A SHORT TEXT SET AT YOUR FINGERTIPS: CHOOSE A TOPIC & RUN WITH IT

Written by Julie Wright & Elizabeth Keim

One way to create a short text set is to explore a particular topic.  We recommend picking something you, or your students (or both!), are particularly interested in.  Once you start looking for resources, you will be surprised by how many things there are to find.  By using short texts, you can expose your students to a variety of text types all in the name of learning about something fascinating.

Elizabeth is a birder and she spends most of the Spring in Central Park being amazed by the migrating warblers.  In the winter she has been known to be on the lookout for Snowy Owls.  Once she walked a long way on a beach in Eastern Long Island with some friends toward something that looked like a bleach bottle and eventually, as she got closer, discovered it was actually a Snowy Owl snoozing on a log.   You may have read about or seen the post last year when a Snowy Owl was spotted in Central Park.  It was the first one recorded in NYC in 130 years!

When students and teachers inquire about a topic, then spend time curating resources to fuel that curiosity or interest, there’s a good chance that new knowledge and understanding about that topic will grow. In addition, reading, writing and talking volume will increase too.

If you liked our Short Texts at Your Fingertips: Field Guides we think you’ll appreciate this connection we’re making to a topic that we enjoy —> OWLS! It’s so much fun to take a topic and text you love and expanding it into a short text set.

TRY THIS

Step 1

We start this text set with the NYTimes article about the first Snowy Owl to be seen in Central Park in 130 years.  This could be read independently by upper elementary children and read aloud to younger ones.  What’s fun about this NYTimes Article about Snowy Owls is that there are other short texts tucked all across the article including photos and captions that showcase the snowy owl’s adventures.  Dive into the article and consider:

• Orienting students to the features of a news article

  • Byline

  • Date

  • Structure of a news article 

• Asking some questions that could get students talking about the article and about snowy owls

  • What is this article about?  Why is it being written?  Who is the intended audience?

  • Is there a photo, caption, graphic, or link to other information that helps you read, interpret and comprehend the text?  

  • What important details (data, facts, information) are shared in the article?

Step 2

Talk to students about some vocabulary words associated with birds, specifically the Snowy Owl.  Some to consider are:

• Migration and migratory

• Nocturnal versus diurnal

• Mammal

• Wing, wing span, flight, and range

Take a look at a map of the Snowy Owl’s range.  Here’s a Snowy Owl Range Map which is a nice example with lots of great bird information.  You could use this resource to:

• Define range

• Teach students about map features

FURTHER STEPS

After digging into all of these sources, you and your students might want to learn more about Snowy Owls.  There are some great resources to explore such as:

• National Geographic for Kids – Snowy Owl

• Animal Fact Files

• Snowy Owl Fact Sheet

And now that everyone knows a bit more about Snowy Owls, maybe you explore some beautiful picture books that explore different types of owls.  Start by reading both of these books aloud, noting that one is fiction and the other is nonfiction.  Create a two-column anchor chart or give students a chance to draw a Venn diagram to compare and contrast the two short texts.   Ask:

• What are the differences between fiction and non-fiction?

• How did Jane Yolan build suspense in Owl Moon?

Note: The owl in Owl Moon, by Jane Yolan, is a Great Horned Owl.

GOING DEEP & WIDE

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

STAY TUNED!

More about short texts and short text sets coming soon!

Co-planning a Mini-Unit to Wrap Up the Year with JOY!

I’ve had the pleasure of knowing and working with Shannon for the last few years. We share a common love of books and we are both self-proclaimed pen snobs — meaning we are both “pen-picky” and enjoy trying to convince one another that our favorite pen type is the best. Shannon is a continual learner — with an ongoing stream of inquiry. She’s a joy to co-plan with because she exudes happiness as she noodles ideas, thinks through wonderings, and creates ways to support her students — and her learning community — in collaborative, heart-felt ways.

A DISCLAIMER OF SORTS

A few shared agreements:

• As I co-plan with teachers, I’m not going to spend much time, if any, editing the videos.  This means it might be clunky at times.  You might get a barking dog, tech glitches, or family interruptions.  I hope you’ll be able to relate. Thank you, in advance, for assuming best intentions and for your understanding. In addition, not everything we do together is recorded.

• The ideas shared in these videos are NOT “the way” or “the right way” -- they are just one way to approach the work.  I hope you’ll spend some time actively studying the co-planning conversation. As you listen, take stock of the ASSETS that emerge from the conversation.  Think about:

  • What’s the WHY behind our work?  

  • What moves are we trying to make in service of students?

  • Name the implications for your work going forward.  What might you adopt or adapt to fit your setting, interests, and/or needs?

• Focus on process versus end product.  The work will continue to unfold even if it’s not captured on video segments.  If you check back into our shared documents, you’ll notice changes because our work is dynamic, not static, and will evolve across time.

HERE’S WHAT WE ARE UP TO

• Shannon’s students have settled into a learning from home routine and are launching into their 8th week. Each week brings about new celebrations and new challenges.  

• Shannon wants her students to end the year with a mini-poetry unit, celebrating reading and writing!

THINGS WE ARE THINKING ABOUT NOW

• How do the enduring practices we use in the classroom translate -- or not -- to remote/digital learning from home?

• What’s the WHY behind this mini-poetry unit?

• What’s going to get kiddos jazzed up about reading and writing poetry?

• What end demonstrations or learning celebrations can we co-create with students to honor their work?

VIDEO

If you are interested in watching a coach and teacher co-plan — working as THINKING PARTNERS in response to the unique times we are currently experiencing — check out this video.

SOME REFLECTIONS

• What poem types will be new/unfamiliar to students?  What poem types will feel like “old friends”?

• Will students write poetry on paper or on the computer?  They have options so I’m wondering what they will choose?  

• Will students illustrate some of the poems they write?

• Is there a way to help students collect all of the poems they are reading and writing [a binder or folder] to keep them organized at home?  If so, maybe they could be used to inspire reading/re-reading poetry over the summer.

OTHER LINKS & RESOURCES

Our DRAFTY, dynamic, in-motion, evolving plans: Julie & Shannon: Co-planning Mini-Poetry Unit

Small Group Plans:  Small Group Reading & Writing Lesson Plans to Adopt, Adapt or Improve [During Remote/Distance Learning]

Short Texts at Your Fingertips:  Poetry

If you want to learn more about Shannon’s classroom, check out her blog!

IDEAS TO CHEW ON

As most educators would agree, working from a distance is not the same as in-person experiences. In my work as a consultant, it’s not unusual for me to work across the miles with teachers. In fact, most of my consulting contracts include some form of this type of professional learning, particularly as we prepare for our work together in the classroom. Planning and working across the miles is how we often get a jump-start to our work together. The difference, of course, is the work we are typically planning is NOT from a distance. So, that is where we are trying to make a shift.

I’m in good company when I say we are all kind of tired of this by now. However, with so many unknowns about what school will — or should — look like in the fall, we are using this spring as a dress rehearsal of sorts. We are asking:

• What’s working? What’s clunky?

• Who are we reaching and supporting in ways that are making a difference?

• Who are we concerned about? What don’t we know that we should know?

• How will we stay connected and minimize the “distance” that separates us?

• How will we create compelling, sophisticated learning experiences that take into account our foundational beliefs and practices in ways that nature and inspire students?

Two pieces I’ve recently written that might be of interest are:

• Instructional Coaches as Servant Leaders: 3 Actions to Consider Now More Than

• CCIRA Blog Post: Ask First, Teach Later

Until next time — keep at it! You’ve got a whole crew of educators cheering you on because we know the spirit and camaraderie surrounds us all! Reach out if you’d like to chat about ways I might be of service and support your efforts!

Co-Planning: Reading & Writing Mini-Unit Focused on Expert Studies [PART 3]

Written by Julie Wright & Barry Hoonan

HOW WE GOT INTO PROFESSIONAL CAHOOTS WITH ONE ANOTHER

We’ve had the pleasure of knowing and working with one another for the past seven years.  We met at a school in Harlem, Julie as an Instructional Coach and Barry as a Model Classroom Teacher and Instructional Coach. Our work continued well past that experience.  With Barry out west and Julie on the east coast, we’ve spent the majority of our years working across 3000 miles.  Highlights include Sunday morning co-planning sessions and co-authoring What Are You Grouping For?, Grades 3-8: How to Guide Small Groups Based on Readers -- Not the Book.  We’ve always enjoyed being THINKING PARTNERS and we believe educators need someone to think beside now, more than ever.

A DISCLAIMER OF SORTS

As we navigate and co-plan learning during the weeks ahead, here are a few shared agreements:

1. We are not going to edit these videos which means it might be clunky at times.  You might get a barking dog, tech glitches, or family interruptions.  We know you’ll be able to relate and hope you’ll be understanding.

2. The ideas we share are NOT “the way” or “the right way” -- they are just one way to approach things.  And, we are figuring it out as we go along too. We hope you’ll take the big ideas we are discussing and — adopt, adapt or improve upon them — making them fit your settings, interests and needs. 

3. We suggest focusing on process -- our work will continue to unfold between video segments.  That’s why if you pop back into our shared document links, you’ll notice changes because we’ll be adding ideas.  That’s because responsive plans evolve across the days and weeks.

HERE’S WHAT WE ARE UP TO

• Kids have been learning from home for several weeks now.  Barry and Julie have a co-planning routine and they “meet” about 1-2 times each week. 

• Barry’s students have settled into a learning from home routine, sort of.  Each week brings about new celebrations and new challenges.  

• We just wrapped up a mini-writing unit focused on Greek mythology.  Kiddos spent 2 weeks reading Greek myths and then they worked on narrative writing with a twist of Greek mythology.

• Up next—a reading and writing unit focused on Expert Studies.

THINGS WE ARE THINKING ABOUT NOW

• How does workshop play out in terms of synchronous and asynchronous learning?

• How can mentor texts that we choose and that students choose be used to support learning?

• When, where, why, and how will students meet in small breakout groups over the next week?

• How can student work be used for a minilesson using a digital platform?

• How can doing our own assignment [as teachers] become models/minilessons to use for instruction?

VIDEO

If you are interested in watching a coach and teacher co-plan — working as THINKING PARTNERS in response to the unique times we are currently experiencing — check out this video.

In this video, we briefly reflect on this week's plans. Then, we think through a process for responding to students using as asset-based approach. Finally, we begin noodling plans for an upcoming Expert Studies mini-unit.

RESPONSE TO STUDENTS

Whether we are face-to-face or facilitating digital/remote learning opportunities, our response to students matters. Thinking together about ways to support students is an important coach-teacher conversation. Here’s one way to think together to noodle plans for supporting students that starts with students’ assets. Note: It’s important to think about ALL students, not just students who may appear to need extra support due to deficits or weaknesses.

Ask: Who is on your worry / wonder list?

OTHER LINKS & RESOURCES

Our DRAFTY, dynamic, in-motion, evolving plans: Co-Planning: Julie & Barry

Planning Templates: Co-planning Templates

Small Group Plans: Small Group Reading & Writing Lesson Plans to Adopt, Adapt or Improve [During Remote/Distance Learning]

Interested in post-it note planning, check out one of these resources: Chapter 8 & 9 Resources from What Are You Grouping For?, Grades 3-8: How to Guide Small Groups Based on Readers -- Not the Book.

BARRY’S REFLECTIONS

• I am still thinking about the different ways to plan for the Expert Studies mini-unit. I’m thinking about our work during shared experiences and independent work time.

• I need to make a list of end demonstration ideas for this new mini-unit and if I will co-construct ideas with students.

• I am going to begin with the WHY when I share this new mini-unit with students.

JULIE’S REFLECTIONS

• For the kiddos on Barry’s worry/wonder list, did his response plan yield the desired results?

• What topics did Barry’s kiddos choose for their Expert Studies? What are the end demonstration choices?

• With only 2 “days” to teach reading and 2 “days” to teach writing, what are the short and long-term impacts for students’ knowledge, skills and understandings? As a multi-age teacher, how will Barry [and his colleagues] respond in the fall? How will this response be similar or different for single grade classrooms?

WANT TO SUBMIT A QUESTION or CONNECT WITH US?

If something we’ve shared inspires new ideas or ignites some questions, reach out to us using THIS FORM and we’ll do our best to get back to you!

Short Texts at Your Fingertips: Game Directions

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

Written by Julie Wright & Elizabeth Keim

SHORT TEXTS AT YOUR FINGERTIPS: GAME DIRECTIONS

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

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

VIDEO 

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

TRY THIS!

Step 1

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

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

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

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

Step 2

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

Here’s what we noticed:

• The directions are folded like a leaflet or flyer.

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

• The game directions are listed in numbered steps.

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

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

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

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

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

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

Step 3

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

Reading  Ideas  

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

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

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

  • Who is it made by?

  • Has the company been around for a long time?

  • What other games do they make?

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

Writing  Ideas  

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

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

• Create your own game, including writing the directions.

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

Talking  Ideas 

• Share the strategies you used to play the game.

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

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

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

Step 4

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

FOR MORE RESOURCES, CHECK THESE OUT!

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

  • Hasbro

  • Mattel

  • Ravensburger

  • MindWare

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

  • Age Ranges [Ex. Ages 7 and up]

  • School [Ex. Preschool, Elementary]

  • Type [Ex. Card, Dice]

  • Number of Players [Ex. 2 Players]

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

  • Ratings [Ex. 1 Star, 2, Stars]

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

  • Noggin

  • PBS Kids

  • Funbrain

  • NickJr

  • Disney

  • Cartoon Network

COMING SOON!

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

Co-Planning: Mini-Writing Unit [PART 2]

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.

THINGS WE ARE THINKING ABOUT NOW

• How does workshop play out in terms of synchronous and asynchronous learning?

• How can mentor texts that we choose and that students choose be used to support learning?

• When, where, why, and how will students meet in small breakout groups over the next week?

• How can student work be used for a minilesson using a digital platform?

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 am thinking about how to co-construct 'what counts .... what are we going after' in this integrated writing project. Should we have a discussion? Should we jot down a couple of ideas first?

• I am considering whether I should read through all student writing this weekend or pair them up and ask each small group to find two pluses in their writing partner's work.

JULIE’S REFLECTIONS

• Who is on the worry / wondering list? What’s our response?

• Will small groups continue to be grade based [5th and 6th] or will we mix it up?

• Thinking ahead — what’s next after this mini-writing unit?

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!

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!

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!