Monumental Women: A Timely Short Text Set

Written by Julie Wright & Elizabeth Keim

Did you know that August 26, 2020 marks the 100th Anniversary of the ratification of the 19th Amendment?  As women, we are thankful for the many who fought for our right to vote.   The very first statue of women in Central Park will be unveiled this week to commemorate the 100th Anniversary and the millions of women it took to get the 19th Amendment into law. The statue will feature three suffragists -- Elizabeth Cady Stanton, Susan B. Anthony, and Sojourner Truth -- who represent this hard work.  You can watch the unveiling LIVE on Wednesday, August 26th beginning at 7:45 a.m. by visiting THIS LINK or visit it at a later time where it will be archived.   

This post will feature short texts at your fingertips focused on women and women’s suffrage that can be used in real time or to look back in the days and months to come.   

BUILDING SOME BACKGROUND

There are a lot of great books, texts and resources about women and the women’s suffrage movement.  Here, we highlight a few of our favorites that can be used as:

• Whole group mini lessons, shared reading, or read aloud

• Small group work led by the teacher, by students, or a combination of both

• One-to-one during teacher/student conferring or for independent reading

PICTURE BOOKS

LINKS TO THESE TITLES [for reference or purchase]

Finish the Fight!: The Brave and Revolutionary Women Who Fought for the Right to Vote by Veronica Chambers  and The Staff of the New York Times

Equality's Call: The Story of Voting Rights in America By Deborah Diesen

History Smashers: Women's Right to Vote By Kate Messner

Bold & Brave: Ten Heroes Who Won Women the Right to Vote by Kristen Gillenbrand

Marching with Aunt Susan: Susan B. Anthony and the Fight for Women's Suffrage by Claire Rudolf Murphy 

How Women Won the Vote: Alice Paul, Lucy Burns, and Their Big Idea by Susan Campbell Bartoletti 

My Name Is Truth: The Life of Sojourner Truth by Ann Turner 

Elizabeth Started All the Trouble by Doreen Rappaport

OTHER ARTICLES, VIDEOS & OTHER SHORT TEXTS

• NYT Article, For Three Suffragist, a Monument Well Past Due

• Website:  #Monumental Women

  • Check out the About page for some great information

  • Check out the Sculptor’s Page to get a close up view of the artist in action

  • Check out Monumental Women “Put Her on a Pedestal” Project

  • Check out A Brief History in the Women’s Suffrage Movement

• Facebook Group: Monumental Women

• Central Park 

• Sculptor/Artist, Meredith Bergmann, creator of the monument

• Of the 5,193 life sized statues of historical figures in the US, only 394 depict women.  Check out these pictures of the statues of women.

TRY THIS!

Step 1

Share one (or more) picture books or resources with students about the Women’s Suffrage Movement.  Invite conversation around the ideas that are shared.  Ask students if they have any questions or wonderings about voting rights, either related to today or in the past.  Jot those questions down to reference later.  Or, show the students a photograph or drawing of the new statue.  Ask them what they notice about the three women depicted. There is a great deal of symbolism included.  Then introduce the three important figures through some of the resources above.

Step 2

Pose the following questions and ideas to students, with the whole group or in small groups, and provide time and space for some conversation.

• Did you know that Elizabeth Cady Stanton, Susan B. Anthony, and Sojourner Truth were all from the same state?  Do you know what state they are from? [New York]

• Was Susan B. Anthony alive when the 19th Amendment was passed?  

• What is an Amendment and how does it become official?

• In 1872, fifteen women voted illegally.  Who were they and what happened to them?

• What are the rules around voting today?  Can everyone who lives in the U.S. vote?  

• Why is this new statue so important?  Why do you think there are so few statues of historical women?

• What other historical women do you think should be depicted in a life-sized statue?  Why?

As students share, listen in and note students’ background knowledge, misconceptions, and wonderings.  For more on ways to kidwatch, check out the Kidwatching section.

Step 3

If time and interest permit, invite students to form mini-study cohorts (small groups no larger than 3-4) to research and learn more about a voting topic of their choice. Each mini-cohort can focus on the same topic OR they can research a variety of topics.  The main goals would be for students to have an opportunity to:

• Read more (volume!) about a related topic of interest

• Collaborate with peers, either by researching together or sharing new information they’ve learned with others

• Use short texts to pique interests, potentially leading to reading even longer texts 

Step 4

Determine how long you’d like to dedicate to this learning experience and share that timeline with students.  A reminder that this opportunity can be a one-day exploration or more, depending on the time you have available and the goals you’ve set with students.

A FEW WORDS ABOUT TEXT SETS

This is the perfect opportunity to use a text set.  We love to use a curated set of texts about a topic or related topics.  Start general and get more specific (e.g show an image of the new statue and then explore the woman depicted and the movement.  Or, go the other direction and read one of the woman’s life stories and then talk about the Suffrage Movement and the statue.  By reading a number of different short texts, the readers get a broader view of the topic.  And, they get to explore the topic further.  You can start by reading a text together and then inviting your students to pick another text that is of interest to them.  

COMING SOON!

Short Texts:  Mighty Mentors That Move Readers and Writers Forward by Julie Wright & Elizabeth Keim (Benchmark, 2021).

Short Texts at Your Fingertips: Articles

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: ARTICLES

Articles are a perfect short text.  Found in newspapers (the old-fashioned ones still found in driveways and at newsstands and now also online), in magazines and on websites, they are easy to find and easy to share.  While we all want to be careful about how much of current events we share with children, there are lots of fascinating articles to share with any age group.  Sports stories are often the hook needed to get a reluctant reader interested.  And, if you read about a game you watched or attended, you bring lots of background knowledge to your reading.  We are particular fans of the quirky human interest story: the armored truck with the faulty door that spills thousands of dollars in cash all over the highway or the message in the bottle that washes up a 100 years after it was dropped into the ocean on the other side of the world.  There really is an article for everyone.

TRY THIS!

Step 1

Find an article you want to share.  There are lots of places to find articles.  One excellent source is your local newspaper.  It is a great source of information about your town or neighborhood and is likely to be filled with issues and events of interest to your young readers.  Local papers usually have online platforms, making it easy to share the article or get a printer-friendly copy in readers’ hands. In addition, there are many online sites to peruse so take a look at the resource list provided below.  

First, select a subject matter that will interest readers.  Consider a:

• Current event

• Human interest story

• Sporting event

• Historical event (old newspapers also have fascinating articles)

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

• All together?

• Partially together and partially on their own?

• On their own?

Step 2

Discuss the article.  There are many ways to guide the discussion such as:

• Look at the features of the article and talk about their importance. 

  • Headline -- What is this article about?

  • Byline -- Who wrote this article?  Can you figure out their job at the publication?

  • The “Lead” --  How does this article begin?  What’s the pithy sentence or two right at the top to catch readers’ attention?

  • Photograph / Image -- What do you see?  Is there a caption?  If so, what does it teach you?

  • Quotes -- What are some one-liners from the article worth noting?

• To keep the conversation going, considering asking:

  • What are some facts from this article?

  • Do you have any connections or new ideas based on your reading?

  • What are your opinions about this article?

  • What other questions do you have about what you read? 

Step 3

Ask students to brainstorm a list of interesting topics that they may want to learn more about (such as animals, space, rainforest).  Then, invite students to go on an article hunt and find 1-2 articles related to any of the topics that were generated.  Ask students to share the articles with their peers.  This can lead to high interest, voluminous reading filled with texts curated by students for students.  For more on ways to curate texts to inspire voluminous reading, check out this blog post.

Step 4

Give students opportunities to write their own articles for their peers or for online publication submission.  Check out these two resources:

• Time for Kids  - A great site which includes articles by grade level. 

• Google has some free templates that students can use to create their own newspapers. 

FOR MORE  RESOURCES, CHECK THESE OUT!

• DOGO News - A great site that one can search by topic.

• Scholastic News  - A tried and true publication which is organized by grade level.

• News For Kids  - Lots of interesting articles organized by date, with the most recent articles at the top.

• KidsPost  - This the kids’ section of “The Washington Post”. 

• Teaching Kids News - A site started by a parent and a teacher and geared for grades 2-8.

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!

FREE Webinar -- Please Join Me! What's Worth Saving? What's Worth Eliminating?

REGISTER HERE!

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:

• Instructional Coaches as Servant Leaders: 3 Actions to Consider Now More Than

• CCIRA Blog Post: Ask First, Teach Later

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!

Short Texts at Your Fingertips: Trivia

We offer you Short Texts at Your Fingertips. Twice 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: TRIVIA

Did you know that the singular form of trivia is trivium? Did you also know that in Latin trivia means “triple way” because long ago European students learned about three disciplines which included grammar, logic, and rhetoric.  Did you also know that the term trivia dates back to 1589 and has been references by many as insignificant pieces of information, The big question is whether you agree with Merriam-Webster’s definition that trivia is “unimportant facts, matters, or details” or if you believe trivia holds a significant place in our knowledge stream or if you believe that trivia is a fascinating and worthy pursuit.   Regardless, trivia is everywhere, it’s at your fingertips, and is one short text type that grows exponentially by the day.  

TRY THIS!

Step 1

Think about where you can find trivia that will entertain, inform and inspire readers. 

• Do you already know some trivia that you could share?

• Do you have trivia books on your shelves?

• Do you have magazines that include trivia?

• Do you have online access where you can find trivia that piques interests?

• There is often a page of “extra” facts (aka trivia) at the end of a nonfiction picture book.  

Step 2

Find trivia to share.  Things to consider:

• Will you share trivia about one topic, such as sports or food, or multiple topics?

• Will you ask students to find trivia to share?  Do you need to create shared agreements about what types of trivia are appropriate?

• Will you share trivia as a regular routine at the beginning or end of the day [or class period] OR will you create a learning progression across a few days using trivia?

• Once you’ve selected trivia to share, take a closer look and think about other reading, writing, and talking opportunities are tucked inside this short text. 

Sometimes trivia is set up in different formats.  Here are two examples:

Step 3

Look for other reading, writing and talking opportunities using this short text type.  Here are some examples:

Step 4

Look for other trivia that you find and read those too!  You could also consider:

• Sharing a Fun Fact [trivium] during breakfast [families] or during a morning/class meeting [educators] each day.

• Hosting a trivia day or night.

• Asking students to do a mini-research project about a topic of interest and write trivia to share with others.

FOR MORE RESOURCES, CHECK THESE OUT!

Books

• Quiz Whiz from National Geographic

• All-Star Goofball Trivia from Sports Illustrated

• 1001 Fun Facts for Kids by Funny Fox

• Weird But True Series 

• Ever Wonder Why? By Douglas B. Smith

• Now I Know by Dan Lewis

Games & More

• Brain Quest Decks

• Trivial Pursuit Family Edition Game

• Animal Trivia Challenge Game

• Family Trivia Placemats

• Trivia Page-a-Day Flip Calendars

Online Resources

• 101 Trivia Questions for Kids

• National Geographic Quizzes

• Kahoot

• Apps [please preview and determine if these are appropriate for your students / family]

  • QuizUp

  • Jeopardy World Tour

  • Family Trivia

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 3]

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. 

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

• We just wrapped up a mini-writing unit focused on Greek mythology.  Kiddos spent 2 weeks reading Greek myths and then they worked on narrative writing with a twist of Greek mythology.

• Up next—a reading and writing unit focused on Expert Studies.

THINGS WE ARE THINKING ABOUT NOW

• How does workshop play out in terms of synchronous and asynchronous learning?

• How can mentor texts that we choose and that students choose be used to support learning?

• When, where, why, and how will students meet in small breakout groups over the next week?

• How can student work be used for a minilesson using a digital platform?

• How can doing our own assignment [as teachers] become models/minilessons to use for instruction?

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.

In this video, we briefly reflect on this week's plans. Then, we think through a process for responding to students using as asset-based approach. Finally, we begin noodling plans for an upcoming Expert Studies mini-unit.

RESPONSE TO STUDENTS

Whether we are face-to-face or facilitating digital/remote learning opportunities, our response to students matters. Thinking together about ways to support students is an important coach-teacher conversation. Here’s one way to think together to noodle plans for supporting students that starts with students’ assets. Note: It’s important to think about ALL students, not just students who may appear to need extra support due to deficits or weaknesses.

Ask: Who is on your worry / wonder list?

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

• I am still thinking about the different ways to plan for the Expert Studies mini-unit. I’m thinking about our work during shared experiences and independent work time.

• I need to make a list of end demonstration ideas for this new mini-unit and if I will co-construct ideas with students.

• I am going to begin with the WHY when I share this new mini-unit with students.

JULIE’S REFLECTIONS

• For the kiddos on Barry’s worry/wonder list, did his response plan yield the desired results?

• What topics did Barry’s kiddos choose for their Expert Studies? What are the end demonstration choices?

• With only 2 “days” to teach reading and 2 “days” to teach writing, what are the short and long-term impacts for students’ knowledge, skills and understandings? As a multi-age teacher, how will Barry [and his colleagues] respond in the fall? How will this response be similar or different for single grade classrooms?

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: Jokes & Riddles

We offer you Short Texts at Your Fingertips. Twice 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: JOKES & RIDDLES

We all need to laugh, perhaps now more than ever.  Children love jokes, they love to hear them and they love to tell jokes themselves. Joke telling is a particular skill: timing is everything and it is important to remember the punchline (something that our youngest comics sometimes find difficult - which is also funny in itself).  Jokes are the perfect short texts.  They are bite-sized and easy to find.  Riddles are a bit longer and can be more complex.  Guessing the answer is fun too!  Jokes and riddles are the perfect way to explore language and make meaning. 

VIDEO 

Take a look at this short video on how to use jokes and riddles to entertain, inform, and inspire.

TRY THIS!

Step 1

Think about the jokes and riddles you already know, or look for some new ones

Sources of jokes and riddles:

• Joke books

• Websites [see resources below for some links to our favorites]

• Family members

Tell or read the joke to someone:

• What do you notice about the structure of the joke?

• What do you wonder?

• What makes a joke funny?

• How can you solve a riddle?

Step 2

Take a closer look: 

• What makes it funny? 

• What is the structure? How does the joke or riddle “work”?

Here’s an example of a joke we learned as children: 

Knock, knock

Who’s there?

Dwayne

Dwayne who?

Dwayne the bathtub, I’m dwownding!

Here’s what we noticed:

• All “Knock, knock” jokes follow a very prescribed “formula.” 

• It is a type of question and answer joke.

• It is based on word play, these jokes always involve words that sound like other words (i.e. Dwayne and Drain).

This joke is filled with reading, writing and talking opportunities.  For example, you could:

• Talk about what makes this joke so funny.

• Write some of your own Knock, knock jokes based on names you know that sound like other words.

• Read more Knock, knock jokes or others that follow a question and answer format.

MORE ABOUT JOKES & RIDDLES

Step 3

Look for other reading, writing and talking opportunities using this short text type.

Reading  Ideas  

• Read many of a particular type of joke and analyze the structure.  

• Why do jokes make people laugh?  Try to find the “funny part.”

• Read many riddles and try to solve them before reading the answer.

• Also read puns and tongue twisters - they also have prescribed structures.

Writing  Ideas  

• Write your own jokes.  Try writing a knock-knock joke.

• Write your own riddle.  Try a riddle about an animal or a number.

• Write a caption for a picture riddle.

• Think about your audience and write for them. [Reminder: Everyone does not appreciate “potty” jokes.]

Talking  Ideas 

• Jokes work best if memorized and “told.”  Learn a joke to tell on Flipgrid with your class, when in a Zoom meeting with friends or family, or as an ice-breaker in your instructional videos.

• Put jokes together into a comedy routine.  What jokes work well together?

• Watch a family friendly comic.  Laugh together.  Discuss why the comic was funny and why it feels so good to laugh.

• Use reasoning skills to solve riddles.

Step 4

Look for other jokes and riddles that you find and read those too! 

FOR MORE RESOURCES, CHECK THESE OUT!

• Joke books:

  • The Big Book of Silly Jokes for Kids: 800+ Jokes! by Carole Roman [current favorite!]

  • The Challenging Riddle Book for Kids by Danielle Hall

• Websites:

  • Funology.com       

  • Red Tricyle      

  • Care.com   

  • Get Riddles   

  • Epic  [Amazing digital books for kids to read online.  Lots of joke books.  Educators can get free accounts]

  • YouTube (Just be careful, make sure it is a joke appropriate for children)

COMING SOON!

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

CO-AUTHOR: ELIZABETH KEIM

Elizabeth Keim is a New York City based educator with more than 25 years of experience. She is currently an AIS Reading Teacher/Reading Recovery teacher for a school in Mamaroneck, New York. Previously she taught in District 2 in Manhattan,  serving as a classroom teacher, reading specialist, and library teacher. In each of these roles,  she knows that, "it is all about finding a text that truly captures a particular reader."  She has taught Undergraduate and Graduate level courses at  New York University and Bank Street College of Education, as well as workshops for teachers and parents.  An avid birder, Elizabeth enjoys her time in Central Park every spring and fall. Her most thrilling sightings to date are: A rare Kirtland's warbler and the tutti frutti colored Summer Tanager.

Co-Planning: Mini-Writing Unit [PART 2]

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 2 times each week. 

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

• We are co-planning a mini-writing unit focused on Greek mythology.  Kiddos spent the last 2 weeks reading Greek myths.  This writing mini-unit isn’t about research, it’s about narrative writing with a twist of Greek mythology.

THINGS WE ARE THINKING ABOUT NOW

• How does workshop play out in terms of synchronous and asynchronous learning?

• How can mentor texts that we choose and that students choose be used to support learning?

• When, where, why, and how will students meet in small breakout groups over the next week?

• How can student work be used for a minilesson using a digital platform?

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: Writing Mini-Unit [Greek Mythology]

Planning Templates: Co-planning Templates

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

BARRY’S REFLECTIONS

• I am thinking about how to co-construct 'what counts .... what are we going after' in this integrated writing project. Should we have a discussion? Should we jot down a couple of ideas first?

• I am considering whether I should read through all student writing this weekend or pair them up and ask each small group to find two pluses in their writing partner's work.

JULIE’S REFLECTIONS

• Who is on the worry / wondering list? What’s our response?

• Will small groups continue to be grade based [5th and 6th] or will we mix it up?

• Thinking ahead — what’s next after this mini-writing unit?

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: Magazine Articles

Written by Julie Wright & Elizabeth Keim

SHORT TEXTS AT YOUR FINGERTIPS: MAGAZINE ARTICLES

It’s no surprise that waiting rooms are filled with tables and shelves filled with magazines for people to enjoy while they wait.  Whether your wait is long or short, magazine articles are a perfect fit because you can leaf through the pages and find an article that piques your interest.  Readers of all ages can be inspired by all that this short text type has to offer.  For many reasons, magazine articles are enticing because they can be:

• Arranged and displayed to catch readers’ eyes

• Considered a “guilty pleasure” or source for important information 

• Easily transported and shared with others

• Read from cover to cover or you can dip in and out of it and read what appeals to you

• Read once or multiple times

VIDEO 

Take a look at this short video on how to use magazine articles to entertain, inform, and inspire.

TRY THIS!

Step 1

Take a look around your home to see if you have any magazines, old or new. Preview by looking at the front cover and then leafing through the pages.   Consider asking and answering some of these questions. 

• What is the title of the magazine? 

• When was this magazine published?

• Is this a weekly, bi-weekly, monthly or annual magazine?

• Is there a Table of Contents? 

• What is the feature article?  Are there other articles being highlighted?  How do you know?

• Is there an article that stands out that you’d like to read first?

If you don’t have access to magazines that are appropriate or appealing to students, you can look online for options, many which can be accessed for free right now.  For a few examples, check out:

• Time for Kids

• Scholastic News

• Highlights Kids

Step 2

Choose an article to read.  Here are some things you can do before, during and after you read.

Here’s an example:

For an example, we’ll use the Penguin Census, from the April 17, 2020 issue.  Time for Kids has graciously offered some free digital content for students, families and educators to use due to school closures.  

Here’s what we noticed:

• There are some words that are in bold, marking their importance.

• The cover image makes us wonder what the people are doing with/near the penguins.

• There are captions below each image.

• There are headings that divide up the article.

This text is filled with reading, writing and talking opportunities.  For example, you could:

• Talk about the word, “census.” What does it mean?

• Where is Snow Island, Antarctica?  Locate it on a map.

• Read/research why it would be so important to count penguins.  

• Read, write and talk about what krill has to do with this penguin study.

Step 3

Look for other reading, writing and talking opportunities using this short text type.

Reading  Ideas  

• Read other articles in this issue.

• Read other texts about Chinstrap Penguins such as PenquinPedia.

• Watch some videos about penguins such as on National Geographic Kids.

• Check out Seeing the World Below the Surface at the National Aquarium.

Writing  Ideas  

• Research other animals that are counted [like the Chinstrap Penguin] and write about what, when, where, why, and how they are counted.

  • Some animals are counted annually.  There are Christmas bird counts when participants count all the birds in their yards on a particular day in December.

• Draw pictures of favorite animals.

• Make a list of fun facts about a favorite animal.

• Pick a penguin type, or another animal, to write about.  You can write fiction, nonfiction, or narrative nonfiction.

Talking  Ideas 

• Share any new ideas you’ve learned with others.

• Talk about the pros and cons of using drone technology to study animals.

• Share what you like or don’t like about zoos and aquariums.  What are the advantages and disadvantages for animals and humans?

• Compare this “census” to the one currently being done in the United States.  How are the censuses similar and different?

Step 4

Look for other magazine articles that you find and read those too! 

FOR MORE RESOURCES, CHECK THESE OUT!

In addition to the magaziness we’ve already shared, here are a few examples you might find helpful.  

Preschool

• Ladybug

• Zootles

Elementary

• Ranger Rick

• National Geographic Kids

Tweens & Teens

• MUSE Magazine

• Sports Illustrated Kids

COMING SOON!

Short Texts:  Mighty Mentors That Move Readers and Writers Forward by Julie Wright & Elizabeth Keim (Benchmark, 2021)

Co-Planning: Mini-Writing Unit [PART 1]

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 2 times each week. 

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

• We are co-planning a mini-writing unit focused on Greek mythology.  Kiddos spent the last 2 weeks reading Greek myths.  This writing mini-unit isn’t about research, it’s about narrative writing with a twist of Greek mythology.

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: Writing Mini-Unit [Greek Mythology]

Planning Templates: Co-planning Templates

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

BARRY’S REFLECTIONS

• I’m thinking about what’s going to be on the Menu of Options for kids [end products].

• What am I going to model? Do I screencast or video?

JULIE’S REFLECTIONS

• How will Barry create small, flexible writing groups in this distance learning mini-unit? How will it be similar and different to the ways we create groups when face-to-face? 

• Should I look for a few models to send to him in case he needs them or is that just more noise for him to sift and sort through?  Ask him what he thinks/needs.

• We had trouble sticking to the time we said we’d use to co-plan. So that we prioritize self-care, I’m continuing to think about this for next time.

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: Recipes

We offer you Short Texts at Your Fingertips. Twice 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: RECIPES

We are guessing you are more interested in recipes and cooking now, more than ever before.  Since we are all at home during this time, recipes are the perfect short texts for us to dig into.  Recipes are procedural texts, also known as “how-tos.”  They tend to follow a  prescribed structure and need to be read in a specific order.  Reading (and following) a recipe is a great example of  reading with purpose, and the rewards are - delicious!

While we have some children’s cookbooks at home, there is really no need to seek recipes written specifically for kids.  There are lots of places where you can find recipes right at your fingertips.  Here are a few:

• Online

  • Think of something you want to make and put that information in your web browser.  In just moments, slews of sites with recipes will pop up (Ex. Chocolate chip cookies).

  • Name one main ingredient you have available and put that in your web browser, followed by the word recipes and you’ll have recipes at your fingertips (Ex. Chicken).

  • Think of a product you use often and go to that company’s website.  Often, they have a recipe section with easy to follow-recipes using their products (Ex. Pillsbury).

  • There are lots of YouTube videos out there.   Many are great, but make sure you preview them before using them with kids.

• Check out cookbooks you may have at home.

• Do you have a recipe box?  If so, check it out for some family favorites.

• If you have any magazines, recipes can often be found tucked inside.  If you don’t see any right away, flip to the last few pages and see what you find.

VIDEO 

Check out this short video on how to use a recipe to entertain, inform, and inspire.

TRY THIS!

Step 1

Grab any recipe.  Perhaps something you want to make for dinner or a special treat.   Take a look at the format of the recipe.  

• What do you notice?

• What do you wonder?

• Does it have a photograph of the finished product?  Are there illustrations of the various steps?

• Who is the author/chef?

Step 2

Take a closer look at the recipe.

• Do you have all of the ingredients for this recipe?

• Do you understand the measurements and tools? 

• Are there new words or vocabulary that you need to understand before you begin?

• Are there pictures or images to help guide you during each step?    

Here’s an example of a recipe we use all the time:

Here’s what we noticed:

• The Ingredients are usually listed first and in the order they are used.

• The amounts of each ingredient are listed (and they are in “standard” measurements like teaspoons and cups).

• Some recipes tell you how many servings they make.

• Some recipes tell you how long it will take to make them.

• Some recipes number the steps you will take.

This text is filled with reading, writing and talking opportunities.  For example, you could:

• Look closely at the structure of the recipe.  Why ingredients are listed first?  Why are the steps numbered or bulleted?

• Preview the recipe. Read all the way through a recipe before making it.  It is very important (the best reason ever to preview  a text!).

• Discuss standard measurements.  It’s a very interesting concept.   Talk about why you wouldn’t just use any spoon or cup?

• Vocabulary is important.  In a recipe there are often lots of context clues to help with new and unfamiliar words.

Step 3

Look for other reading, writing and talking opportunities using this short text type.

Reading  Ideas  

• Follow the recipe and make the dish to share with your family.

• Read more than one recipe for the same thing - compare and contrast.

  • There are many many recipes out there for chocolate chip cookies! What ingredients do they all have in common?

• Read more than one recipe by the same chef.  What is similar about the format of the recipes.

• Study the features of a cookbook.

  • Index

  • Recipes are grouped together

  • Table of contents

Writing  Ideas  

• Write your own recipe.

  • Make up a brand new recipe and write it down for others to make.

  • Write down a recipe that your adult knows “by heart.”  Try to record the family meatloaf recipe or how to make french toast.

• Take a survey of the people in your household and how they felt about the dish you cooked.

• Write a review of the recipe or a meal.

• Create a menu. What would you have if you could have your dream meal?

Talking  Ideas 

• Watch a cooking video or show and talk about what you have learned.

• Compare the finished product to the photograph.  How did you do?

• Taste critically.  What would you do differently next time?

• Interview your home “chef.”  Why do they make the recipes they make?

Step 4

Look for other recipes that you find and read (and make) those too! 

FOR MORE RESOURCES, CHECK THESE OUT!

• The New York Times recently had a “Quarantine Cooking with Kids” section (April 18, 2020).

• YouTube Videos (there are many cool things to watch).

• Honest Pretzels by Mollie Katzen, a wonderful book of visual steps for children to follow. (You might use this as a model for your own recipe writing.)

• Check out Mark Bittman — chef, NYTimes writer, cookbook author — and his great website, full of recipes and information.

COMING SOON!

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

Short Texts at Your Fingertips: Images & Pictures

Written by Julie Wright & Elizabeth Keim

We offer you Short Texts at Your Fingertips. Twice 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. 

SHORT TEXTS AT YOUR FINGERTIPS: IMAGES & PICTURES

If we want students to read the world around them, we have to expand the types of texts that we ask them to read, inside and outside of school.  Said another way—our kiddos deserve to read texts everyday that go beyond textbooks and test prep passages. In addition, they deserve to spend their learning time doing things that boost their curiosity, creativity and ingenuity. 

Have you ever scrolled through your camera roll and found pictures that bring back great memories?  Or, have you ever noticed a picture you don’t even remember taking? Images and pictures can be found everywhere and are great short texts to explore.  They can be found in family photo albums, books, wall calendars, game board boxes, packaging from a recent delivery, or online. There are also lots of credible sources that share photos of the day or week.  Here are a few examples:

• The Atlantic

• National Geographic

• NASA

• The Guardian

• NYT

TRY THIS!

Step 1

Grab any image or picture that you find in your house or online and ask:  

• What do you notice?

• What do you wonder?

• What do you think this image / photo is about?   

• Does it have a title or caption?

• Who is the author?

Step 2

Take a closer look at the image / picture and discuss:

• What does this image / picture make you think about?  

• What connections can you make?  

• How does this image / picture make you feel?  

• When do you think this image / picture was taken?  For what reason?

Here’s an example of an image we love.  

Here’s what we noticed:

• This looks like a bee hive or a wasp nest. 

• it was hanging from a branch, but fell to the ground.

• No bees or wasps are living in it right now.

Here’s what we wondered:

• Is this a bee hive or wasp nest? What’s the difference?

• How many bees or wasps would typically live here?

• How long do the bees or wasps stay here?

• Is this dangerous to be around?

Step 3

Look for other reading, writing and talking opportunities using this short text type.

Reading  Ideas  

• Read/watch information about bees for a mini-inquiry study focused on one or more of the following ideas:

  • Bee swarms

  • Bee hives

  • Bee lifespan

  • Importance of bees to our environment

  • Bee stings/allergies

  • Products made from bees

• Explore the Cincinnati Zoo and learn more about bees.

• Watch a short video from National Geographic about bees.

• Search, sort, and read infographics about bees.  Examples can be found here.  

Writing  Ideas  

• Create a two column chart.  

  • In the left-hand column, write things you think you know about bees.

  • In the right-hand column, write things you are wondering / things you want to know about bees.

• Write/draw some ideas related to bees focused on one or more of the following ideas:

  • List of questions about bees

  • Create a top 10 list of bee facts

  • Draw the relationship between hives, bees, and flowers

  • Make your own informational bee book

• Write bee and bug jokes.

• Draw some pictures of bees.  Use crayons, colored pencils, markers, or watercolors to add color.

Talking  Ideas 

• Discuss the different types of bees and hives after watching All Things Animal TV about bees.

• Read and talk about The Good of the Hive project by Matthew Wiley.  Check out the About page for some background information.

• Talk about bee idioms (the bee’s knees, busy as a bee, have a bee in one’s bonnet, queen bee)

• Have a conversation about honey.  Note: This conversation may lead to more reading, writing and talking.

  • Do you like honey?  Why or why not?

  • What are the major honey companies?  Where are they located?

  • What types of recipes include honey as a major ingredient?

  • Are there honey festivals?  If so, when and where?

  • Why are honeycomb cells hexagonal?

Step 4

Look for other images / pictures that you find and read those too! 

FOR MORE RESOURCES, CHECK THESE OUT!

• The Bee Book by Charlotte Minor

• Enjoy some jokes about bees and bugs here.

• Look at Burt’s Bees and talk about the company’s purpose, People, Profit, Planet.  

  • What do you think?

  • What ways could you go out and change the world for the greater good?

• Explore bee poems (Do a quick search and lots of bee poems can be found.  Reminder to preview them before sharing them.)

COMING SOON!

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

Short Texts at Your Fingertips: Picture Books (Fiction)

Written by Julie Wright & Elizabeth Keim

We offer you Short Texts at Your Fingertips. Twice 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. 

SHORT TEXTS AT YOUR FINGERTIPS: PICTURE BOOKS (FICTION)

By design, picture books combine the wisdom of the words with the visual power of the illustrations to convey the story.  Beginning with the earliest readers, picture books create building blocks that promote a lifelong love of literacy. Through picture books, young readers can increase their vocabulary and build language skills.  

We love picture books because they can be read multiple times and for multiple reasons.  Take some time and look around your house. Be on the lookout for different types of picture books and put them in a stack.  Don’t forget, if you have board books or wordless books, stick those in your stack too! Each picture book provides so much more than just a read aloud.

VIDEO 

Take a look at this short video on how to use picture books to entertain, inform, and inspire.

TRY THIS!

Step 1

Find a favorite fiction picture book.

• Why is it your favorite?  Did you have it when you were a child?  Have you read it multiple times as a teacher?

• Look for the places you love the most.  Reread. Smile!

• Who is your favorite character?  Why?

Or, is there a picture book on your shelves that you do not know well?  Here is your opportunity to read it!

• What do you notice?

• What do you wonder?

• What is the title?

• Who is the author?

• What do you think this book is going to be about?

Step 2

Read the picture book aloud.  You can either read the book to a child, the child can read the book to you, or you can share the reading by taking turns reading to one another.

We love The True Story of the Three Little Pigs by Jon Scieska. If interested, order a copy of this book here. Picture books are filled with reading, writing and talking opportunities.  For example, you could:

• Explore the structure of a picture book.

• Explore the role of the narrator.  How is the story different when it is told from a different perspective?

  • In The True Story..., the story is told from the perspective of the Wolf.

• Practice retelling the story.

• Look for the story elements such as character, setting, problem and solution.

• Do fluency practice (something that is likely being neglected during distance learning). Passages of familiar books are probably memorized.  Channel that for phrased and fluent reading.  

  • If possible have children record favorite stories (or ask their grownups too).  These could be a wonderful resource for the entire class.  

  • More fluency work: Ask children to read a favorite to a younger sibling or the family pet.

Step 3

Look on your bookshelves and try and find other picture books.  If you have time and interest, read those too!

Step 4

Look for other reading, writing and talking opportunities using this short text type.

Reading Ideas 

• Read a picture book and learn more about the author and/or illustrator.

• Find two picture books about the same topic or written by the same author.  Compare them.  

  • What do they have in common?

  • What makes them different?

  • Compare two versions of the same story (i.e. the traditional “Three Little Pigs” and The True Story …)

• Make a familiar story into a Reader’s Theater script using the language of the characters and a “narrator” to move the plot along

Writing  Ideas  

• Keep a list of all the picture books you read.

• Write your own picture book about a recent event or experience. Maybe you could write a story about a child who does all his/her learning at home while schools are closed. 

• Try to rewrite your favorite picture book from when you were little (don’t reread it first).  Maybe it’s a book you no longer own - retell it from memory.  

• Write a sequel to this book.  What happens next? Add a new character.

Talking  Ideas 

• Start a conversation about places and times throughout the day to read.  

  • Where is a good place to read at home?  

  • What makes it a particularly good spot? (This is work many of us do in September when we want to set up reading routines at home.  It probably needs to be revisited now.)

• Invite children to find a favorite picture book (maybe it was one someone read to them when they were”little”.)  

• If you have a way to “meet” with your class,  everyone could hold up their favorite book or everyone posts a picture.  Compare covers. Are there any repeats? Are there similarities? Fiction, nonfiction, books by the same author?

• Explore the way the text and illustrations work together.  What do the illustrations show that the text does not?

  • Find the page that has the picture featured on the cover.  Why is this the image the author/illustrator/editor chose for the cover?

FOR MORE RESOURCES, CHECK THESE OUT!

• Check out the self-publishing options on StoryJumper.

• Record a story on Flipgrid.

• Take a look at Vooks, a great website of animated picture books.  

• Check out free access to many great picture books for educators on Epic. 

COMING SOON!

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