shared experiences

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!

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 Writing

Written by Julie Wright & Elizabeth Keim

SHORT TEXTS AT YOUR FINGERTIPS: LAUNCHING INTO SUMMER WRITING

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

SUMMER WRITING

There is always lots of talk about summer reading.  Children take home books and reading lists.  Writing often gets a line or two at the bottom of the book list (e.g. “Don’t forget to write.”)   We would argue that writing needs equal attention.  Encoding is just as important as decoding and picking up a pencil can be just as easy as reading that short text.  Just as readers need daily practice, writers also need time and motivation to write.  There are lots of ways to incorporate writing into your summer plans. While some children can (and will) write and write and write, all children can create some short texts.   One of the most important ways to encourage writing is to make sure your young writer has ample materials and some great inspiration.  Read on for ideas!

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TRY THIS!

Step 1

If you are looking for some strategic ways to support summer writing, here are some possible pathways:

  • Read about authors and their writing process. Here are a few to get you started:

    • Reading Rockets has lots of videos of amazing authors talking about their work

  • Often some new writing materials to help motivate -- a new notepad or notebook and some beautiful new pens often helps, a lot. See below for more thoughts about this!

  • Correspondence is a great motivator.  A teacher or relative makes a great pen pal.  The correspondence can take place via text, email or mail.   

Step 2

Help students make a plan for summer writing.  Ask:

  • How many days each week will you write? 

  • How many minutes will you spend writing each time you write? 

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

  • Fiction or nonfiction?

  • Notebook entries

  • Poems

  • Letters or postcards or texts

Step 3

Ask students to identify different places to write.  Create a short list of places that might be a perfect place to write, such as:

  • The kitchen table

  • At the computer

  • At the park on a bench

  • Under a favorite tree

  • On the airplane or train

  • On the sidewalk with chalk

  • Anywhere and everywhere as long as there is paper and a writing utensil

Step 4

One of the keys to writing voluminously is to have writing supplies on hand.  Some supplies that promote writing:

  • Paper (lots of it)

    • Unlined (aka copy paper)

    • Lined

    • Construction paper, card stock, etc.

  • Pencils and pens (adults have their favorite writing instruments, encourage your writers to explore different tools)

  • Crayons, markers, paint (many authors need to draw first to “rehearse” their stories and other authors want to illustrate their words)

  • A stapler (and a staple remover) for making books

  • One or more notebooks (for catching all those great ideas and for taking places so there is always somewhere to write)

  • A computer (for those who want to write with a keyboard)

Step 5

Keep reading!  Writers get inspiration from other writers.  Use a loved author as a mentor and try to write in the same style.  Or write a sequel to a favorite story and another in the series.  Here are some other ideas to spark some writing!

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Step 6

Get some other ideas from our other blog posts.  Each one of them can inspire some writing.

Step 7

Get the writing out into the world.  Writers need to “publish” their work and have it read.  Some ideas:

  • Send a piece to a relative or friend

  • Post it on social media

  • Make an author’s video and send it to others to watch

  • Host a virtual (or real) book signing

  • Write a letter and send it off 

FOR MORE  RESOURCES, CHECK THESE OUT!

COMING SOON!

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

Co-Planning: Reading & Writing Mini-Unit Focused on Expert Studies [PART 4]

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.  Sometimes we switch on the video, other times we don’t.

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

  • Kiddos are knee-deep in an Expert Studies mini-unit. They are taking a 3-day pause from the unit to experience “camp”. During this time, they would typically spend 3 days out in the woods to experience outdoor exploration and learning as a community. Due to the pandemic, camp will take a different form this year.

THINGS WE ARE THINKING ABOUT NOW

  • How can kiddos use their “camp” experience to fuel the end of the Expert Studies mini-unit?

  • What if kiddos do a 2 minute presentation to a small group focused on their expert study and use that as a dress rehearsal for the end demonstration? If we used this as a mid-process reflection, maybe they could figure out what they need next.

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: 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

  • We’ve got small groups meeting. Do we need to switch them up or would it be beneficial to keep them the same?

  • How, when, where can I use some co-created texts from last year [Barbie study] to inspire the work in this mini-study?

  • I need to collect artifacts from last year’s students and use them as models for anyone who needs them.

JULIE’S REFLECTIONS

  • How can we use the ideas in this Expert Study mini-unit to ignite summer reading, writing, and talking about things that you find interesting?

  • What will kiddos do this summer in lieu of some typical summer activities? Are there new ways to host “meet ups” or “check ins” for kiddos who want and/or need it?

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: Short Stories

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

Written by Julie Wright & Elizabeth Keim

SHORT TEXTS AT YOUR FINGERTIPS: SHORT STORIES

Short stories provide lots of benefits for readers of all ages, one being they are short! Or  Short stories provide lots of benefits for readers of all ages.   For one thing, they are short!  They are usually fast-paced with a single-plot.  Short stories have other benefits too. Readers can read from start to finish, avoiding the struggle of failure to launch and failure to finish.  Short stories give readers opportunities to try new genres and authors.  Short stories are portable, tradable, can easily be read several times, and can be a path to reading longer texts.  Short stories are a great resource to use in flexible, small groups where kiddos have many opportunities for reading, writing, and talking opportunities!

We get jazzed up by short stories -- both stand alone stories and those collected in anthologies.  We would be remiss if we neglected to mention a favorite short story type called a picture book.  We wrote about picture books -- check it out here.  Take a look at some of our favorite short story anthologies.  They are sure to pique students’ interests, inspire reading more and more often, and create culturally responsive reading opportunities for students across grade levels.  

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LINKS TO THESE TITLES

Take the Mic: Fictional Stories of Everyday Resistance by Jason Reynolds, Samira Ahmed, et al.

Guys Write for Guys Read: Boys' Favorite Authors Write About Being Boys by Jon Scieszka

Fresh Ink: An Anthology by Lamar Giles

Baseball in April and Other Stories by Gary Soto 

Flying Lessons & Other Stories by Ellen Oh

A Stage Full of Shakespeare Stories (World Full Of...) by Angela McAllister

Once Upon an Eid: Stories of Hope and Joy by 15 Muslim Voices by S. K. Ali and Aisha Saeed

Funny Girl: Funniest. Stories. Ever. by Betsy Bird

5-Minute Marvel Stories (5-Minute Stories) by Marvel Press Book Group, Brandon Snider, et al.

TRY THIS!

Step 1

Find a short story you want to share.  There are lots of ways to share a short story.  Ask yourself, will you share the short story:

  • As a read aloud?

  • As a text for shared reading?

  • With a small group?

  • With an individual student?

Next, ask yourself, will you and your students read the short story:

  • All together?

  • Partially together and partially on your own?

  • On your own?

Then, ask yourself, will you and your students:

  • Read just for the sake of reading?

  • Jot some notes, draw some images, write about what you are thinking or wondering about your reading?

Finally, ask yourself, will you and your students talk about the short story:

  • All together during the whole group?

  • In a half group?

  • In small groups?

  • One-to-one between teacher and student?

Step 2

Find other short stories that students will enjoy reading.  Check out these online resources:

Step 3

Select other short stories you want students to read.  Decide:

  • Will all students read the same short story?

  • Will students have choices in the short stories they read?

  • Will students go on a hunt and find [or curate] short stories for their peers to read?

Step 4

Consider giving students opportunities to write their own short story for their peers or for online publication submission.  Here are some publications that accept short stories written by students:

FOR MORE RESOURCES, CHECK THESE OUT!


COMING SOON!

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

Co-Planning: 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?

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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!

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