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Rose Cappelli comes from a family of musicians and teachers, both of which have greatly influenced her life. A volunteer job in high school led her to pursue work with hearing- and language-impaired children. But she knew that in order to be successful with this population, she needed to better understand the relationship of language acquisition to reading and writing. This led her to become a reading specialist as well as to her involvement with the Pennsylvania Writing and Literature Project.
She received her bachelor's degree in Deaf Education from Pennsylvania State University and her master's degree in reading from West Chester University. She also holds an elementary certification from Immaculata University. Rose has worked as a reading specialist in the West Chester Area School District and as a teacher consultant and course coordinator at the Pennsylvania Writing and Literature Project.
Her approach to staff development follows the premise of "teachers teaching teachers," which is the basis of the work done by PAWLP. "I want to bring what I have learned in the classroom to my work with teachers, so all the things I suggest are classroom tested, and the teaching beliefs I have formed come from my work with children. I have been greatly influenced by the work of Regie Routman, Lucy Calkins, Donald Graves, Katie Wood Ray, and others whom I consider my mentors and who have guided my practice and understandings.
"I think the best way to approach staff development is to guide teachers in reflecting on their own practice, give them the opportunity to try out some new strategies, share thoughts and ideas, and then think about where the new ideas could fit in with or change their beliefs. Reflection is a big part of working with teachers.
"The writing of Mentor Texts was truly a collaborative process with my friend and colleague Lynne Dorfman. While we worked on some parts separately, I think our best work came on the days we spent sitting in my sunroom pouring through countless children's books, and the conversations that ensued. Working together, we had the opportunity to question and search for answers, clarify understandings, and think about the best way to present ideas to teachers so that they could try them out with their students. And that brings me back to reflection. Writing the book gave us time to reflect and put into words the strategies we have found to be successful in using with our students. We followed the same process in writingMentor TextsandNonfiction Mentor Texts. With all three projects, the writing journey was a learning journey."
Rose is married with two grown children, Brian and Ann. She and her husband, Allan, live in Chester County, Pennsylvania. She enjoys gardening, golf, and, of course, reading. "I have been trying to learn how to play golf for a few years now. Going through the process of learning something new that doesn't come easily or naturally to me has given me new insights into what some kids go through who struggle with reading and/or writing. I have been reminded of the whole learning process and the importance of modeling and guided practice."
In their first edition of Mentor Texts, authors Lynne Dorfman and Rose Cappelli helped teachers across the country make the most of high-quality children's literature in their writing instruction. In Mentor Texts: Teaching Writing Through Children's Literature, K-6, 2nd Edition the authors continue to show teachers how to help students become confident, accomplished writers by using literature as their foundation.
The second edition includes brand-new “Your Turn Lessons,” built around the gradual release of responsibility model, offering suggestions for demonstrations and shared or guided writing. Reflection is emphasized as a necessary component to understanding why mentor authors chose certain strategies, literary devices, sentence structures, and words. Dorfman and Cappelli offer new children's book titles in each chapter and in a carefully curated and annotated Treasure Chest. At the end of each chapter a “Think About It—Talk About It—Write About It” section invites reflection and conversation with colleagues.
The book is organized around the characteristics of good writing—focus, content, organization, style, and conventions. The authors write in a friendly and conversational style, employing numerous anecdotes to help teachers visualize the process, and offer strategies that can be immediately implemented in the classroom. This practical resource demonstrates the power of learning to read like writers.
Lynne R. Dorfman and Rose Cappelli:::100073
Nonfiction Mentor Texts
In their first book, Mentor Texts, Lynne Dorfman and Rose Cappelli demonstrated how teachers can use children’s literature to guide and inspire student writers of narrative fiction and poetry. Now, they have turned their focus to nonfiction, identifying a wide range of mentor texts and showing how these models illustrate the key features of good writing.
Lynne and Rose guide teachers through a variety of projects, samples, and classroom anecdotes that demonstrate how teachers can help students become more effective writers of good nonfiction. The Your Turn lessons at the end of each chapter use the gradual release of responsibility model to guide and empower student writers. Teachers will find especially helpful the information on how to select appropriate mentor texts from among the sometimes overwhelming offerings of children’s literature. Each Your Turn lesson encourages reflection and motivates students to think about what they’ve learned, the purpose of learning and practicing a skill or strategy, and how they might use this technique in the future. Additionally, An Author’s Voice provides encouragement and advice from published authors of children’s nonfiction.
One of the most valuable features of Nonfiction Mentor Texts is the treasure chest of books organized according to chapter. This list includes every title mentioned in the book, as well as a host of other titles that teachers can use to help students learn about quality nonfiction writing—building content, organizing text, developing voice, enhancing style, using punctuation effectively—and from which students can draw topic ideas. Lynne and Rose have either read or used all of the featured books in their classrooms and have selected titles that meet the needs of students at varying levels. Teachers will be able to find the just-right book for each student.
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Poetry Mentor Texts
Building on the success of Mentor Texts and Nonfiction Mentor Texts, authors Lynne R. Dorfman and Rose Cappelli now turn their attention to poetry. In Poetry Mentor Texts, Lynne and Rose show teachers how to use poems in both reading and writing workshops and across content areas. Written in a friendly, conversational tone, this practical book explores a variety of poetic forms, including poems that inspire response, list poems, acrostic poems, persona poems, and poems for two voices—versatile forms of poetry that can be used in every grade.
Each of these poetic forms has its own chapter featuring five poems with applications for both reading and writing classrooms. Reading connections present skills and strategies to move students forward as readers, helping them to build fluency, vocabulary, comprehension, phonemic awareness, and phonics. Writing connections help students and teachers discover their own voices and grow as poets and wordsmiths as they try out many poetic forms. Poems help students at all grade levels learn to better address complex reading texts, offering them a chance to dig deeper and use higher-order thinking skills. Additionally, Your Turn writing lessons provide a scaffold for seamlessly moving from modeling to the shared or guided experience and the transfer to independent work. The Treasure Chest offers a brief annotation of the poems discussed in each chapter as well as companion pieces that extend and enhance the work of the reading and writing classroom.
Poetry Mentor Texts helps teachers across the curriculum guide their students to become not only skilled readers and writers but also more empathetic human beings.
Lynne R. Dorfman and Rose Cappelli:::100073
How do children's book authors create the wonder that we feel when reading our favorite books? What can students and teachers learn from these authors and books if we let them serve as writing mentors? In Mentor Texts, Lynne Dorfman and Rose Cappelli show teachers how to help students become confident, accomplished writers, using literature as their foundation.
The book is organized around the characteristics of good writing—focus, content, organization, style, and conventions—and includes:mentor texts that can be used to scaffold student work;student writing examples to demonstrate how students take risks as writers;teacher writing examples to show the power of teacher as writer;a comprehensive annotated list of children's literature that includes specific suggestions for teaching points;“Your Turn” lessons at the end of each chapter that show how to put the ideas into practice.
Rose and Lynne write in a friendly and conversational style, employing numerous anecdotes to help teachers visualize the process, and offer strategies that can be immediately implemented in the classroom. Each “Your Turn” lesson is built around the gradual release of responsibility model, offering suggestions for demonstrations and shared or guided writing. Reflection is emphasized as a necessary component to understanding why mentor authors chose certain strategies, literary devices, sentence structures, and words.
This practical resource demonstrates the power of learning to read like writers. It shows teachers and students how to discover the ways that authors make writing come alive, and how to use that knowledge to inspire and improve their own writing.
Mathematizing Children’s Literature
Sparking Connections, Joy, and Wonder Through Read-Alouds and Discussion