student talk

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)

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.

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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)

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!

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.  

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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:

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Step 3

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

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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

Games & More

Online Resources

COMING SOON!

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

Short Texts at Your Fingertips: Field Guides

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: FIELD GUIDES

Field guides are generally used to identify something in nature.  There are field guides available for endless subjects: birds, butterflies, trees, mushrooms, rocks and minerals- we could go on and on.  A field guide presents lots of  information and facts to help teach how to identify a particular species or type within a group.  Many of us have at least one field guide on our bookshelf and this is the perfect opportunity to dust it off and use it as a short text!  If you don’t have a field guide of your own, there are plenty of online resources to access.

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VIDEO 

If you’d like to see a short video on how to use field guides to entertain, inform, and inspire watch here.

TRY THIS!

Step 1

Take a look at your bookshelf.  Maybe there is a field guide waiting there.  If there is more than one, pick the one about the subject most interesting to you.   If you don’t have a physical field guide, find one online (see the resource list below).  Thumb through the guide and orient yourself to its structure and features.  Field guides are designed to be used as a quick reference (possibly in the field).   Decide which entry/entries  you want to look at more closely.   

Some things to consider:

  • How is this particular guidebook set-up?

    • Are there sections? 

    • Are the entries organized by type, by color, by region?

  • Look through the first part of the book.  This is usually where the structure of the book is explained and some important facts are provided.

  • Think about how you might use the guide if you were outside. 

    • Would you want to mark particular pages for easy reference?

  • Consider how this book is meant to be used.  

    • Does the author intend for it to be read cover to cover?

Step 2

Take a closer look at a specific entry in your field guide.

Here are two different examples:

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Here’s what we noticed:

  • The bird guide on the left uses bold headings to identify characteristics about a bird.  It includes a map and it is organized by color (see the oval on the top right).

  • The bird guide on the right shows similar species together on the same page.  Arrows show the most distinguishing marks.  On the opposing page there is information about each bird.

  • Both examples give distinguishing characteristics of the object featured.

  • Some guides have photographs, some use illustrations.

Step 3

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

Reading  Ideas  

  • Compare entries in two different field guides (see above). How are they the same?  How are they different?

  • Look at  field guides about two different things (for example birds and mushrooms). What is included in both?  What features are particular to the thing being studied? 

  • Explore new vocabulary words.  Are there words you have never seen or heard before?  How can you find what they mean?

  • Learn how to use other text features including the Table of Contents, Index and Glossary.

Writing  Ideas  

  • Write your own field guide entry for the guide you have.  Use the features and structure of the guide to help you.

  • Write your own field guide about a subject you know well.

    • You could write about a habitat you know well (e.g., your bedroom, the kitchen).

    • You could write about a category of things (e.g., your stuffed animals, tools used to draw and write).

  • Use the field guide to add details to another piece of writing (e.g., include a more detailed description of what a character sees).

  • Start a “Life List” for the subject in the field guide (e.g., record your personal sightings).

 Talking  Ideas 

  • Consider who wrote this field guide?  How did the author prepare to write this book?  How is the preparation different than it would be to write a fiction picture book?

  • Compare the illustrations to a photograph.  What are the advantages to a photograph?  What can the illustration show that a photograph cannot?

  • Discuss who uses field guides and when?  

  • Compare field guides and think about what background knowledge a reader needs to use the guide.  Are different guides written for people with different background knowledge?

Step 4

Look for other field guides and explore those too!

FOR MORE RESOURCES, CHECK THESE OUT!

To find a field guide about virtually anything, go online and type “free online field guide about_______”. Here are some examples you might enjoy.

To find more general information about field guides, check this out.

Check this out if you are interested in some fun, simple printable field guides for kids.

For more ideas about creating your own field guide, check this out.

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.

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Short Texts at Your Fingertips: Game Directions

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: GAME DIRECTIONS

If you are like us, we have favorite go-to games that get played over and over again and some games that we hardly take off the shelf.  Often, that’s because it’s easier to grab the game that we love and already know how to play versus new and unfamiliar ones. Card games, board games, dice games, puzzle games, cooperative games, and more...all include a short text in the form of a set of directions that create reading opportunities galore!   

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A messy, but game-filled, shelf filled with oodles of directions to read and enjoy!

VIDEO 

If you’d like to see a short video on how to use game directions to entertain, inform, and inspire watch.

TRY THIS!

Step 1

Take a look at your game shelves.  Grab any card, board, or dice game that sounds like fun and that you want to play.  If you don’t have any board or card games, you can look for games online and take a look at the resources below for some ideas. Once you find the game you want to play, pull out the directions and preview them.  Decide if you want to read the directions once all the way through or read them one section at a time.  Consider asking:

  • What do you notice about how the directions are set up?

  • Do the directions have headings or subheadings that help you navigate the text?

Dice, card and board games are great because they are easily transportable and can be played in many places.  We are tired of being inside, so we’re taking some of our games outside.

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Step 2

Take a closer look at the game directions. Here’s an example of some game directions we love.  

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Here’s what we noticed:

  • The directions are folded like a leaflet or flyer.

  • There are a few headings that help us orient to the game such as Object, Setup, Get Ready.

  • The game directions are listed in numbered steps.

  • There are colorful images that help demonstrate what the text is talking about.

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

  • Play the game a few times and then read further to learn about Other Ways to Play.

  • Compare this 2-player version to the original Rubik’s Cube puzzle.

  • Visit the website of the Original Rubik’s Cube to learn about different types of Rubik’s Cubes and lots of hints, tips and challenges.

  • Read about and watch short clips on Speedcubing to learn about the world record holder for solving the Rubik’s Cube in the shortest amount of time. 

Step 3

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

Reading  Ideas  

  • Depending on the difficulty of the game, reread or revisit the game directions as needed.  

  • Compare directions from one game to another.  How are they similar?  How are they different?

  • Pick a game -- one that you enjoy, one that is challenging, or one that has you intrigued -- research the history of the game.

    • Who is it made by?

    • Has the company been around for a long time?

    • What other games do they make?

  • If the directions are written in more than one language, compare the sets of directions.

Writing  Ideas  

  • Rewrite some of the directions to your favorite game, making changes that you think would make the game even better.

  • Write, draw or redesign the game box or container.  What would you keep the same?  What would you change?  

  • Create your own game, including writing the directions.

  • Write a game review for your favorite or least favorite game.

Talking  Ideas 

  • Share the strategies you used to play the game.

  • Talk about your favorite types of games and explain why you like them.

  • Talk about your least favorite types of games and explain why you don’t like them.

  • Discuss the games you know how to play without any written directions such as 20 Questions, I Spy, The License Plate Game, and Hopscotch.  How did you learn to play them?

Step 4

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

FOR MORE RESOURCES, CHECK THESE OUT!

  • Check out some of the largest game companies for types of games, interesting facts, and different versions of the same game.

  • There are a lot of games online.  We suggest searching for the types of games that pique the interests and needs of the players.  Some criteria you can use as you search include:

    • Age Ranges [Ex. Ages 7 and up]

    • School [Ex. Preschool, Elementary]

    • Type [Ex. Card, Dice]

    • Number of Players [Ex. 2 Players]

    • Difficulty Level [Ex. Novice, Experienced, Expert]

    • Ratings [Ex. 1 Star, 2, Stars]

  • Other sites you might find helpful for online games include:

COMING SOON!

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

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:

Step 2

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

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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  

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

Elementary

Tweens & Teens

COMING SOON!

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

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:

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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: 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)

Reading Surveys: A Go-To Data Source [Especially During Extended School Closures]

At the start of this school year, I blogged about using reading surveys as a go-to source of data for creating a focus for instruction. That blog post can be found here. I talked about the importance of carefully choosing survey questions that would give us just-in-time data that we could use to create a focus for instruction during the first weeks of the school year and beyond.

During this pandemic, surveying students now — in relation to their at-home learning environment and reading interests — would provide intel, or data, that could inform your digitally-focused, remote-learning, instructional moves going forward.

TRY THIS

  1. Give students a copy of the Reading Interest Survey for Remote Learning digitally or on paper depending on your district’s policies and procedures.

  2. Ahead of time, fill out a survey about yourself. To lift students’ thinking across the learning community, share a few ideas from your survey by:

    • Giving students a copy of your survey to view [hard or soft copy]

    • Sharing ideas from your survey via a pre-recorded or live video

      Note: By sharing your survey, students will have an opportunity to get to know you and your at-home routines while serving as a model for when they complete their surveys.

  3. If students have the capability of sharing and/or communicating with one another, break them into small groups and let them have a conversation [either through voice-to-voice or writing] about noticings and celebrations. You can encourage students to borrow great ideas about reading at home from one another that they might want to put into action.

  4. Save student surveys — they might teach you something later that you didn’t know you wanted/needed to know now.

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LOOKING ACROSS THE DATA

As you look across student survey results, here are some ways you might consider using the data to guide your next moves. You could:

  • Use the data to inform you and help students create a personalized reading spot at home, if needed.

  • Take stock in what types of texts students put in their stack. This could be a great opportunity to curate texts for students to read. That is, of course, all dependent on what’s available, applicable and doable during this time.

  • If you are meeting with students virtually, you could:

    • Celebrate things people have in common

    • Create a big list of reading recommendations

    • Use this survey data to create conversation starters or entry points for future instruction

These are tricky times. But, they are less tricky when we make connections and keep connections going. Student surveys are one way to make that happen. If you like this survey, use it! Or, use it as a springboard to create your own. If you come up with some great ideas, please reach out to me at julietwright4444@gmail.com or via my CONTACT PAGE and share ideas!

© 2024 Julie Wright Consulting LLC. All rights reserved.