Mentor Sentences: Grammar, Word Choice & More
Do you ever read your students’ writing and go, “Ummm… I am pretty sure there are some sentences in here somewhere.”
Without reading it aloud and imagining the way the child speaks, sometimes there’s really no telling what they’re trying to say.
Like a grandma reading a teenager’s text messages, they will be lost and confused.
Day One
Day Two

Nouns: who, what?
Day Three
To help kids apply what they were learning about parts of speech and subjects and predicates, we practiced dividing up some run-on sentences. We marked the subject of each sentence in red and the predicate in green. Noticing when the new subject was introduced helped kids realize when sentence were run-ons.
I don’t love workbooks, but we used a workbook page and colored pencils to practice identifying subjects, predicates, and complete sentences, and we continued to build a common language for talking about writing.
Day Four

Then I asked them to separate the subject from the predicate. They separated “The terrifying tornado” from “spun ferociously through the tiny town.”
We spent a minute or two reviewing parts of speech: Point to the noun in the subject. Point to the adjective that describes the noun. What word shows the action the noun did? The verb! Find the verb. Point to the adverb that explains how the verb was done. Point to the prepositional phrase that answers the question, “where?”
And then we manipulated the sentence. This was tricky. The first thing that the kids did to make a new sentence was that they switched “ferociously” and “terrifying”. This resulted in: “The ferociously tornado spun terrifying through the tiny town.” This, of course, brought about a conversation about the difference between adjectives and adverbs and which words they can describe or modify.
Then they tried, “The tiny tornado spun ferociously through the terrifying town,” which was pretty funny. At first, many of them seemed to think it was ok. I had them close their eyes and visualize as I read the sentence. When the giggles began, I knew they got it. We discussed how simply flipping words wasn’t a great way to revise a sentence. You need to flip phrases.
Because this was the first time, I suggested trying, “Through the tiny town,” at the beginning of the sentence. Then I asked them to try, “Ferociously,” at the beginning of the sentence, too. They started to realize that adverbs can go in various places around the sentence, and prepositional phrases can, too. This creates more interesting sentences.
We charted our revised sentences on our anchor chart.
Day Five
The last day, we used the mentor sentence to write a modeled sentence. We chose a noun: volcano (by popular consent). I asked the questions to build a sentence around the word volcano.
As the kids came up with words, I challenged them to replace ordinary words (big) with specific and interesting word choice, and this is what we came up with:
Who or what? (Noun) Volcano.
What kind? (Adjective) Dangerous.
Did what? (Verb) Rumbled.
How? (Adverb) Violently.
Where? (Prepositional Phrase) In the middle of the town.
Whole sentence: The dangerous volcano rumbled violently in the middle of the town.
It was awesome! The kids were excited to try their own, so I asked the questions slowly so they could choose their own noun and craft their own sentence. It was so much fun.
Have you used mentor sentences in the classroom? How has it worked for you?