picture books

Monumental Women: A Timely Short Text Set

Written by Julie Wright & Elizabeth Keim

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

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

BUILDING SOME BACKGROUND

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

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

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

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

PICTURE BOOKS

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LINKS TO THESE TITLES [for reference or purchase]

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

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

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

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

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

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

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

Elizabeth Started All the Trouble by Doreen Rappaport

OTHER ARTICLES, VIDEOS & OTHER SHORT TEXTS

TRY THIS!

Step 1

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

Step 2

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

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

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

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

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

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

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

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

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

Step 3

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

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

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

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

Step 4

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

A FEW WORDS ABOUT TEXT SETS

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

COMING SOON!

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

A SHORT TEXT SET AT YOUR FINGERTIPS: PICTURE BOOKS

Written by Julie Wright & Elizabeth Keim

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.  

We love picture books because they can be read multiple times and for multiple reasons. We love to share picture books with students.  Sometimes we read aloud to students for pure pleasure or to showcase fluent reading.  Other times, we use shared reading as a way to dive into a book with students so that we can unpack the story and co-construct meaning together. 

Shared Reading

If you liked our Short Texts at Your Fingertips: Picture Books (Fiction), we think you’ll love these ideas about taking one short text about a favorite picture book and expanding it into a short text set.  Just a reminder:  If you don’t have this book at your fingertips, swap it out for one you do have  and imagine other short texts you can pair with it to create a short text set.  

TRY THIS

Step 1

Some children may need some historical background to understand this book.  Consider both the background knowledge the children already have and their developmental age when you introduce this book and texts that support this book in the short text set.

Start by sharing Who Are Your People?, written by Bakari Sellers and illustrated by Reggie Brown.  As you share the book, spend some time talking about the opening page.  Use this excerpt from the book to launch an authentic conversation about the people who have shaped you/us. 

Who are Your People?

Then, as you read the rest of the book, consider:

  • Listening to Who Are Your People? read aloud by the author, Bakari Sellers.

  • Leaning into the illustrations (check out Reggie Brown’s website) and references to the figures in the book which includes:

    • Muhammed Ali

    • Maya Angelou

    • Stacey Abrams

    • Martin Luther King, Jr.

    • Harriet Tubman

    • Barack Obama

    • Serena Williams

    • Jackie Robinson

    • Kamala Harris

    • John Lewis

  • Talking about the proverb in the book that says, “it takes a village to raise a child.”

  • Discussing the call to action at the end of the book that reads, “So what will you dream, and how will you change the world?”

Step 2

Sharing this picture book can lead to other reading, writing, and talking opportunities, especially when you curate a short text set that includes picture books and other short text types like the example below.  Take a look.

Picture Books

Use this short text set during whole group shared reading, with small groups or give students individual opportunities to read the texts to learn more about civil rights, Black heroes and resistance stories.  

In addition, you could:

GOING DEEP & WIDE

Looking for more titles and short text types that add to and expand your text set?  Check out these titles:

Hero's Books

STAY TUNED!

More about short texts and short text sets coming soon!

A SHORT TEXT SET AT YOUR FINGERTIPS: CEREAL BOXES

Written by Julie Wright & Elizabeth Keim

A LITTLE BIT OF BACKGROUND

Back in early 2020 at the beginning of the pandemic, you may have caught our Short Texts at Your Fingertips Series focused on keeping kids reading, writing, and talking during remote learning.  A lot has changed since then, although not as much as we hoped… Something that remains  constant regardless of Zoom, social distancing and everything else in this new “normal,”  is that kids continue to  crave texts that entertain, inform and  inspire them.

We are amazed at the number of educators worldwide who visit and revisit the original blog posts in this series.  We understand why.  Time is never on our side and having resources at your fingertips is essential.  We’ve spent hours in classrooms and across screens with teachers putting these short text ideas into action and we’ve added on because, let’s face it, that’s what educators do.  We revise, rethink, rework, and redo in order to meet the needs of our learners’ individual and collective needs and wants.  

You know that we love all kinds of short texts.  Some of our favorites are included in the graphic that follows:

Short Texts

The beauty of a short text is that it naturally invites readers to read, write and talk more!  As we co-plan with colleagues, we select one short text and then dream up other possible short texts that will get kids jazzed up and engaged in our literacy work.  From that noodling comes short text sets.  Say it too many times and it becomes a mouthful.  Stick with us and give some of these ideas a try and, before long, we think you’ll have the words, ideas, and texts rolling off your tongues too! 

A SHORT TEXT SET AT YOUR FINGERTIPS: CEREAL BOXES

If you liked our Short Texts at Your Fingertips Blog Posts about Cereal Boxes, we think you’ll love these ideas about taking one short text about a cereal box and expanding it into a short text set.  Just a reminder:  If you don’t have this cereal at your fingertips, swap it out for another type and consider these texts and others to create your text set.  

Cereal Books

TRY THIS

Step 1

Use the back panel of the Cheerios cereal box for a shared reading experience.  Use the back panel (and other panels too!) to explore the activities provided so that students can use different skills and strategies. Invite students to:

  • Complete a cloze activity similar to a “Mad Libs” and then read the finished piece out loud, showcasing fluent reading.

  • Play a word study game by making new words using the letters from “Crunch Time”.

  • Use their reading, math and critical problem-solving skills by solving breakfast equations while “Crunching the Numbers”.

Step 2

Ask students to select one or more short texts they’d like to explore independently or with a partner.  In addition, you could:

  • Invite readers to find cereal boxes at home, bring them to school and set up a “cereal museum”. Students can label the displays with interesting facts.

  • Host a cereal tasting. It’s oodles of fun. Students can design a survey to find out peer opinions about the crunchiest, sugariest, tastiest cereals. 

  • Encourage students to design their own cereal.  Draw it, name it, describe it. Then share ideas with others.

GOING DEEP & WIDE

To go beyond cereal boxes, consider:

  • Naming the main ingredients listed on the cereal box and research and read to find out more about each. 

  • Watching (or reading) some of the “how is this made?” genre of videos and talk about ideas worth remembering. Here’s a note catcher you can use if you are interested.

  • Picking a topic from the short text set and going a little further. Invite students to make a list of questions about the topic that pique their interests. Use this to jumpstart a mini-research project. This can be a short-term or long-term inquiry. Regardless, it will get kiddos reading, writing and talking galore!

STAY TUNED!

More about short texts and short text sets coming soon!

Using Short Texts to “Warm-up” Reading Muscles & Build Community

Written by Julie Wright & Elizabeth Keim

Last spring, when the world did an abrupt pivot and teachers and parents were suddenly teaching on screens from home, we offered a series of blog posts.  We suggested using short texts that could be found “right at our fingertips” to create access and interest to keep children reading.   Please find all the posts below:

“WARM UP” THOSE READING MUSCLES

Now it is August.  The hoped-for, regular, back-to-school, normal that we are used to is clearly not going to happen.  Instead, we are faced with a lot of uncertainty and a myriad of education models.  Whether you are teaching remotely, face-to-face, or in a hybrid model, you will be meeting children who have not been in a classroom in more than 5 months.  While we hope that each of them had a rich reading life all summer, we will be facing a wide variety of experiences and skills.

Short texts offer a way to ease back into reading in a comfortable, low-stakes way because they are easy to read and discuss in one sitting.  Short texts are great to use with students across grade levels and content areas because they:

  • Create conversation starters that can positively impact whole group, small group and one-to-one learning

  • Increase reading volume by reading widely (lots of topics) and deeply (read a lot about one topic)

  • Help students read the world around them, not just what they find in books

Short texts give us reasons to read, write, talk, and think 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

BUILDING COMMUNITY

When we ask a group of students to read the same short text, whether they are face-to-face in the same room or interacting online, it gives them a common experience and a way to build community and positive relationships.  Here are some examples of short texts your students might enjoy!

ELEMENTARY

Picture books are wonderful short texts! Check out these resources about friendship, community and being an upstander! Click the links below to order copies!

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My Friend is Sad by Mo Willems

  • Use the text as reader’s theater.

  • Examine the thought and speech bubbles and the use of punctuation.

The Invisible Boy by Trudy Ludwig

  • Read the story aloud and discuss their friendship.

  • Discuss the problem in this story and how it is resolved.

Strictly No Elephants by Lisa Mantchev 

  • Discuss how it feels to be excluded.

  • Discuss how it feels to be included.

  • Use this book as a springboard to creating a classroom community where all feel included.

Giraffe Problems by Jory John

  • Read this story aloud or listen and watch it using this link.

  • Discuss the giraffe’s perspective compared to the other animals.

  • Make a list of ways we can be a good friend to others.

The Power of One by Trudy Ludwig

  • Talk about different ways to be an upstander.

  • Think about and discuss, What is an “act of kindness”?

  • Make a list of different acts of kindness that we can do for one another each day.

MIDDLE SCHOOL

Excerpts of novels, picture books, podcasts and short stories are great to use when curating short texts.  Reading short texts often leads to reading longer texts, especially when students’ interests have been piqued or they connect with authors.  Check out these resources about friendship, community and being an upstander!

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Two Naomis by Olugbemisola Rhuday-Perkovich

  • Read an excerpt from the book.

  • Read and/or write a review about the book.

  • Listen to the podcast with Olugbemisola Rhuday-Perkovich.

  • Read the entire book together or offer it to students who may want to read it independently.

  • In addition, check out 50 Must Read Middle School Friendship Stories curated by Book Riot for more ideas!

Weslandia by Paul Fleischman

  • Discuss what it means to accept [and show acceptance of] others.

  • Talk about ways we can ensure that everyone in our learning community feels accepted and welcome.

One by Kathryn Otoshi

  • This book, often thought of as a book to read with younger students, is an amazing story to spark discussion with older students.

    • Share and discuss the definition of upstander.

    • Discuss what it means to be an upstander.

    • Investigate websites committed to anti-bullying work.  Here’s one example.

Dear Bully: Seven Authors Tell Their Stories by Dawn Metcalf

  • Read aloud and discuss one story or give students an opportunity to read several stories from this anthology.

  • Find and share quotes related to being an upstander such as, “If not now, then when?  If not me, then who?” [Hilell].

Dictionary of a Better World: Poems, Quotes, and Anecdotes from A to Z by Irene Latham

  • Explore this book and the many words, definitions, ideas, and illustrations across several days.

  • Give students an opportunity to talk about how they can apply each word to create a better, more accepting, world.

TRY THIS!

Step 1

Choose a short text that you feel will grab your readers’ interests such as a short magazine article or a top ten list. Look for an engaging and “easy” text.  This experience should be fun, more like dipping your toe into a nice warm bath than plunging into an ice cold lake.  Find a way to make it available to your readers.  Consider print copies or post it in a place where your students can either read it online or print it for themselves.  Before reading, ask students:

  • What do you notice about this piece?  

    • Title

    • Author

    • Illustrations,  images or graphic elements

    • Headings, subheadings

  • What do you already know about this topic?

  • What do you wonder?

Step 2

Read the text.  Decide if you want students to mark the text in some way to hold their thinking or if you want students to make that decision.  Consider sharing ways students could hold their thinking to note important or interesting information. Students could:

  • Take notes in a notebook or on a piece of paper.

  • Use sticky notes to capture their thinking.

  • Create margin notes and/or highlight words, sentences or sections. 

Step 3

Share your thinking with others.   Some ways to do this include:

  • Pose a question and have everyone answer it (on a post-it or via an online forum).  Provide time to read others' answers.

  • Ask readers to pose a question, then have readers answer someone else’s question.

  • If students noted their thinking in some way, ask them to pick 1-2 ideas to share with others.

Step 4

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

Reading Ideas 

  • Present students with another short text similar to the first.  Compare them.

  • Present students with another piece that is on the same or similar topic, but is a different genre (e.g. both pieces are about penguins: one is an article and the second is a poem).  Compare the pieces.

Writing Ideas

  • Use the short text as a mentor text.  Writers write about a topic they know a great deal about using the same genre and style as the piece you read together. 

  • Make a top ten list. Be sure to share them with others.

Talking Ideas

  • Invite conversation about students’ reading lives. Ask:

    • Where do you like to read?

    • How long do you like to read?

    • What types of texts do you like most? Least?

Step 5

Invite students to share other things they have been reading.  Students could share book titles, but it could also mean that they talk about other text types and genres they particularly like (e.g. graphic novels or magazines or a reading website).

COMING SOON!

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

Short Texts at Your Fingertips: Launching into Summer Reading

Written by Julie Wright & Elizabeth Keim

SHORT TEXTS AT YOUR FINGERTIPS: LAUNCHING INTO SUMMER READING

For the past ten weeks, we have offered a series called Short Texts at Your Fingertips.  One or two times each week, we provided teaching ideas around a different type of short text that is easily found in the home, so that no family feels under-resourced. The ideas we have shared were easily integrated into any curriculum and pedagogy, from Workshop to basal. If you are a caregiver, teacher, or curriculum director, these brief but mighty texts and lessons are our way of saying thanks. And our way of giving children authentic and enjoyable reading and writing engagements each day. For some, summer is already in full swing.  For others, summer is just a few short weeks or days away.  Regardless of when your school year ends, it’s important that students of all ages keep reading and writing across the summer months.  In this blog post we talk about the WHY and HOW to create voluminous readers this summer!  Stay tuned for next week’s blog post where we wrap up this series talking about the WHY and HOW to create voluminous writers this summer!

SUMMER READING

Readers bring so much to the reading experience. We love chapter books and novels, but we also know that for some kids short, interesting texts  will  keep them reading.  We think about reading as eyes on print - eyes on print - EYES ON TEXT.    It doesn’t matter if you are reading a long text or a short one, reading often with many pages turning is what creates voluminous reading.  We want kids to be in the driver’s seat so that they can create reading habits that last into adulthood.  Choice helps kids to feel empowered.  We often tell students that becoming a stronger reader requires building muscles.  When we are building our basketball or soccer muscles, our karate muscles, our art muscles (or even cooking muscles), we have to practice in order to get better and stronger.  The same is true for reading -- we get better at reading and build our reading habits when we read widely [lots of text types] and deeply (reading lots about a topic, idea, or author).

TRY THIS!

Step 1

Ask students what they want to read about.  Do they want to read:

  • Fiction or nonfiction?

  • Short texts or novels/chapter books?

  • Books and texts by the same author or different authors?

  • With someone or on their own?

If you want to find out about students’ interests and curiosities, consider using one of these surveys:

Step 2

Ask students to set up a summer reading goal.  Ask:

  • How many days each week will you read? 

  • How many minutes will you shoot for each time you read?  

If it’s helpful, ask students to set up a summer reading calendar outlining the days and times they plan to read.

Step 3

Ask students to identify different spots for their summer reading.  Create a short list of places that might be a perfect reading nook such as:

  • Comfy chair

  • Snuggled up on a couch

  • On the porch or in the backyard

  • At the park on a bench

  • Under a favorite tree

  • In the car

  • On the beach or at the pool

  • On the airplane or train

  • In bed on a rainy morning

Step 4

Ask students to gather a stack of summer reading books and texts.  Consider creating a stack and taking a picture of the spines to celebrate summer reading goal setting!  Here’s an example:

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Step 5

Visit the local library regularly (either online resources or if possible, in person).  And, make sure all readers have their own library card!  

Step 6

If it’s short texts that you are interested in, check out our blog series which is filled with lots of resources that can be found right at your fingertips! 

And don’t forget to think about how you will make these  short texts easy to access and use.  Maybe you have a basket or tub filled with inviting short texts or longer texts with the short pieces bookmarked and ready to go at a moment’s notice.  Or, if you have some printed short texts, fill a binder, manilla folder, or two-pocket folder so that you can store them easily and read them over and over again.

FOR MORE RESOURCES, CHECK THESE OUT!

COMING SOON!

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

Short Texts at Your Fingertips: 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)

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