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A SHORT TEXT SET AT YOUR FINGERTIPS: CHOOSE A TOPIC & RUN WITH IT

Written by Julie Wright & Elizabeth Keim

One way to create a short text set is to explore a particular topic.  We recommend picking something you, or your students (or both!), are particularly interested in.  Once you start looking for resources, you will be surprised by how many things there are to find.  By using short texts, you can expose your students to a variety of text types all in the name of learning about something fascinating.

Elizabeth is a birder and she spends most of the Spring in Central Park being amazed by the migrating warblers.  In the winter she has been known to be on the lookout for Snowy Owls.  Once she walked a long way on a beach in Eastern Long Island with some friends toward something that looked like a bleach bottle and eventually, as she got closer, discovered it was actually a Snowy Owl snoozing on a log.   You may have read about or seen the post last year when a Snowy Owl was spotted in Central Park.  It was the first one recorded in NYC in 130 years!

When students and teachers inquire about a topic, then spend time curating resources to fuel that curiosity or interest, there’s a good chance that new knowledge and understanding about that topic will grow. In addition, reading, writing and talking volume will increase too.

If you liked our Short Texts at Your Fingertips: Field Guides we think you’ll appreciate this connection we’re making to a topic that we enjoy —> OWLS! It’s so much fun to take a topic and text you love and expanding it into a short text set.

TRY THIS

Step 1

We start this text set with the NYTimes article about the first Snowy Owl to be seen in Central Park in 130 years.  This could be read independently by upper elementary children and read aloud to younger ones.  What’s fun about this NYTimes Article about Snowy Owls is that there are other short texts tucked all across the article including photos and captions that showcase the snowy owl’s adventures.  Dive into the article and consider:

  • Orienting students to the features of a news article

    • Byline

    • Date

    • Structure of a news article 

  • Asking some questions that could get students talking about the article and about snowy owls

    • What is this article about?  Why is it being written?  Who is the intended audience?

    • Is there a photo, caption, graphic, or link to other information that helps you read, interpret and comprehend the text?  

    • What important details (data, facts, information) are shared in the article?

Step 2

Talk to students about some vocabulary words associated with birds, specifically the Snowy Owl.  Some to consider are:

  • Migration and migratory

  • Nocturnal versus diurnal

  • Mammal

  • Wing, wing span, flight, and range

Take a look at a map of the Snowy Owl’s range.  Here’s a Snowy Owl Range Map which is a nice example with lots of great bird information.  You could use this resource to:

  • Define range

  • Teach students about map features

FURTHER STEPS

After digging into all of these sources, you and your students might want to learn more about Snowy Owls.  There are some great resources to explore such as:

And now that everyone knows a bit more about Snowy Owls, maybe you explore some beautiful picture books that explore different types of owls.  Start by reading both of these books aloud, noting that one is fiction and the other is nonfiction.  Create a two-column anchor chart or give students a chance to draw a Venn diagram to compare and contrast the two short texts.   Ask:

  • What are the differences between fiction and non-fiction?

  • How did Jane Yolan build suspense in Owl Moon?

Owl Moon

Note: The owl in Owl Moon, by Jane Yolan, is a Great Horned Owl.

GOING DEEP & WIDE

Looking for more titles and short text types that add to and expand your text set?  Check out these titles: 

Owl Books

STAY TUNED!

More about short texts and short text sets coming soon!

Short Texts at Your Fingertips: Launching into Summer Writing

Written by Julie Wright & Elizabeth Keim

SHORT TEXTS AT YOUR FINGERTIPS: LAUNCHING INTO SUMMER WRITING

For the past ten weeks, we have offered a series called Short Texts at Your Fingertips.  One or two times each week, we provided teaching ideas around a different type of short text that is easily found in the home, so that no family feels under-resourced. The ideas we have shared were easily integrated into any curriculum and pedagogy, from Workshop to basal. If you are a caregiver, teacher, or curriculum director, these brief but mighty texts and lessons are our way of saying thanks. And our way of giving children authentic and enjoyable reading and writing engagements each day. For some, summer is already in full swing.  For others, summer is just a few short weeks or days away.  Regardless of when your school year ends, it’s important that students of all ages keep reading and writing across the summer months.  Last week we wrote about the WHY and HOW to create voluminous readers this summer!  You can read that post here.  This week we wrap up this series with the WHY and HOW to create voluminous writers this summer! A big THANK YOU to my friend and colleague for being such a great thinking partner and writing partner!

SUMMER WRITING

There is always lots of talk about summer reading.  Children take home books and reading lists.  Writing often gets a line or two at the bottom of the book list (e.g. “Don’t forget to write.”)   We would argue that writing needs equal attention.  Encoding is just as important as decoding and picking up a pencil can be just as easy as reading that short text.  Just as readers need daily practice, writers also need time and motivation to write.  There are lots of ways to incorporate writing into your summer plans. While some children can (and will) write and write and write, all children can create some short texts.   One of the most important ways to encourage writing is to make sure your young writer has ample materials and some great inspiration.  Read on for ideas!

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TRY THIS!

Step 1

If you are looking for some strategic ways to support summer writing, here are some possible pathways:

  • Read about authors and their writing process. Here are a few to get you started:

    • Reading Rockets has lots of videos of amazing authors talking about their work

  • Often some new writing materials to help motivate -- a new notepad or notebook and some beautiful new pens often helps, a lot. See below for more thoughts about this!

  • Correspondence is a great motivator.  A teacher or relative makes a great pen pal.  The correspondence can take place via text, email or mail.   

Step 2

Help students make a plan for summer writing.  Ask:

  • How many days each week will you write? 

  • How many minutes will you spend writing each time you write? 

Ask students what they want to write about.  Do they want to write:

  • Fiction or nonfiction?

  • Notebook entries

  • Poems

  • Letters or postcards or texts

Step 3

Ask students to identify different places to write.  Create a short list of places that might be a perfect place to write, such as:

  • The kitchen table

  • At the computer

  • At the park on a bench

  • Under a favorite tree

  • On the airplane or train

  • On the sidewalk with chalk

  • Anywhere and everywhere as long as there is paper and a writing utensil

Step 4

One of the keys to writing voluminously is to have writing supplies on hand.  Some supplies that promote writing:

  • Paper (lots of it)

    • Unlined (aka copy paper)

    • Lined

    • Construction paper, card stock, etc.

  • Pencils and pens (adults have their favorite writing instruments, encourage your writers to explore different tools)

  • Crayons, markers, paint (many authors need to draw first to “rehearse” their stories and other authors want to illustrate their words)

  • A stapler (and a staple remover) for making books

  • One or more notebooks (for catching all those great ideas and for taking places so there is always somewhere to write)

  • A computer (for those who want to write with a keyboard)

Step 5

Keep reading!  Writers get inspiration from other writers.  Use a loved author as a mentor and try to write in the same style.  Or write a sequel to a favorite story and another in the series.  Here are some other ideas to spark some writing!

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Step 6

Get some other ideas from our other blog posts.  Each one of them can inspire some writing.

Step 7

Get the writing out into the world.  Writers need to “publish” their work and have it read.  Some ideas:

  • Send a piece to a relative or friend

  • Post it on social media

  • Make an author’s video and send it to others to watch

  • Host a virtual (or real) book signing

  • Write a letter and send it off 

FOR MORE  RESOURCES, CHECK THESE OUT!

COMING SOON!

Short Texts:  Mighty Mentors That Move Readers and Writers Forward by Julie Wright & Elizabeth Keim (2022)

Co-Planning: Reading & Writing Mini-Unit Focused on Expert Studies [PART 4]

Written by Julie Wright & Barry Hoonan

HOW WE GOT INTO PROFESSIONAL CAHOOTS WITH ONE ANOTHER

We’ve had the pleasure of knowing and working with one another for the past seven years.  We met at a school in Harlem, Julie as an Instructional Coach and Barry as a Model Classroom Teacher and Instructional Coach. Our work continued well past that experience.  With Barry out west and Julie on the east coast, we’ve spent the majority of our years working across 3000 miles.  Highlights include Sunday morning co-planning sessions and co-authoring What Are You Grouping For?, Grades 3-8: How to Guide Small Groups Based on Readers -- Not the Book.  We’ve always enjoyed being THINKING PARTNERS and we believe educators need someone to think beside now, more than ever.

A DISCLAIMER OF SORTS

As we navigate and co-plan learning during the weeks ahead, here are a few shared agreements:

  1. We are not going to edit these videos which means it might be clunky at times.  You might get a barking dog, tech glitches, or family interruptions.  We know you’ll be able to relate and hope you’ll be understanding.

  2. The ideas we share are NOT “the way” or “the right way” -- they are just one way to approach things.  And, we are figuring it out as we go along too. We hope you’ll take the big ideas we are discussing and — adopt, adapt or improve upon them — making them fit your settings, interests and needs. 

  3. We suggest focusing on process -- our work will continue to unfold between video segments.  That’s why if you pop back into our shared document links, you’ll notice changes because we’ll be adding ideas.  That’s because responsive plans evolve across the days and weeks.

HERE’S WHAT WE ARE UP TO

  • Kids have been learning from home for several weeks now.  Barry and Julie have a co-planning routine and they “meet” about 1-2 times each week.  Sometimes we switch on the video, other times we don’t.

  • Barry’s students have settled into a learning from home routine, sort of.  Each week brings about new celebrations and new challenges.  

  • Kiddos are knee-deep in an Expert Studies mini-unit. They are taking a 3-day pause from the unit to experience “camp”. During this time, they would typically spend 3 days out in the woods to experience outdoor exploration and learning as a community. Due to the pandemic, camp will take a different form this year.

THINGS WE ARE THINKING ABOUT NOW

  • How can kiddos use their “camp” experience to fuel the end of the Expert Studies mini-unit?

  • What if kiddos do a 2 minute presentation to a small group focused on their expert study and use that as a dress rehearsal for the end demonstration? If we used this as a mid-process reflection, maybe they could figure out what they need next.

VIDEO

If you are interested in watching a coach and teacher co-plan — working as THINKING PARTNERS in response to the unique times we are currently experiencing — check out this video.

OTHER LINKS & RESOURCES

Our DRAFTY, dynamic, in-motion, evolving plans: Co-Planning: Julie & Barry

Planning Templates: Co-planning Templates

Small Group Plans: Small Group Reading & Writing Lesson Plans to Adopt, Adapt or Improve [During Remote/Distance Learning]

Interested in post-it note planning, check out one of these resources: Chapter 8 & 9 Resources from What Are You Grouping For?, Grades 3-8: How to Guide Small Groups Based on Readers -- Not the Book.

BARRY’S REFLECTIONS

  • We’ve got small groups meeting. Do we need to switch them up or would it be beneficial to keep them the same?

  • How, when, where can I use some co-created texts from last year [Barbie study] to inspire the work in this mini-study?

  • I need to collect artifacts from last year’s students and use them as models for anyone who needs them.

JULIE’S REFLECTIONS

  • How can we use the ideas in this Expert Study mini-unit to ignite summer reading, writing, and talking about things that you find interesting?

  • What will kiddos do this summer in lieu of some typical summer activities? Are there new ways to host “meet ups” or “check ins” for kiddos who want and/or need it?

WANT TO SUBMIT A QUESTION or CONNECT WITH US?

If something we’ve shared inspires new ideas or ignites some questions, reach out to us using THIS FORM and we’ll do our best to get back to you!

Short Texts at Your Fingertips: Short Stories

We offer you Short Texts at Your Fingertips. One or two times each week, we provide teaching ideas around a different type of short text that is easily found in the home, so that no family feels under-resourced. These ideas can integrate into virtually any curriculum and pedagogy, from Workshop to basal. If you are a caregiver, teacher, or curriculum director, these brief but mighty texts and lessons are our way of saying thanks. And our way of giving children authentic and enjoyable reading and writing engagements each day. 

Written by Julie Wright & Elizabeth Keim

SHORT TEXTS AT YOUR FINGERTIPS: SHORT STORIES

Short stories provide lots of benefits for readers of all ages, one being they are short! Or  Short stories provide lots of benefits for readers of all ages.   For one thing, they are short!  They are usually fast-paced with a single-plot.  Short stories have other benefits too. Readers can read from start to finish, avoiding the struggle of failure to launch and failure to finish.  Short stories give readers opportunities to try new genres and authors.  Short stories are portable, tradable, can easily be read several times, and can be a path to reading longer texts.  Short stories are a great resource to use in flexible, small groups where kiddos have many opportunities for reading, writing, and talking opportunities!

We get jazzed up by short stories -- both stand alone stories and those collected in anthologies.  We would be remiss if we neglected to mention a favorite short story type called a picture book.  We wrote about picture books -- check it out here.  Take a look at some of our favorite short story anthologies.  They are sure to pique students’ interests, inspire reading more and more often, and create culturally responsive reading opportunities for students across grade levels.  

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LINKS TO THESE TITLES

Take the Mic: Fictional Stories of Everyday Resistance by Jason Reynolds, Samira Ahmed, et al.

Guys Write for Guys Read: Boys' Favorite Authors Write About Being Boys by Jon Scieszka

Fresh Ink: An Anthology by Lamar Giles

Baseball in April and Other Stories by Gary Soto 

Flying Lessons & Other Stories by Ellen Oh

A Stage Full of Shakespeare Stories (World Full Of...) by Angela McAllister

Once Upon an Eid: Stories of Hope and Joy by 15 Muslim Voices by S. K. Ali and Aisha Saeed

Funny Girl: Funniest. Stories. Ever. by Betsy Bird

5-Minute Marvel Stories (5-Minute Stories) by Marvel Press Book Group, Brandon Snider, et al.

TRY THIS!

Step 1

Find a short story you want to share.  There are lots of ways to share a short story.  Ask yourself, will you share the short story:

  • As a read aloud?

  • As a text for shared reading?

  • With a small group?

  • With an individual student?

Next, ask yourself, will you and your students read the short story:

  • All together?

  • Partially together and partially on your own?

  • On your own?

Then, ask yourself, will you and your students:

  • Read just for the sake of reading?

  • Jot some notes, draw some images, write about what you are thinking or wondering about your reading?

Finally, ask yourself, will you and your students talk about the short story:

  • All together during the whole group?

  • In a half group?

  • In small groups?

  • One-to-one between teacher and student?

Step 2

Find other short stories that students will enjoy reading.  Check out these online resources:

Step 3

Select other short stories you want students to read.  Decide:

  • Will all students read the same short story?

  • Will students have choices in the short stories they read?

  • Will students go on a hunt and find [or curate] short stories for their peers to read?

Step 4

Consider giving students opportunities to write their own short story for their peers or for online publication submission.  Here are some publications that accept short stories written by students:

FOR MORE RESOURCES, CHECK THESE OUT!


COMING SOON!

Short Texts:  Mighty Mentors That Move Readers and Writers Forward by Julie Wright & Elizabeth Keim (2022)

Co-planning a Mini-Unit to Wrap Up the Year with JOY!

I’ve had the pleasure of knowing and working with Shannon for the last few years. We share a common love of books and we are both self-proclaimed pen snobs — meaning we are both “pen-picky” and enjoy trying to convince one another that our favorite pen type is the best. Shannon is a continual learner — with an ongoing stream of inquiry. She’s a joy to co-plan with because she exudes happiness as she noodles ideas, thinks through wonderings, and creates ways to support her students — and her learning community — in collaborative, heart-felt ways.

A DISCLAIMER OF SORTS

A few shared agreements:

  • As I co-plan with teachers, I’m not going to spend much time, if any, editing the videos.  This means it might be clunky at times.  You might get a barking dog, tech glitches, or family interruptions.  I hope you’ll be able to relate. Thank you, in advance, for assuming best intentions and for your understanding. In addition, not everything we do together is recorded.

  • The ideas shared in these videos are NOT “the way” or “the right way” -- they are just one way to approach the work.  I hope you’ll spend some time actively studying the co-planning conversation. As you listen, take stock of the ASSETS that emerge from the conversation.  Think about:

    • What’s the WHY behind our work?  

    • What moves are we trying to make in service of students?

    • Name the implications for your work going forward.  What might you adopt or adapt to fit your setting, interests, and/or needs?

  • Focus on process versus end product.  The work will continue to unfold even if it’s not captured on video segments.  If you check back into our shared documents, you’ll notice changes because our work is dynamic, not static, and will evolve across time.

HERE’S WHAT WE ARE UP TO

  • Shannon’s students have settled into a learning from home routine and are launching into their 8th week. Each week brings about new celebrations and new challenges.  

  • Shannon wants her students to end the year with a mini-poetry unit, celebrating reading and writing!

THINGS WE ARE THINKING ABOUT NOW

  • How do the enduring practices we use in the classroom translate -- or not -- to remote/digital learning from home?

  • What’s the WHY behind this mini-poetry unit?

  • What’s going to get kiddos jazzed up about reading and writing poetry?

  • What end demonstrations or learning celebrations can we co-create with students to honor their work?

VIDEO

If you are interested in watching a coach and teacher co-plan — working as THINKING PARTNERS in response to the unique times we are currently experiencing — check out this video.

SOME REFLECTIONS

  • What poem types will be new/unfamiliar to students?  What poem types will feel like “old friends”?

  • Will students write poetry on paper or on the computer?  They have options so I’m wondering what they will choose?  

  • Will students illustrate some of the poems they write?

  • Is there a way to help students collect all of the poems they are reading and writing [a binder or folder] to keep them organized at home?  If so, maybe they could be used to inspire reading/re-reading poetry over the summer.

OTHER LINKS & RESOURCES

Our DRAFTY, dynamic, in-motion, evolving plans: Julie & Shannon: Co-planning Mini-Poetry Unit

Small Group Plans:  Small Group Reading & Writing Lesson Plans to Adopt, Adapt or Improve [During Remote/Distance Learning]

Short Texts at Your Fingertips:  Poetry

If you want to learn more about Shannon’s classroom, check out her blog!

IDEAS TO CHEW ON

As most educators would agree, working from a distance is not the same as in-person experiences. In my work as a consultant, it’s not unusual for me to work across the miles with teachers. In fact, most of my consulting contracts include some form of this type of professional learning, particularly as we prepare for our work together in the classroom. Planning and working across the miles is how we often get a jump-start to our work together. The difference, of course, is the work we are typically planning is NOT from a distance. So, that is where we are trying to make a shift.

I’m in good company when I say we are all kind of tired of this by now. However, with so many unknowns about what school will — or should — look like in the fall, we are using this spring as a dress rehearsal of sorts. We are asking:

  • What’s working? What’s clunky?

  • Who are we reaching and supporting in ways that are making a difference?

  • Who are we concerned about? What don’t we know that we should know?

  • How will we stay connected and minimize the “distance” that separates us?

  • How will we create compelling, sophisticated learning experiences that take into account our foundational beliefs and practices in ways that nature and inspire students?

Two pieces I’ve recently written that might be of interest are:

Until next time — keep at it! You’ve got a whole crew of educators cheering you on because we know the spirit and camaraderie surrounds us all! Reach out if you’d like to chat about ways I might be of service and support your efforts!

Small Group Reading & Writing Lesson Plans to Adopt, Adapt or Improve [During Remote/Distance Learning]

Reading & Writing Lesson Links [Updated]

Connect with me through this CONTACT LINK for more information on these lessons!

I am currently co-planning with some teachers across grades 2-8.

Some of our plans have worked really well. Others have been a flop.

We are, like you, working really hard to figure all of this out. Steps forward often means steps back. Reflecting along the way helps us push forward again. It isn’t even close to perfect. It’s messy. But, we are living in the messy together.

USING MENTOR LESSONS TO JUMPSTART PLANNING

There isn’t one right way to plan. Some teachers use scripted lessons. Some teachers use scripted lessons with flexibility — adjusting them to meet the needs, interests and wants of the learning community they serve. Some teachers create authentic lessons from the ground up. While the latter is my preference, there are times where mentor lessons or units help jumpstart ideas for planning. Mentor lessons can help teachers get a running start. It’s a safe and trustworthy way to plan because teachers know they are still in the driver’s seat — adjusting lessons to meet the individual and unique needs of the learning community they serve.

PLANNING FOR REMOTE/DIGITAL LEARNING

Most schools are working to support students from a distance. Learning opportunities are being offered by teachers through digital and print materials — and some are using both. Schools are working hard to navigate these times using the tools and resources available to them, coupled with individual and collective know-how to best meet:

  • curricular demands

  • intervention and support demands

  • students’ social, emotional, academic and physical needs

ADOPT, ADAPT & IMPROVE

Included in the links below are resources to use if you are interested in launching and sustaining SMALL GROUP READING and WRITING learning opportunities through remote or distance learning. You can:

ADOPT — Use these materials as they are written.

ADAPT — Make adjustments to these lessons in order to meet your students’ needs, interests, and wants.

IMPROVE — Try some of the ideas out, change them and make them better.

That said, as you make decisions about how you will use these ideas, first consider some of these questions:

  • Are students learning via soft copy or hard copy? Is our district going paper/pencil or digital during these times? Or, a combination of both? How do these modes of learning impact these plans?

  • What technology systems and structures are available to teachers and students? Does the learning community know how to access and use them? If not, can we learn them in efficient and effective ways?

  • Do teachers have the ability to connect with students — via video, phone or shared folders/documents?

  • Do students have the ability to connect with teachers — via video, phone or shared folders/documents?

  • Do students have the ability to connect with one another — via video, phone or shared folders/documents?

LINKS TO READING & WRITING LESSONS [UPDATED TO INCLUDE 15 LESSONS]

If you are looking for READING LESSONS, connect with me through this CONTACT LINK for more information!

If you are looking for WRITING LESSONS, connect with me through this CONTACT LINK for more information!

SHARE YOUR IDEAS

If you ADOPT, ADAPT or IMPROVE any of these plans, please consider reaching out and sharing your perspectives so that we can learn with and from one another. Email me at julietwright4444@gmail.com or reach out via my CONTACT PAGE and share ideas!

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