often personal,” (Culham,
2018, p. 58). However, it is an expository
piece because it “includes details that
add information, support key ideas, and
help the reader make personal
connections,” (Culham, 2018, p. 59). The
author takes on the point of view of the
Earth itself and provides facts and details
in a fun and interesting way for children.
Ties to Culham’s Modes of Writing
This classic children’s book is a narrative
story, but it also incorporates some
persuasive elements as well within the story.
“Through narrative, we relate our
observations of life’s complexity and how it
feels when things are unfair or unjust in the
real or imagined world,” (Culham, 2018, p.
58). Obviously this story is in an imagined
world, but the main character thinks it is
unfair that he cannot drive. Both the pigeon
and the bus driver provide arguments to the
reader on why the pigeon should/should
not be able to drive the bus. In persuasive
writing, the writer “states a position (claim)
clearly and sticks with it,” and “uses voice to
add credibility and show confidence,”
(Culham, 2018, p. 59) which is what takes
place within this story.
Word Choice
“It is the words, phrases, or expressions
writers use to convey ideas, create images,
or explain concepts. Good word choice
may be poetic or technical, casual or
formal . . . Careful word choice creates
clarity, ensuring understanding, and also
makes pictures in a reader’s mind.”

(Spandel, 2013, p. 163)

 Word Choice
Non-Fiction Fiction
“The Sun is Kind Of a Big Deal” “The Day the Crayons Quit”
by Nick Seluk by Drew Daywalt

This fun, nonfiction text gives a lot of information

A fun story about crayons explaining why they
about the sun and how it effects our world as
are unhappy with their human companion,
we know it! The word choice is great for younger
Duncan. Each color writes a note explaining
students to understand the impact of such an
why they are upset.
important star.
 Examples from Story:
“Seriously! The Sun is an
actual star!”
“The planets move
around the Sun like a big
racetrack in space.”
Instructional Questions
- What is the author’s mood when he writes,
“Seriously! The Sun is an actual star!” Why do you
think he sounds so excited?
- Visualize cars going around a racetrack. How
does that compare to planets going around the
sun?
- Do you agree that the sun is a big deal? How
did the author convince you?
How to Use the Text and Questions to Bridge
Reading and Writing Instruction
Throughout this entire book, the author paints a
clear picture for the reader (racetrack, spinning,
tilted). The author diligently picked our words to
paint a clear picture. The students can use this
as a model in their own writing.
Examples from Story
“I NEED A REST! Your
overworked friend, RED Crayon”
“I know that you love elephants,
and I know elephants are grey,
but that’s a LOT of space to
colour in all by myself. And
don’t even get me started on
your rhinos, hippos, and
HUMPBACK WHALES.”
Instructional Questions
- How can you tell that the crayons are upset?
- Are all of the crayons mad for the same reason?
Explain your answer.
- Pick your favorite color and imagine that you are
that color crayon. What are some things you might
say/write to your person?
How to Use the Text and Questions to Bridge
Reading and Writing Instruction
The characters (crayons) in this story are clearly
upset, and it is fun to have a class discussion on
why. Using the questions above, students can put
themselves into characters shoes and write from
the point of view of something materialistic.
Ties to Culham’s Modes of Writing
Ties to Culham’s Modes of Writing
This expository text is one that is both
“Expressing an opinion or constructing an
exciting and fascinating for the
argument doesn’t mean the writing must
audience. Culham (2018) explains, “The
be boring and lifeless; in fact, it should be
energy behind [the] process of discovery
quite the opposite,” (Culham, 2018, p.
should fill every page. Without it, no
65). Throughout the story, the crayons are
matter how much data and how many
defending their arguments as to why they
facts you’ve included, the writing will be
are over/underworked and why they are
lackluster and forgettable,” (p. 59). The
quitting. Culham (2018) also says that in
author also does a wonderful job not
persuasive writing, “the voice must be
over explaining or using words that are
believable and convincing,” (p. 60),
too big or scientific. “In expository writing,
which Drew Daywalt does hilariously and
the overuse of technical terms or jargon
flawlessly in this book.
can get in the way of making meaning
clear for a reader who is not familiar with
the topic,” (Culham, 2018, p. 63).
Sentence Fluency
“Fluency makes writing dance . . . Three
things mark fluent writing. It’s easy to read
with expressiveness and voice. It’s
immediately understandable. And it’s
marked by variety in sentence length, style,
and structure.”

(Spandel, 2013, p. 192)

 Sentence Fluency
Non-Fiction Fiction
“The Street Beneath My Feet” “Scaredy Squirrel”
by Charlotte Guillain by Melanie Watt

The Scaredy Squirrel books are a childhood

favorite. The structure of sentences makes sense
The sentences within this story are beautifully (short sentences when giving small bits of
written. There are varying lengths, information, and very long exaggerated
onomatopoeias used throughout, and a fun sentences when there is chaos) and has a very
expressive voice that is eager to tell about the natural, smooth flow when reading.
treasures beneath our feet.
 Examples from Story
“Millions of tiny living things called
microorganisms are also in the soil.
They help break down dead
creatures and plants. Mmm… Tasty!”
“There’s an underground river
flowing at the bottom of this cave.
Watch out – the water’s very cold!
Brrrrr!”
Instructional Questions
- How do the layers of the Earth change as it gets deeper
and deeper?
- Think about where you are sitting right now. If you could
look straight down through the floor, what might you see?
- Look at the sentences: There’s an underground river
flowing at the bottom of this cave. Watch out – the
water’s very cold! Brrrrr!
Why did the author add the emphasis of the second and
third sentence instead of only including the first?
How to Use the Text and Questions to Bridge Reading and
Writing Instruction
The author does a phenomenal job in adding details and
words to make the sentences fun to read (Mmm…tasty!,
Brrrrr!) When students discuss and discover how that adds
emphasis and fluency to the reading, they can begin to
add that into their own writing pieces as well.
Examples from Story
“In Scaredy Squirrel’s nut tree, every
day is the same. Everything is
predictable. All is under control.”
“A killer bee appears! Scaredy
Squirrel jumps in panic, knocking his
emergency kit out of the tree. This
was NOT part of the Plan.”
Instructional Questions
- The author uses a variety of sentence types. How does
that change how we read the sentences? (Model)
- What about this story lets us, as the readers, know that
Scaredy Squirrel is panicked?
- When might be a time that our writing would reflect
that we are in a hurry? What could we add to our writing
that would tell our reader we are in a hurry? (When you
are in a hurry, do you speak in long, drawn out
sentences? Or do you speak short and to the point?)
How to Use the Text and Questions to Bridge Reading
and Writing Instruction
Until it is pointed out, students don’t realize that a story
with all the same sentence types and lengths is “reading
like a robot.” This story serves as a wonderful example of
how to create music with writing, to have ups and
downs, points where we read fast or slow, and we can
then attempt to consider that when writing our own
stories.
Ties to Culham’s Modes of Writing
In the story, “The Street Beneath My Feet,”
the author “goes beyond the obvious to
explain what is interesting or curious
about the topic,” (Culham, 2018, p. 59).
As a reader, I have never really
considered what is underneath the street,
and what’s underneath that, and what’s
underneath that. But this story does so
with a voice and flow that is “credible,
authentic, and trustworthy,” (Culham,
2018, p. 59).
Ties to Culham’s Modes of Writing
This narrative story is most definitely
entertaining, while it also incorporates
surprises and challenges that keep the
reader engaged (Culham, 2018, p. 58).
Culham (2018) suggests, “Encourage
students to examine mentor texts for the
use of dialogue and come up with
creative ways to show what is spoken
aloud – speech bubbles, for instance,”
(p. 62). This book would serve as a
wonderful introduction to voices, speech
bubbles, and dialogue, all while
conveying the time and setting
effectively (Culham, 2018, p. 58).
Conventions & Presentation

“Written conventions encompass spelling,

punctuation, grammar, usage,
capitalization, and paragraphing . . .
Presentation is anything that affects the
overall look of a document . . . [It] is not
about right or wrong – which is one reason
it is difficult to assess. It is about stylistic
preference.”

(Spandel, 2013, p. 224)

Conventions & Presentation
Non-Fiction
“If Sharks Disappeared”
by Lily Williams
This story uses many conventions to add
emphasis, such as ellipses and all capital letters.
The author also staggers many words around
the illustrations, creating a more dramatic read.
Fiction
“We’re All Wonders”
by R.J. Palacio
This is a children’s book version of the chapter
book, Wonder. It uses punctuation to make the
reader read the way the character would talk.
With the use of capitals letters, exclamation
points, and ellipses, the reader is sure to
understand the main character better.
 Examples from Story
The ocean is home to a lot of
creatures – big, small, slimy, cute,
and...
SCARY.
“If sharks disappeared… the
ocean would no longer be
balanced.
“If we remember that we are all connected and if we work
together, sharks – and our whole planet as we know it – will
thrive. And maybe we’ll see that what once seemed so
scary… isn’t so scary after all.”
Instructional Questions
- What happens at the “…” when you read the sentence: If
sharks disappeared… the ocean would no longer be
balanced. Why does the author include these ellipses
throughout the story?
- The author explains why the world needs sharks. What
would the world look like without them? Why is it important
that sharks do not become extinct?
- Why didn’t the author just line the text up across the top
on every page? She staggers it, makes it loop around
illustrations, and has words of all different sizes. Why do you
think she chose to do that?
How to Use the Text and Questions to Bridge Reading and
Writing Instruction
Looking at all of the marvelous ways this author incorporates
different conventions is a great way to show students to
power of pausing in a sentence or ALL CAPITALS when
reading. She staggers her words and it truly changes how
we read the story. If, as writers, we want to add this
emphasis, this is an excellent choice for a mentor text.
Examples from Story
“When that happens, I put on my
helmet. I put Daisy’s on, too. And
then we… BLAST OFF! Up! Up! Up!
Up through the clouds… across the
galaxy… … all the way to Pluto!”
“From far away, the Earth looks so
small. I can’t see any people. But I
know they’re there. Billions of
people. People of all different colors. People who
walk and talk differently. Like me!”
Instructional Questions
- How does the punctuation throughout the story change
the mood? (Provide examples)
- Some pages in this book have very few words, and some
pages have much more text. Why do you think the author
did that?
- What does the author mean by “We’re all Wonders”? Do
you agree or disagree with that statement? What makes
someone a “wonder”?
How to Use the Text and Questions to Bridge Reading and
Writing Instruction
The author of this story never actually explains how the
character is different. We must rely on the presentation and
character’s words to deduce this information for ourselves.
We can tell how the author is feeling, simply from the
conventions used. Short sentences with all periods create a
dull moment when we read. But then we have text like,
“BLAST OFF! Up! Up! Up! to signal a change in mood. This is a
great text for not only accepting each other the way we
are, but how to use conventions, rather than words, to
deliver that same message.
Ties to Culham’s Modes of Writing
The author of this expository text
“focuses on making the topic clear for
the reader,” (Culham, 2018, p. 59).
Throughout the entire book, she keeps
referencing back on why we need
sharks and what would happen if they
became extinct. Culham (2018)
powerfully states, “Conviction, authority,
and credibility are the hallmarks of voice
in expository writing,” (p. 63). This story
exhibits a strong voice and fluency
because of the conventions and
presentation.
Ties to Culham’s Modes of Writing
“We’re All Wonders” is a marvelously
written narrative story about a boy who is
different from his peers. In many narrative
stories, Culham explains, “We explore
friendship, loss, love, betrayal, and joy. We
reveal our perspective on what it is like to
be part of a family or culture that we know
or imagine,” (p. 58). This story does exactly
that as we follow this boy through his
journey to fitting in with his peers and how
he handles his emotions when he feels
isolated or alone. Culham (2018) also
explains that, “Narrative writing seeks the
truth – truth that is not always dependent
on facts,” (p. 58) This story does not include
many facts, but it does pull heavily at the
heartstrings of the reader.
 References

Andreae, G., Parker-Rees, G., & Williams, B. D. (2019). Giraffes cant dance. Solon, OH: Findaway World, LLC.
Barner, B. (2016). Dem bones. Chronicle Books.
Culham, R. (2018). Teach writing well: How to assess writing, invigorate instruction, and rethink revision. Portland, ME:
Stenhouse.
Daywalt, D., & Jeffers, O. (2016). The day the crayons quit. London: HarperCollins Childrens Books.
Guillain, C., & Zommer, Y. (2017). The street beneath my feet. London: QED Publishing.
Henkes, K. (2016). Chrysanthemum. New York: Greenwillow Books.
McAnulty, S., & Litchfield, D. (2018). Earth!: My first 4.54 billion years. New York: Henry Holt and Company.
Murphy, J., & Tolson, H. (2018). Ive got eyes!: Exceptional eyes of the animal world. Mankato, MN: Amicus/Amicus Ink.
Palacio, R. (2019). Were All Wonders. Solon, OH: Findaway World, LLC.
Seluk, N. (2018). The Sun is kind of a big deal. New York, NY: Scholastic.
Spandel, Vicki. (2013). Creating Writers: 6 Traits, Process, Workshop, and Literature: Sixth Edition. Upper Saddle River,
NJ: Pearson.
Watt, M. (n.d.). Scaredy squirrel. Halifax, Nova Scotia: Atlantic Provinces Special Education Authority, Library, 2019.
Willems, M. (2003). Dont let the pigeon drive the bus! New York: Hyperion Books for Children.
Williams, L. (2018). If sharks disappeared. London: Wayland.