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:

• National Geographic for Kids – Snowy Owl

• Animal Fact Files

• Snowy Owl Fact Sheet

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?

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: 

STAY TUNED!

More about short texts and short text sets coming soon!

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!