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: 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)

Short Texts at Your Fingertips: Cereal Boxes

Written by Julie Wright & Elizabeth Keim

In mid-March, the COVID-19 pandemic hit home, and teaching went from classrooms to living rooms and kitchen tables in the blink of an eye. To keep kids learning and feeling safe, cultural and literary heroes opened up their digital doors. There are museum tours, celebrity read alouds, Mo Willems sketching and penguins at the Shedd Aquarium. The cast of Hamilton sang on Youtube to a young girl who was sad her trip to see the show was cancelled.   All of these experiences and assets were—and are— amazing. Teachers can continue to share these riches with their students.

Now it’s mid-April, though, and teachers are tasked with planning and delivering curriculum. The question now is, How do I create engaging lessons for the children who usually sit in front of me but are now learning from home? As an elementary reading teacher (Elizabeth) and a literacy coach (Julie) we are grappling with the same steep learning curves as teachers as we try to find our way fast with online instruction. Our jobs, however, as those trained to support teachers with resources and best literacy practices, have propelled us to realize that the learning kids do now has to be different because we are living and instructing in different times. As educator Pernille Ripp declared, “Whatever your plans are, cut them in half. Then cut them in half again.”  

With this less is more mantra in mind, 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. We may not sing like Lin Manuel Miranda or read aloud like Kwame Alexander or Kate Messner, but we know these lessons will brighten kids' days.  

SHORT TEXTS AT YOUR FINGERTIPS: CEREAL BOXES

When you were young, or maybe even today as an adult, was reading the back of a cereal box part of your morning eating routine?  Did you ever have repeat readings across several days and see things you didn’t see the day before? Did reading something on the back of the box ever pique your curiosity and make you want to know more?  Today, many short texts, such as food packages, give us reasons to read and write because they entertain, inform, and often inspire us. Here’s what we mean.

Entertain -- brings us joy 

Inform -- teaches us new information and/or renews our thinking about ideas and topics 

Inspire -- motivates us to read, write and share more

VIDEO 

Check out these two short videos focused on how to use a cereal box to entertain, inform, and inspire.

TRY THIS!

Step 1

Grab any cereal box in your home.  Take a look at the front, back, and side panels.  

• What do you notice?

• What do you wonder?

Note:  If you don’t have a cereal box, choose another type of food package.

Step 2

Share a cereal box that you find exciting.  Think aloud about ways this short text entertained, informed and/or inspired you.  

Examples: Back of cereal boxes

Take a look at the first example which is the back of a Cap’n Crunch cereal box. This text is filled with reading, writing and talking opportunities.  For example, you could:

• Play the matching berry game on the back panel. [back panel]

• Make new words by creating 12 new words using the letters in “Crunch Berry” [back panel]

• Play the dot game. [back panel]

• Read and investigate the ingredients and Nutritional Facts  [side panel]

• Use a measuring cup or scale and rice to visualize the amount of sugar

• Read and think about the recycling information [top panel]

• Share what you’ve learned and created with others

Step 3

Look in your pantry and find other cereal boxes.  Compare cereal boxes and think about how they are similar and how they are different. 

Step 4

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

Reading Ideas 

• Go to the cereal company’s website and poke around to see what interesting facts and images you can find.

• Grab 2 or more cereal boxes and compare the nutritional information.

• Read other breakfast food boxes.  What do you see? What are you wondering?

• If you are watching any television or videos, listen and watch closely for breakfast food ads.  What do you see? What are you wondering?

Writing Ideas 

• Make a list of all the cereal brands and types you know.

• Design your own cereal.  What is it called? What will the box look like?

• Write a letter to the cereal company telling them what you think about their cereal and/or ask them questions about their cereal.

• Create a survey asking people to share their favorite cereal choices and why they are a favorite.

Talking Ideas

• Why is the cereal called… (Frosted Flakes, Cheerios, Rice Krispies, etc.)?

• Which part of the box do you look at in the grocery store?  Which part do you read at home?

• Recall the cereal aisle in a supermarket, or find a photo online. What colors do you see? Why? Where is the aisle located?

• Why does the company want you to know what they believe (i.e. philosophy)?

FOR MORE RESOURCES, CHECK THESE OUT!

• Pick any cereal manufacturer.  Go to their website. Explore all of the information they share on their site.

• Read about cereal using an online dictionary such as https://www.britannica.com/topic/cereal

• Read about National Cereal Day and 15 Interesting Facts about Cereal https://www.ibtimes.com/national-cereal-day-15-interesting-facts-about-cereal-1560030

COMING SOON!

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

MEET ELIZABETH

Meet my friend, colleague, co-author and co-blogger, Elizabeth Keim. She 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.

From Ed Consultant to Teacher Mom: Reflection #5

Creating a Text Set Using a Chapter Book & Short Texts

I love books.

I love the smell of them. The feel of them. The stories and information inside them.

Additionally, I love texts — all shapes and sizes.

Some people say friends are tucked inside of books and texts. I agree that is true for some, but for me they are guides more than they are friends. Books and texts guide me to appreciate the familiar and experience the new or unfamiliar. They teach, mentor, provoke, inspire, and guide.

Books and texts have a dual role in my literacy journey. I can consume them [read, watch, view, listen] and I can produce them [write, sketch, make, create, design, perform]. In turn, when I’m working with school leaders, coaches, teachers, and kiddos, my goals always include creating similar learning opportunities where we consume and produce books and texts.

Taking It Slow

For the past two weeks or so, my boys and I have been joining together once a day for some book club time. As I mentioned in this blog post, we started reading Saving Winslow by Sharon Creech. Besides the fun conversation about the book, it’s characters, and all things donkey — the best part is that we are taking it slow. We have found that our pace doesn’t matter. We aren’t racing a clock, we aren’t trying to get to the end, we aren’t hurrying so that we can jump to the next thing. We are lingering and it feels so good and so right. It’s just what we need right now.

Using Text Sets to Inspire More Reading & Writing

When we put texts together that have something in common with one another, we create a text set. In this case, we put both long and short texts — and texts of different shapes and sizes — together to create a text set. As mentioned, we are using this chapter book to jump start some reading and writing tied to our interests. In addition to reading Sharon Creech’s Saving Winslow, here are some reading and writing opportunities that we created with and for one another.

Note: There was no magic in what we read or wrote and/or the order in which we did them. We let our conversations and our inquiries lead our decision-making. Together, we:

1. Read a few reviews of the book.

2. Previewed Sharon Creech’s website. We went back to this site multiple times for different reasons.

3. We read and watched different texts to increase our knowledge of donkeys.

   • Facts About Donkeys

   • The Donkey Sanctuary

   • Miniature Donkey at National Zoo

   • Interesting Donkey Items [like every text, please preview ahead of time to make sure content is appropriate]

4. We wrote in our notebooks to ask questions, noodle ideas, and hold our thinking.

   • Reflections and wonderings after reading chapters from the book

   • Interesting and intriguing donkey facts

   • Sticky notes filled with old and new ideas

   • Questions we have for Sharon Creech

   • A letter we co-wrote to Sharon Creech

   • Addressing an envelope and a self-addressed envelope for the letter we wrote

We aren’t finished with this study yet, but I’m excited to see where we head in the days to come!

From Ed Consultant to Teacher Mom: Reflection #1

I’m sure many of you are just like me — going from “working outside of the home Mom” to “teacher of her own kiddos Mom”. Wow — what a difference just one week makes! My family is in the epicenter of it all—Westchester County, NY. While none of us are directly impacted, as of today, by having COVID-19, we feel the weight of this pandemic in ways we couldn’t have imagined a week ago. It’s a strange tug-of-war. We feel the pressures of this virus, while feeling blessed that we are currently virus-free, have one another, our home, food in refrigerator, books and board games on our shelves, and a little fresh air flowing through the kitchen windows.

Sizing Up the Situation

Like many, we spent the weekend trying to better understand the situation so that we could get our groove on and make a plan. Who knew that things could [and would] change in half day increments. With the majority of my spring consulting work rescheduled to a later date due to school closures, I shifted gears and began thinking about what each of my own kiddos would need and want, both in the short and long-term.

Getting Our Groove On

When I’m trying to get my groove on, I start by noodling plans. I write notes, make lists, create bullet points, and doodle along the edges. Most of my lists are unreadable by others — because they are filled with my thinking and emotion strung across the page. This week’s noodling was no different. The ideas were sort of like an advice column to myself— ultimately giving me guidance [and permission] for how I could navigate the transition from Ed Consultant to Teacher Mom for the weeks ahead. Here are some highlights of things I’m reminding myself to consider:

PROFESSIONALLY

Remind myself it’s okay…

• To adjust my professional writing schedule a bit — I’ll get it all finished.

• To not jump at every online PD opportunity that’s circling about social media this week — it’s overwhelming and kind of makes me feel like I should be doing more than I am already doing. It’s hard to squeeze it all in when I’m are working hard to educate my own kids at home while juggling professional obligations. Sometimes taking a break and clearing the noise is good for the brain and soul.

• To not offer up a bunch of online PD for my educator crew — they’ll understand and many are in the same space as me. They will reach out if they need anything because that’s what THINKING PARTNERS do.

• To put myfamily first. They need me and I need them.

PERSONALLY

Remind myself to…

• Do something kind for my better half. He’s working hard out of the home so that I can work hard in the home.

• Focus on all 3 of our kiddos — they each need similar things and they each need different things [all of which might depend on the day]

• Spend time across each week creating opportunities for all of us to do things focused on

  • Our HOME [clean things out, organize, donate]

  • Our FAMILY [playing games, putting puzzles together, cooking]

  • Our SELVES [hobbies, passion projects, things that bring us joy]

  • OTHERS [connecting with friends and family via letters & video]

Making a Plan

As for our at home learning time, well it’s definitely under construction.

For my college freshman, who just started her 2nd semester, that means giving her time and space to process a loss—the loss of coming home and the loss of saying goodbye to new friends [painful]. This also means a time for unpacking all of the college stuff that made its way back home [didn’t we just drop all of that off?] and getting set up for online, distance learning for college level coursework.

For my middle, it’s about figuring out what he needs and wants — and how to get his voice in it all so that he’s invested. It means digging through the bookshelves and finding some of his favorites and being open to all of his interests, even if they don’t particularly inspire me.

For my little, it’s about feeling out his feelings. He’s watched and listened to too much newsfeed and he’s a process-oriented kiddo. This means taking a step back, disconnecting a bit from all of the information, taking stock of all the facts, and honoring the things on his worry list. It’s also about getting his hands and brain busy — he’s a build-it, create-it, design-it kind of kid!

All of this will take time.

What’s Ahead…

Tomorrow my middle and my little launch our learning-at-home together. We plan to start our day with pjs + hot cocoa while we read, write, play Nab-it, and create some Origami. As the day unfolds, we’ll make a new recipe and go outside for a long walk with the Bernedoodle who is ever-so-happy about all of his humans-at-home time!. This is where we’ll start. Who knows where all of this will lead. We’re making the most of these tricky times — feeling thankful for so much along the way!

Learning Labs: Igniting Inquiry & Inspiring Change

I have this mantra—

good work produces good work

When my kids were babies, their pediatrician would say, “good sleep produces good sleep.” Across the years, it proved to be true. None of my kids ever slept well when they were overly tired. If they were well rested, they rested well. I think a similar concept applies in schools. When good work is happening—it’s contagious. Good work ignites inquiry. Good work produces more good work and, in turn, inspires change.

Recently, I had the pleasure of supporting a school district that also believes good work produces good work. They’ve worked hard to stick with things that create growth. I’m fortunate to be included in some of their exciting work. They believe, like I do, that our work in schools is complex and that change doesn’t happen overnight. In addition, they believe that collaboration makes a difference. Following are some highlights — told through reflections and images — from my recent work with Enumclaw School District.

Reflection #1: Asking important questions and co-constructing solutions yields high-leverage, action-oriented results.

Reflection #2: Co-planning [through learning progressions or units of study] is essential because thinking together helps us close the knowing-naming-doing gap.

Reflection #3: Having choice in how we plan [templates, charts, high/low tech options, post-it notes, etc.] puts teachers in the planning driver’s seat—which is where they need to be!

Access to templates forthcoming [Benchmark, 2020].

Reflection #4: Learning Lab experiences are capacity building structures that create short and long-term impacts.

Reflection #5: Time and space to work collaboratively is necessary if we want to ignite inquiry and inspire change.

Creating Entry Points #2: Try Using a Short Text to Ignite Reading & Writing Volume

We say it all of the time….READ, READ, READ.. Read a lot, read often, and read different types of books. We book talk, share hot reads, and work diligently to fill our bookshelves with interesting, culturally responsive, relevant books. In addition, we model lifelong reading habits by sharing with students how we [their teachers] live literate lives by talking about the books we read and love and how reading continues to shape our thinking and perspectives. On a professional level, we talk about ending “book deserts” and increasing reading opportunities for students during school breaks. Everyone is working pretty hard.

Kids get it! They understand that we want them to read often, widely and deeply. Why, then, are so many kiddos without books in their hands regardless of our efforts? In our forthcoming book, Short Texts: Mighty Mentors That Move Readers and Writers Forward [Benchmark, 2020], Elizabeth and I talk about the beauty of getting short texts in readers’ hands to ignite reading volume, among other benefits. We can’t wait to share this book — filled with dozens of short texts and ideas — that will fuel teaching and learning opportunities across content areas.

Our hope—to inspire teachers and students alike—to be on the look-out for interesting, thought-provoking, fun texts that make kiddos want to read AND want to read more! Take a look at this short text.

1. What stands out to you?

2. Where do your eyes land and what do you want to read first?

Does it look familiar? When you were young, or maybe even today as an adult, was the back of a cereal box part of your morning eating routine? Did you ever have repeat readings across several days and see things you didn’t see the day before? Did reading something on the back of the box ever pique your curiosity and make you want to know more? Today, the back of cereal boxes often entertain, inspire creativity, inform. One of the biggest benefits is the invitation to re-read, read additional texts and write. In addition, they can open a door for further exploration. For example, the cereal box above:

Here is the point: Reading the back of a cereal box IS reading and counts as EYES ON PRINT which leads to increased reading volume. Since this type of short text is engaging, it might even motivate students to read more and initiate some writing experiences that they may otherwise have missed.

TRY THIS

1. Explain to students that a short text is…short. Share a few examples with them [picture book, poem, advertisement].

2. Share other examples of short texts [back of a cereal box, bag of pretzels, box of crackers, etc.].

3. Ask students to find a package at home that they can bring in to share with others.

4. In the next few days, create a bucket of “Package Short Texts”. When there are enough short texts to go around, have students share the package they brought from home with a small group [pairs or trios].

5. Give students 15-20 minutes to share their packages.

6. Gather students together. Model and share one of the packages that you find exciting. Think aloud for them about ways this short text entertained you, inspired creativity in you, informed you, and if you plan to read or write anything more because of this short text.

7. Ask students to work with their small group again and answer one [or more of the following] questions:

   • How did the package entertain you?

   • How did the package inspire creativity?

   • How did the package inform you?

   • Based on what you’ve read, is there anything related that you would like to explore further?

8. As students work, listen in [or kidwatch] so that you get a sense of students’ knowledge and understandings. if applicable, clear up any confusion.

9. If time permits, ask small groups to share out their findings with others.

SOME TIPS

• Invite students to bring in packages across several weeks to share with the class. If there’s time and interest, give students an opportunity to read and write from classmates’ packages too!

• If you are an administrator or instructional coach, consider asking colleagues to bring in packages to share during a staff meeting. They could:

  • Form a small group and talk to colleagues about their short text.

  • Brainstorm ideas about ways packages could be used in the classroom to increase reading and writing volume.

First 15 Days of Small Group Learning

As winter break approaches and your eyes turn to the first weeks of 2020, consider increasing small group learning opportunities for your students. We know there are often obstacles that make small groups difficult to manage. One way to overcome those challenges is through intentional and strategic planning. if you want to jumpstart your planning NOW [yes, even before the winter break!] or in January, take a look at the First 15 Days of Small Group Learning. Remember, small groups can be launched at any point in the school year!

The first 15 days were written with care, but of course did not take into account the specific needs of your students. So, don’t be afraid to adjust these plans to make them match your goals along with students’ interests, wants and needs. If any of these plans don’t quite fit, you might want to:

• Spend more time if needed [turn one day of learning and extend it across 2-3 days]

• Spend less time if needed [skip or shorten a workshop]

Also, remember…

• If you don’t have the suggested materials, swap them out for things that are readily available

• If the suggested focus for instruction is not what your students need—collectively or individually—change it up

• If you aren’t sure if the plans are working or helping students—remember to ask them to share their ideas and insights with you. Students are often the best self-assessors of what they know, are able to do, and what they need next. All we have to do is ask.

Flexible, small group learning yields great results with measurable impacts. Here’s to finding JOY in small group learning in the days, weeks, and months to come!

Creating Entry Points #1: Try Using a Photograph to Spark Curiosity & Interest

SOME BACKGROUND [SHARING MY ROOTS]

Many moons ago, I was a self-contained, intermediate teacher. I loved teaching, loved my kiddos, loved my colleagues and my school. From day-to-day, my students helped breathe life into the work I was doing. That was especially true when the work was extra hard—navigating school initiatives, trying to understand state and district mandates, making sense of curricula, and staying on top of the never-ending, to do list on my teacher clipboard.

Those days are vivid in my mind’s eye because it was the same time my firstborn, Sydney, showed her beautiful face to the world. I was a proud, new, working mom [missing my baby fiercely] which resulted in a daily quick share during Morning Meeting, referred by my students as “Sydney Story Time”. I shared stories about Sydney throwing Cheerios all over the floor, her refusal to keep baby socks on her feet, her babbles and first words, and descriptions of lost toys in our backseat. My kiddos learned a lot about Sydney, but they also learned a lot about me and the things that were important in my life.

In those days being digital was a 2 or 3 step process. Once a week, I added a picture to my narrative to add to the storytelling experience. My students would gather around our desktop computer to view the “Sydney Picture of the Week”. As I shared the play-by-play descriptions that accompanied the picture, my students would smile and laugh and ask questions and give advice. I knew I was onto something meaningful because if I was out of the classroom and missed Morning Meeting, my students expected 2 “Sydney Stories” upon my return. It was pure joy.

Each day during Reading and Writing Workshop, my students had 2 big chunks of work time where they were doing the work of READING [reading texts they chose] and doing the work of WRITING [writing a lot]. Among others, we had 2 goals that were consistent across every unit, every day. They were:

1. EYES ON PRINT, EYES ON PRINT, EYES ON PRINT to build reading volume.

2. PENCIL TO THE PAGE, PENCIL TO THE PAGE, PENCIL TO THE PAGE to build writing volume.

“Sydney Stories” often became entry points for my students’ reading and writing experiences. It was not unusual for a few details to show up in my students’ Writer’s Notebooks. Sometimes students recounted the events from Sydney’s point of view. Sometimes fictitious details were added. Other times, students would write a similar story, but change the main character or add a new ending with a twist. There were even times when a few students would launch some research and create things, based on something that was shared, which is how I acquired homemade, baby-safe, hanging toys in the backseat of my car.

SO WHAT? WHY DOES THIS MATTER?

Kids want to know their teachers. They want to know about our experiences, talents, fears, family happenings, and the adventures of our daily lives. It’s reciprocal because we want to know our students in the same way. As the years passed, I expanded my Morning Meeting share to include lots of things about me— interesting things about my extended family, my passions, and curiosities. My sharing often inspired students to want to to do the same, giving everyone ongoing opportunities to learn about and know one another.

EFFICIENT & EFFECTIVE PRACTICES STAND THE TEST OF TIME

Recently, our family got a new puppy. Oh my…. it’s like having a toddler in the house! Here’s Denver, our 16-week old Bernedoodle.

As an instructional coach who visits schools, I often need to create opportunities to learn about students and ways for students to get to know me. Earlier this week I was working with some amazing 4th graders. To launch our work, I shared Denver’s picture above along with these details:

• My family got a new puppy.

• He is 16 weeks old.

• His name is Denver and he is a Bernedoodle.

• He came from a breeder in Indiana.

• His mom had a litter of 7 puppies.

• When Denver runs across the yard, he sometimes does a little somersault because he’s in that clumsy puppy stage.

Students broke into small groups for about 7 minutes to discuss anything they were thinking about. The room was full of productive chatter. Some students talked about their own pets. Others listed wonderings they had about Denver. During Reading and Writing Workshop, students were given several choices. They were invited to read or write something that they were previously working on OR they could do some work in response to Denver’s picture. During a quick brainstorm, we generated this list together of some possibilities.

Denver’s photo sparked curiosity and interest, but the key was students’ choice and autonomy in what they did [or didn’t do] after my quick share. Some students talked more about their own experiences with puppies. Some students researched about Bernadoodles and other points of interest. Some created lists of questions while others wrote Denver adventure stories. Most importantly, some went about with their own reading and writing projects because that is how they chose to spend their time. These 4th graders are just getting started—I can’t wait to see where their literacy journey takes them!

TRY THIS: USE A PHOTOGRAPH TO SPARK CURIOSITY & INTEREST

1. Find a photo/image that is meaningful to you [family member, recent experience, something from nature, etc.]

2. Project the photo/image so that students can see it and share a few details about it.. Note: If time permits, give students time to talk about the photo/image and/or ask you questions about it.

3. Explain that during Reading and/or Writing Workshop, students will have time to read or write something related to the photo/image you shared OR they can read or write something they were previously working on.

4. As a whole group, brainstorm some possible reading and writing ideas.

5. Give students time to read and/or write.

6. At the end of Reading or Writing Workshop, give students an opportunity to share what they’ve been working on [whole group or small groups].

7. As students share, listen in and kidwatch so that you can use this data/intel to impact your focus for instruction in the days to come. CONSIDER: Ask students if they would like more time to read and write using the photo/image as inspiration OR if they have had enough time. If students would like more time, plan accordingly based on students’ interests/needs and your school/district curricular calendars.

SOME TIPS

• Invite students to bring in a photo/image to share with the class. If there’s time and interest, give students an opportunity to read and write from classmates’ photos too!

• If you are an administrator or instructional coach, consider asking colleagues to bring in a photograph to share during a staff meeting. They could:

  • Form a small group and talk to colleagues about their photo.

  • Do a quick write about their photo or any photo in the room.

  • Brainstorm ideas about ways photographs/images could be used in the classroom to bolster reading and writing volume.