1. Create a student-friendly definition for “mentor.”
2. Identify traits of Success that a mentor displays.
3. Describe how to be a mentor to a primary Book Buddy.

Directions

Day I

Step 1: Write objectives on the board and share them with the students.

Step 2: Paint a mental picture of a mentor and how this person supported and guided you How was this relationship different from others?

(I begin with the story about my own mentor before anything else, because students learn better when given the experience before the verbiage.  I tell my own story so the students can make a connection to the experience. I want them to understand the concept, not just the vocabulary word.)

Step 3: Briefly explain the logistics for Book Buddies. 

1. How often Buddies will meet
2. The primary teacher whom with you've partnered
3. How pairings will be made

Ask students to discuss in pairs:

• What does it mean to mentor someone?

Step 4: Compile the various student answers to this question on chart paper.

Step 5: In groups of four (two pairs join together) students will examine this student-generated list and develop a definition for a mentor.

Step 6: In groups of eight (two groups of four join together) students combine their two definitions into one common one. Students record this definition on chart paper.

Step 7: Post the chart paper from each group in the front for all to see. Have students read each of the definitions.  

Step 8: Combine the definitions into one final classroom definition of a mentor.
(I have the students create their own definitions because when students create the meaning themselves, it becomes personal.)

Step 9: In their writing journals have students copy the class definition of a mentor.

Step 10: Refer to the Traits of Success

• What traits would a mentor display?

Step 11: Next to each listed trait, students describe how they could demonstrate that trait when working with their Book Buddy (example: I could demonstrate patience when my Buddy doesn’t understand something I am trying to teach them.)

Step 12: Students should put a star next to the trait they would like to share out to the class.

Step 13: Go around the room and give each student a chance to share. Students should share their Trait of Success along with the way they could demonstrate that trait with their Book Buddy.

Supporting All Learners

Students for whom English is a second language should be given the opportunity to brainstorm with someone else in their native language.

Lesson Extensions

Develop a bulletin board with the student mentor definition, identified mentor traits, and photos of your students meeting their Buddy for the first time.

Throughout the year, this relationship with a younger reader is motivation for older readers to develop their reading skills. We discuss fluency in reading and develop a rubric for it, which includes rate, articulation, expression, and pausing. We also work on modeling reading strategies during reading with younger students. Eventually, students learn to write higher order thinking questions to accompany the book they will read with their book buddy.

Assignments

1. Students will create student friendly definition of the word mentor.
2. Students will create a list of successful traits mentors demonstrate.

Evaluation

1. Were the students able to complete the objectives?
2. What went well?
3. How would you change this lesson the next time you taught it?