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Pamela Duncan Edwards Teaching Writing With Mentor Texts In The Primary Classroom © Nicole Groeneweg, Scholastic Teaching Resources “And I do like writing alliterative books. I have great fun writing them, because I get my thesaurus out. I have to find a word that begins with that letter that will say what I want to say.” Pamela Duncan Edwards’ words all but sing from the page. A former preschool teacher and school librarian in England, she comes to writing for children naturally. Edwards often teams with illustrator Henry Cole, a match that capitalizes on their combined sense of humor. Also plain in their books is Edwards’ love of nature and science. Children who read Edwards alliterative texts are bound to learn facts about nature. Studying the Craft: Alliteration Sharing books written by Pamela Duncan Edwards provides an excellent opportunity for emergent readers and writers to practice beginning sounds and blends. TT R ead aloud a variety of Pamela Duncan Edwards’ books for enjoyment. (To familiarize the class with the author’s work, try sharing the books over a couple of days.) TT F amiliarize students with the term alliteration. Explain that this mentor author has texts alive with alliteration, a literary device in which the initial consonant, consonant blend, or on occasion, a vowel (assonance) is repeated throughout the text. Recommended Reading These mentor texts are sure to tickle funny bones, even while you focus students’ attention on alliteration. Clara Caterpillar (HarperCollins, 2001) Four Famished Foxes and Fosdyke (HarperCollins, 1995) Rosie’s Roses (HarperCollins, 2003) Some Smug Slug (HarperCollins, 1996) The Worrywarts (HarperCollins, 1999) 39 Cultivating the Writer’s Notebook Set up a Pamela Duncan Edwards writing center where students can create their own alliterative stories. Include the following materials: JJ a collection of Pamela Duncan Edwards books, including Some Smug Slug JJ stickers and stamps of alphabet letters JJ letters cut from construction paper JJ copy paper, lined paper, stapler for bookmaking Teaching Writing With Mentor Texts In The Primary Classroom © Nicole Groeneweg, Scholastic Teaching Resources TT D istribute a copy of Altogether Alliterative (page 42) to each student. Explain that students should use this prewriting page to plan their own stories that include alliteration. (See the Dynamic Mini Lesson.) TT S how students what items you’ve added to the writing center to stimulate writing with alliteration. Invite students to use colorful paper letters to set off the beginning of each word in story titles. Explain that stickers or stamps can set off the first letter of each alliterative word in the stories. Other Resources TT Visit Pamela Duncan Edwards’ Web site: www.pameladuncanedwards.com TT V iew or read the Reading Rockets interview with Pamela Duncan Edwards: www. readingrockets.org/books/interviews/edwards TT C heck out illustrator Henry Cole’s Web site: www.henrycole.net Alliteration takes center stage in the writing center. Standards Addressed (McREL Benchmarks Level I K–2) ✔✔ U ses writing and other methods (using letters or phonetically spelled words, telling, dictating, making lists) to describe familiar persons, places, objects, or experiences (Language Arts Standard 1: benchmark 6). ✔✔ Uses complete sentences in written compositions (Language Arts Standard 3: benchmark 2) ✔✔ Uses nouns in written compositions (e.g., singular, plural, possessive). (Language Arts Standard 3: benchmark 3) ✔✔ U ses verbs in written compositions (e.g., verbs for a variety of situations, action words). (Language Arts Standard 3: benchmark 4) ✔✔ U ses adjectives in written compositions (e.g., descriptive words). (Language Arts Standard 3: benchmark 5) 40 Dynamic Mini Lesson: Alliteration Teaching Writing With Mentor Texts In The Primary Classroom © Nicole Groeneweg, Scholastic Teaching Resources Groeneweg sets up a chart for recording words beginning with S. Groeneweg: Today we’re going to reread Some Smug Slug. This time we’re going to listen carefully for words that begin with S. Groeneweg reads aloud Some Smug Slug. At the end of each page she pauses and asks students to share their observations. Some S m ug Slu Word g s Tha t Beg noun s in W ith S verbs adjec tives Groeneweg: Did you hear any words beginning with S? Who can tell me a few? A few students provide S words. Groeneweg: Let’s make a list to keep track of them. We’ll use this chart. Groeneweg asks volunteers to write the words they’ve come up with on the chart paper. Groeneweg: I’ll continue reading, and we’ll all keep listening for S words. lug gS u m S hS Wit e n i tives g m Be djec So t a a Th s rds verb Wo ug m s s n u no slug Groeneweg reads aloud the rest of the book. Each time she encounters a word that begins with S, she records the word on the chart. Groeneweg: Now you’re going to write your own story using alliteration. I’m going to have you organize your prewriting ideas on a handout. Groeneweg distributes a copy of Altogether Alliterative (page 42) to each student. 41 Skill Area: Alliteration Name: Date: This story features words that begin with the letter . List words below that begin with this letter. You can use a dictionary to help you find words. Character What are the character names? List some words that describe each character. Setting When does this story take place? List some words that name the time or day. Where does this story take place? List some words that describe the setting. Problem Describe the problem or conflict in the story. Solution Describe how the problem is resolved. For an extra challenge, circle all the nouns with blue crayon. Circle all the adjectives with green crayon. Page 42 Teaching Writing With Mentor Texts In The Primary Classroom © Nicole Groeneweg, Scholastic Teaching Resources Altogether Alliterative