Short Texts at Your Fingertips: Jokes & Riddles

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

Written by Julie Wright & Elizabeth Keim

SHORT TEXTS AT YOUR FINGERTIPS: JOKES & RIDDLES

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

VIDEO 

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

TRY THIS!

Step 1

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

Sources of jokes and riddles:

• Joke books

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

• Family members

Tell or read the joke to someone:

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

• What do you wonder?

• What makes a joke funny?

• How can you solve a riddle?

Step 2

Take a closer look: 

• What makes it funny? 

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

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

Knock, knock

Who’s there?

Dwayne

Dwayne who?

Dwayne the bathtub, I’m dwownding!

Here’s what we noticed:

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

• It is a type of question and answer joke.

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

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

• Talk about what makes this joke so funny.

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

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

MORE ABOUT JOKES & RIDDLES

Step 3

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

Reading  Ideas  

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

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

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

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

Writing  Ideas  

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

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

• Write a caption for a picture riddle.

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

Talking  Ideas 

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

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

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

• Use reasoning skills to solve riddles.

Step 4

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

FOR MORE RESOURCES, CHECK THESE OUT!

• Joke books:

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

  • The Challenging Riddle Book for Kids by Danielle Hall

• Websites:

  • Funology.com       

  • Red Tricyle      

  • Care.com   

  • Get Riddles   

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

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

COMING SOON!

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

CO-AUTHOR: ELIZABETH KEIM

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

Short Texts at Your Fingertips: Magazine Articles

Written by Julie Wright & Elizabeth Keim

SHORT TEXTS AT YOUR FINGERTIPS: MAGAZINE ARTICLES

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

• Arranged and displayed to catch readers’ eyes

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

• Easily transported and shared with others

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

• Read once or multiple times

VIDEO 

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

TRY THIS!

Step 1

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

• What is the title of the magazine? 

• When was this magazine published?

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

• Is there a Table of Contents? 

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

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

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

• Time for Kids

• Scholastic News

• Highlights Kids

Step 2

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

Here’s an example:

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

Here’s what we noticed:

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

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

• There are captions below each image.

• There are headings that divide up the article.

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

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

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

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

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

Step 3

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

Reading  Ideas  

• Read other articles in this issue.

• Read other texts about Chinstrap Penguins such as PenquinPedia.

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

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

Writing  Ideas  

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

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

• Draw pictures of favorite animals.

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

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

Talking  Ideas 

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

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

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

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

Step 4

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

FOR MORE RESOURCES, CHECK THESE OUT!

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

Preschool

• Ladybug

• Zootles

Elementary

• Ranger Rick

• National Geographic Kids

Tweens & Teens

• MUSE Magazine

• Sports Illustrated Kids

COMING SOON!

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

Short Texts at Your Fingertips: Recipes

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

Written by Julie Wright & Elizabeth Keim

SHORT TEXTS AT YOUR FINGERTIPS: RECIPES

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

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

• Online

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

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

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

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

• Check out cookbooks you may have at home.

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

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

VIDEO 

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

TRY THIS!

Step 1

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

• What do you notice?

• What do you wonder?

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

• Who is the author/chef?

Step 2

Take a closer look at the recipe.

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

• Do you understand the measurements and tools? 

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

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

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

Here’s what we noticed:

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

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

• Some recipes tell you how many servings they make.

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

• Some recipes number the steps you will take.

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

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

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

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

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

Step 3

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

Reading  Ideas  

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

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

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

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

• Study the features of a cookbook.

  • Index

  • Recipes are grouped together

  • Table of contents

Writing  Ideas  

• Write your own recipe.

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

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

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

• Write a review of the recipe or a meal.

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

Talking  Ideas 

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

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

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

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

Step 4

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

FOR MORE RESOURCES, CHECK THESE OUT!

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

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

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

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

COMING SOON!

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

Short Texts at Your Fingertips: Images & Pictures

Written by Julie Wright & Elizabeth Keim

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

SHORT TEXTS AT YOUR FINGERTIPS: IMAGES & PICTURES

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

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

• The Atlantic

• National Geographic

• NASA

• The Guardian

• NYT

TRY THIS!

Step 1

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

• What do you notice?

• What do you wonder?

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

• Does it have a title or caption?

• Who is the author?

Step 2

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

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

• What connections can you make?  

• How does this image / picture make you feel?  

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

Here’s an example of an image we love.  

Here’s what we noticed:

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

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

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

Here’s what we wondered:

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

• How many bees or wasps would typically live here?

• How long do the bees or wasps stay here?

• Is this dangerous to be around?

Step 3

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

Reading  Ideas  

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

  • Bee swarms

  • Bee hives

  • Bee lifespan

  • Importance of bees to our environment

  • Bee stings/allergies

  • Products made from bees

• Explore the Cincinnati Zoo and learn more about bees.

• Watch a short video from National Geographic about bees.

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

Writing  Ideas  

• Create a two column chart.  

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

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

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

  • List of questions about bees

  • Create a top 10 list of bee facts

  • Draw the relationship between hives, bees, and flowers

  • Make your own informational bee book

• Write bee and bug jokes.

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

Talking  Ideas 

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

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

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

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

  • Do you like honey?  Why or why not?

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

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

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

  • Why are honeycomb cells hexagonal?

Step 4

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

FOR MORE RESOURCES, CHECK THESE OUT!

• The Bee Book by Charlotte Minor

• Enjoy some jokes about bees and bugs here.

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

  • What do you think?

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

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

COMING SOON!

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

Short Texts at Your Fingertips: Picture Books (Fiction)

Written by Julie Wright & Elizabeth Keim

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

SHORT TEXTS AT YOUR FINGERTIPS: PICTURE BOOKS (FICTION)

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

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

VIDEO 

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

TRY THIS!

Step 1

Find a favorite fiction picture book.

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

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

• Who is your favorite character?  Why?

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

• What do you notice?

• What do you wonder?

• What is the title?

• Who is the author?

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

Step 2

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

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

• Explore the structure of a picture book.

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

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

• Practice retelling the story.

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

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

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

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

Step 3

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

Step 4

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

Reading Ideas 

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

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

  • What do they have in common?

  • What makes them different?

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

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

Writing  Ideas  

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

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

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

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

Talking  Ideas 

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

  • Where is a good place to read at home?  

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

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

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

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

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

FOR MORE RESOURCES, CHECK THESE OUT!

• Check out the self-publishing options on StoryJumper.

• Record a story on Flipgrid.

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

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

COMING SOON!

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

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 #3

It’s a new week.

With the news heavy with increasing numbers of positive COVID-19 cases, announcements of school closures and distance learning plans that will take some districts through the end of the school year, my crew needed a little break from it all — even though it’s only Monday.

To switch things up, we put our time and energy into building our individual and collective reading and writing volume. Instead of working with a long text [which is often associated with chapter books to build volume] we used a bunch of short texts to educate and inspire ourselves — and to bolster our reading volume! Here’s how we spent our time:

SHORT TEXT #1: A SHORT VIDEO CLIP

• We watched a short video clip about this amazing kiddo named Parker Curry. You probably read about her or saw her on the show Little Big Shots or Ellen. Check out this link if you are interested in watching a short clip.

SHORT TEXT #2: TWITTER FEEDS

• Watching the clip led us to Little Big Shots and Parker Curry’s Twitter feed. That’s not because that was “the right” next text to read, but rather where our interests and questions led us. We couldn’t find the full episode of Parker Curry on Little Big Shots so we went digging around which led us to Twitter. When Parker Curry was tagged, it surprised us [because she’s a little kid] and we wondered what her Twitter feed was all about. Worth Noting: Being interested in what we are reading — whether you are an adult or a kiddo — makes us want to read more. When something piques our interests, we often read more which in turn leads us in directions [and more reading] that we may not have originally anticipated.

• If this has ignited your curiosities too, check out @NBCLilBigShots and @_parkercurry.

SHORT TEXT #3: PICTURE BOOK

• I have two middle school boys. I wasn’t sure how they would interact with Parker Looks Up An Extraordinary Moment by Parker Curry and Jessica Curry. I think the word that best describes my reaction to their reactions is INSPIRED. They hung onto the words “…she saw a road before her with endless possibilities.” I have to say, our conversation, while hard to completely capture, was pretty great. Our talk and sharing led us to ask:

  • Where is the National Portrait Gallery?

  • What paintings are in the National Portrait Gallery and who gets to paint them?

  • Who is Amy Sherald?

  • Who painted President Obama’s portrait?

  • What does Parker Curry want to do when she grows up?

  • Did Parker Curry go on a book tour?

SHORT TEXT #4, 5, 6…: INDIVIDUAL TEXT CHOICES [BASED ON INTERESTS & CURIOSITIES]

• This short text study had our curiosities going in different directions. So, we decided to let our reading interests guide us individually. We agreed that we would choose short texts to read and we’d collect IDEAS WORTH REMEMBERING by jotting things in our COVID-19 Notebooks [a scary time, but a notebook will help us stay organized I guess]. Some of the texts we explored [and will continue to explore] include:

  • National Portrait Gallery

  • Amy Sherald’s website

  • Presidential Portraits

  • Obama’s Portraits Unveilings

This SHORT TEXT SET gave us something to celebrate — Parker Curry’s attitude, passion, and uplifting message that life is paved by roads with endless possibilities brought us lots of JOY, INSPIRATION, AND HOPE which is just what we needed!

Writing to Make Sense of Our Work in Schools

Over a decade ago, a group of amazing women educators came together to study, define, collaborate, and write about what really matters in education. We spent a year — looking at research, creating sustainable professional learning structures, and naming and practicing our beliefs about learning. The positive implications from that time are deep and wide.

Across our year of study, we each kept a notebook filled with ideas, inquiries, and wonderings. Individually, we made a list of book titles that outlined what mattered most to us. These were books-to-be-written in the years to come. They captured what lived in our heads, hearts and guts and came directly from our years of teaching experiences and our love of education.

While miles separate us today, our work from that year continues to resonate with me. That year shaped me. It nudged me to think differently and it created space for me act bravely. I kept that notebook and continued to add to it. Eventually, the one notebook turned into seven—what fun—and out of those notebooks came writing that has helped me make sense of our work in schools.

I’m excited about some new books that I’ve written and co-written that are coming into the world—each with ties to that first writing crew all those years ago.

Side by Side instructional Coaching: 10 Asset-Based Habits That Spark Collaboration, Risk-Taking, and Growth [Benchmark, 2022]

Audience:  Instructional Coaches, Principals, Curriculum Directors, Department Chairs, Team Leaders [anyone who facilitates learning with and for others]

Gist: Every child deserves a teacher who has a thinking partner.  That’s because our work in schools is too complicated and important to go it alone.  The 10 Habits in this book are designed to create support structures for everyone and led by everyone—administrators, instructional coaches, department chairs, team leaders, grade level colleagues.  The key ingredient is working together in asset-based ways to build capacity across the learning community.  Whether you already have a well-established coaching program or you are trying to build support from the ground up, this book will give you lots of practical ideas, tips, tools, how-to lists, and protocols to support your efforts.  Although this book has a literacy focus, the 10 Habits are transferable to all content areas.

This book unpacks these 10 Habits:

1. Develop Relationships

2. Communicate Plans

3. Define Beliefs

4. Design Goals

5. Co-plan

6. Co-teach

7. Create Tracks

8. Reflect

9. Build Capacity

10. Prioritize Across the Year

BUY THE BOOK HERE!

What’s Our Response? Creating Systems & Structures to Support ALL Learners [FIRST Educational Resources, 2021]

Audience: Classroom Teachers, Intervention Specialists, Instructional Coaches, Administrators

Gist: In education time is never on our side.  Too much time is being spent in meetings to discuss students’ deficits and not enough time harnessing their assets. Students come to school each day with individual and collective wants and needs, and it’s our job to harness who and where they are. The RtI process doesn’t have to be a machine model approach with an over-reliance on short sided skill and drill; it can be a dynamic, flexible, in-the-moment response focused on good instruction.   This book explores how to keep students at the center of decision-making so that the focus is fidelity to our students instead of fidelity to content, curriculum or program by addressing 5 Problems of Practice with RtI which include:

• We need to break out of the RtI box.

• We need to honor and increase teacher autonomy and agency.

• We need child study teams focused on students’ assets.

• We need to increase students' thinking and doing time.

• We need good instruction because that makes the best interventions.

This book will provide dozens of ready-to-use, solution-oriented tools to create asset-based systems and structures so that you are better positioned to create an instructional response that will support all students’ growth.

I’ve been blessed with incredible mentors, thinking partners, and editors. I’m inspired by a current writing group called The Radish Writers. Being a part of a writing tribe is one of the greatest gifts—if you don’t have one….go start one! Gather people who want to write and think and do together. It will inspire you. It will unleash you. It will change you.

BUY THE BOOK HERE!

Short Texts: Mighty Mentors for Readers and Writers

Audience: Classroom Teachers [K-5], Intervention Specialists [K-8], Instructional Coaches, Principals, Curriculum Directors

Gist: Short texts are everywhere, and so are the readers who love them.  In this anthology, learn how to select, plan with, and use short texts to increase reading volume and inspire opportunities for writing.  From novel excerpts to the writing on the back of a cereal box, short texts have so much to teach our students about the form and function of reading and writing in the world. And this amazing resource has so much to teach us about the power of “short” to help readers and writers go the long distance.

What you will find in this book:

• CONSUME, PRODUCE, SHARE, EXTEND—a process for considering what texts we choose to consume, how we mine texts for what matters, whether we want to produce something to share with others, and opportunities to extend our reading and writing

• 30 + short texts spanning non-fiction, fiction, poetry, environmental print and more!

• One-page Planning Templates that help you think through the trickiest parts of each text type and the stickiest ideas 

• Completed Planning Templates to give you a running start of ready-to-go lessons

• Ways to use short texts with all your readers (whole class, small groups, and one-to-one) and across the content areas

• Extensions for using each short text to inspire and inform writing

• Resources and templates for you to start finding and using your own short texts

COMING SOON!

Creating Entry Points #4: Try Using Short Texts to Spark Curiosity Using a Photo of the Week

We keep saying it because it’s true—short texts are everywhere! They are also often at our fingertips and can be consumed for free. If we want kiddos to read the world around them, we have to expand the types of texts that we ask them to read, inside and outside of school. Said another way—our kiddos deserve to read texts everyday that go beyond textbooks and test prep passages. In addition, kiddos deserve to spend their learning time doing things that boost their curiosity, creativity and ingenuity.

TRY THIS

1. Remind students that a short text is…short! Share some of your favorite examples with them. This can be a quick “short text hot read” share OR you can use a few short texts for shared reading.

2. Share this amazing photo of the week. Consider:

   • Giving students a chance to figure out the content of this photo. Instead of telling them it’s a picture of the sun’s surface, ask them to share some guesses with peers. You could say: This may look like kernels of corn, but it’s not. What is it?

   • Give students time to swap ideas.

   • Then, give students some information about the photo [share information included in the caption of the photo and/or from other information you find about the latest photos of the sun.].

   • If there’s time and interest, ask students to go on a hunt for other short texts about the sun that they could consume during independent reading time.

3. Give students time to find other photos of the day/week. There are lots of credible sources out there! Here are a few examples:

   • The Atlantic

   • National Geographic

   • NASA

   • The Guardian

   • NYT

4. Remember to give students time to share and talk about the photos they discover. This talk time increases motivation and engagement and leads to greater transfer of knowledge, skills and understandings.

SOME TIPS

• If you are an administrator or instructional coach, consider taking 5 minutes during a staff meeting or co-planning session and sharing a photo of the day/week. Teachers could:

  • View the photo of the week together and discuss their thinking in small groups.

  • Brainstorm ideas about ways photos/images could be used in the classroom to increase spark curiosity.

Creating Entry Points #3: Try Using Short Texts to Celebrate Green!

SHORT TEXTS: CELEBRATING GREEN!

Short texts are everywhere and are focused on lots of interesting topics.  Short texts are a great resource for:

• Read Aloud

• Shared Reading

• Small Group Learning Opportunities [pairs, trios, groups of 4-6]

• One-to-One Conferring

Short texts can be about serious topics.  They can be about interesting topics. Short texts can be about fun topics.  Sometimes, when we put a bunch of texts together in a SHORT TEXT SET, collectively they can fit all three -- serious, interesting, and fun. 

CURATE THIS!

Imagine creating an organizing feature such as a holiday, an author, or an event.  Then, do a little brainstorming about the different types of texts students could read in order to dig deeper into it.  For an example, let’s use the color GREEN as our organizing feature. Using GREEN as our vehicle, we could provide opportunities for students to read:

• All about the environment 

• Picture books that focus on green

• Leafy, green vegetables

• Green candy [think M & M’s and Skittles]

• Mike Wazowski [Monsters, Inc.]

The idea of green might sound generic or unimportant, but there are so many different paths you can take -- to pique students’ interests, learn about new ideas, and satisfy curiosities -- with texts related to the color green.  Here’s what I mean:

Click here for active links to purchase the books and refer to the websites provided in the chart above.

TRY THIS!

1. Select one of the short texts listed above OR curate your own GREEN text set.

2. Determine if you want to share the text through

   • Read Aloud

   • Shared Reading

   • Small Group Learning Opportunities [pairs, trios, groups of 4-6]

   • One-to-One

3. Enjoy reading the short text with students.

4. Give students time to talk about the short text. Consider spearheading the conversation with some of the questions listed in the chart above.

5. Ask students if they want to read more short texts focused on GREEN. If they do, decide who, what, when, where, and how you will design the learning opportunities.

6. Have fun! And, if you aren’t digging the color GREEN as an organizing feature…there’s always BLUE or PINK!

COMING SOON!

Elizabeth and I are excited for our book to hit the shelves in the months to come— Short Texts: Mighty Mentors That Move Readers and Writers Forward [Benchmark, 2020]!

Short Text + Note Catcher + Student Talk = Increased Engagement & Reading Volume

Short texts are everywhere—often within reach or quick glance. Think about all of the short texts that surround you each day such as:

• To Do List

• Take-out Menu

• Poem

• Magazine Article

• Signage at the Mall

• Pamphlet in a hotel lobby

• Ads on your web browser home page

• Instagram Posts

The list goes on and on. And, most short texts are packed full of meaning-making opportunities for readers of all ages. Elizabeth and I are excited to share lots of exciting ideas about ways to use short texts in our forthcoming book, Short Texts: Mighty Mentors That Move Readers and Writers Forward [Benchmark, 2020] which is filled with texts, templates, and planners which is sure to get you and your students jazzed up about reading [and maybe even creating] short texts of all types!

TRY THIS

1. Grab a short text that you think is interesting and that you think will pique your students’ interests.

2. Give students a copy of the Short Texts Note Catcher [see example below].

3. Read the descriptions under each shape and discuss with students.

   NOTE: If you believe more than 50% of your students will need support, choose a short text and a copy of the note catcher and create a shared reading experience. Display the short text and read it with students—making your thinking visible to them as you co-construct meaning and hold your thinking using the note catcher. This experience will give students an opportunity to try on a short text and this note catcher, providing support where needed and leading to greater success.

4. Group students in pairs, trios or groups of 4.

5. Give students 10-15 minutes to read and jot down their answers. Join small groups of students to provide support where needed.

6. Provide time for students to share their note catcher ideas with others.

EXTENDING THE LEARNING

• Grab other short texts and give students multiple opportunities to read, make meaning, jot down their thinking and share with others.

• Invite students to collect and share other short texts that could be used with this activity.

• Ask students if they have other shapes or question stems they might want to add to this note catcher. Invite students to create a Short Text Shape Note Catcher for others to try out.

INTERESTED IN OTHER NOTE CATCHERS?

Note Catchers can be used across settings and for many different purposes. The shape note catchers I blog about are inspired by ideas we developed in our book, What Are You Grouping For?, Grades 3-8: How to Guide Small Groups Based on Readers—Not the Book [Wright & Hoonan, 2018]. If you like shape note catchers, check out A Little Bit About…which can help you get to know students and their interests.

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.

Reading Surveys: A Go-To Data Source for Creating a Focus for Instruction

It’s not unusual for teachers to survey students about their reading interests and habits at the beginning of the year. Anytime we ask kiddos their thoughts and ideas about important topics, their answers become a go-to data source for creating a focus for instruction—both in the short term and often across several weeks.

Take a look at this Reading Interest Survey and think about these questions:

1. What questions stand out to you? How do you anticipate you’d use the data you collect from those questions?

2. What questions would you revise or eliminate?

TRY THIS

1. Give students a copy of the Reading Interest Survey template.

2. Ahead of time, fill out a survey about yourself. To lift the learning across the classroom, share a few ideas from your survey with the whole class. This gives students an opportunity to get to know you AND serves as a model for how the survey answers can be shared.

3. Give students 10-15 minutes to jot down their answers.

4. Break students into pairs or small groups of 3 or 4 and give them an opportunity to share their survey answers with others.

5. As students share, listen in [or kidwatch] so that you get to know students as they are getting to know their peers.

6. Collect student surveys.

LOOKING ACROSS THE DATA

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

• Think about who likes to read with a partner and/or who likes to talk to others about what they read. This information could help you create Reading Thinking Partners.

• Take stock in what genres/types of reading materials students like best. This is a great opportunity to begin curating texts that students might want to read.

• Give students an opportunity to book talk [shout out or talk about] their favorite book with others by inviting them to share with the whole class or in small groups.

• Look for patterns and create a list of short text types that students like to read. Check out Chapter 2 if you want to think about launching small groups focused on students’ interests.

• Pay close attention to what students write [or don’t write] for question #11.

• Save a copy of students’ surveys. Across the year, re-visit this initial survey and ask students to reflect on their responses. Nudge: Put a note on your calendar to re-survey students a few months into the school year. Students’ interests, passion, and inquiries change across time.