Paired Texts with Katherine Johnson

I remember when paired texts made their way onto the reading stage. Students would read one fiction text and one nonfiction text. They would answer questions about both texts individually and then move toward answering questions that connected the two texts. It was genius. I loved giving my students equal exposure of the two genres while using engaging content.

"Paired texts" was a phrase oftentimes used with the primary grades. Once students entered the upper elementary level, it shifted to "paired passages". It was a similar concept but there was a shift to using a greater variety of texts. The second passage would includes things such as recipes, interviews, directions, etc... If you have seen or worked with state assessments you know this formula well.

The last few years I have been using picture books more often. I have found ways to incorporate them into my units of instruction and have witnessed my students' levels of engagement and interest increase. Some of the most effective picture books for upper elementary students include one of the following: a person in history, a specific event, or stunning illustrations. 

With Katherine Johnson paired texts, I like to start with the picture book. It is visually appealing and offers better opportunities for discussions and connections for the students. It is easier for students to move to the less visually engaging nonfiction text when they have a vested interest in the subject matter. So, in this case, I like to hook them in with Johnson's story told through text and illustrations and then move them toward the other nonfiction text that is more fact-driven and offers different opportunities for using text features, understanding vocabulary, interpreting quotes, and working with timelines. 

You can see the money-saving bundle of these resources here.

Picture Book: Counting on Katherine

There are so many choices when deciding on which picture book to use. For me, I love the illustrations and the flow of the story in Counting on Katherine. Helaine Becker gives readers a concise and accurate look into the challenges and triumphs Katherine Johnson experienced in her life. Dow Phumiruk's illustrations helps readers to connect to the events in Johnsons's life through beautiful art work that contains a perfect blend of visual appeal and information. The overall messaging of the book constantly circles back to the character strengths of perseverance and teamwork. 

You can see the full resource of Counting on Katherine here.

Vocabulary Development

Counting on Katherine allows teachers an opportunity to work on vocabulary words such as: catapulted, segregated, and precise. I ask students to rate themselves using a knowledge rating at the start of the book. Once the students have had an opportunity to work with the vocabulary and digest the information, students will take another knowledge rating to see if their overall understanding of the words increased. It's a great way for students to see their own individual growth in a short amount of time. 

Literary Devices

Literary devices seem to be one of those concepts that teachers need to constantly reintroduce and reinforce. No matter how many times I teach similes and metaphors, it always feels like the first time! Counting on Katherine has a few literary devices teachers can focus on to help students master simile and metaphor. It also contains some examples of personification and idioms.

This is one activity where I would break students up into four different teams. Assign one literary device to each team. Challenge them to find the device within the text and report back to the whole class what they found. Teams can also be tasked with creating class anchor charts to display the devices and use them as reference tools beyond the lesson.

Comprehension

Comprehension can be approached in so many ways. I have a few go-to strategies I like to use with my students. Evidence charts rank high. They are one of my first choices when helping students develop their comprehension skills. Even though some might view a picture book as "easier reading", that doesn't mean the rigor in the comprehension is less.

When students are asked to find evidence that supports or refutes a statement, the rigor automatically goes up. Some of the deepest and broadest thinking happens. It invites students to "think outside the box" when considering response and demonstrates that there can indeed be more than one correct answer.

Statements I use for Counting on Katherine:

• Katherine enjoyed math.
• Numbers were important to Katherine.
• Computers are machines.
• Space travel is dangerous.

 Short Written Response

Oftentimes educators can become so focused on vocabulary and comprehension that written response becomes secondary. Yes, students need to be able to understand what they are reading in order to write about the topic. However, teachers can tackle these equally important standards with a bit of forethought. I like to task students with written responses that directly connect to a comprehension activity completed earlier in the unit/study. 

One example from Counting on Katherine is students fill in a Character Traits Mat that examines the traits demonstrated by Johnson and the text evidence that supports the trait. Once students have sucessfully filled in the mat, they will have several examples to choose from when drafting a short response later on.

My students have learned over time that it is smart practice to completely and thoroughly fill in their notes and activity sheets. They never know when they will need to refer back to them for tasks assigned later in the unit! 

Extended Written Response - Opinion Writing

I am always looking for ways to integrate standards and increase rigor. Sometimes it's an easy adjustment, other times it takes careful thought and consideration. Aside from the short responses, I like to assign students an extended response that connects to previous lessons and discussions.

There are many topics to discuss and explore when reading Counting on Katherine. There are themes and issues that extend beyond Johnson's achievements such as: segregation, gender roles, personality traits. For an extended response, I ask students to reflect back on an earlier discussion point using a quote from the text: "All the computers were women. They were given the tasks that men thought were boring and unimportant". 

I like using this quote because it touches on two aspects of Johnson's story: gender roles/expectations and teamwork mentality. This writing prompt reflects back to the discussion card questions shared before reading the book. Students have had a bit of time to digest and think about tasks they may think of as boring or unimportant and see the approach Johnson took when working through tasks at NASA. 

Opinion writing can be a challenge when students haven't had time to think and digest a topic. By the time students are presented with this question, they have had several opportunities to hear, speak, read and reflect on the phrasing "boring and unimportant". They will have a better base to build an argument, the drafting won't be as laborious, and the details will be stronger.

Katherine Johnson Nonfiction Reading

Once students have had some time to go through the different activities and discussions using Counting on Katherine, I start using the other nonfiction text. This second text is more fact-driven and is less dependent on visual appeal. It is structured more like an article in an encyclopedia or a magazine. 

You can see the full resource of Katherine Johnson Nonfiction Reading here.

The structure lends itself to working with students on text features, breaking down vocabulary, and tiered comprehension. There are posters included to give teachers bulletin board focal points and/or visuals to use during instruction. Students also have an opportunity to think about quotes from Katherine Johnson and interpret one of them. 

Listed below are some additional links teachers can use to deliver an even more comprehensive unit about Katherine Johnson. As a supplement for student response, teachers can subscribe to my list and receive 5 Google Slides for Reading Response for FREE! Read about them here.

Additional Links:

• Katherine Johnson Biography (via NASA)
• Katherine Johnson (via National Geographic Kids)
• Katherine Johnson (via Biography)
• YouTube read aloud of Counting on Katherine: Animation Series: Counting On Katherine
  

The world lost a special woman when Katherine Johnson died in 2020. I am grateful to have plenty of ways to remember and celebrate her accomplishments. Whether your planning involves a few lessons or an entire unit, there are ample choices when using these paired texts. With many ways to offer flexibility and differentiation, teachers can craft a series of lesson their students will never forget!

The Story of Snow Upper Elementary Literature Study

THE STORY OF SNOW is a perfect text to engage elementary students with nonfiction content. Mark Cassino and Jon Nelson present layers and layers of information through eye-catching graphics and text. Aside from the in-depth look at the formation of snow crystals and snowflakes, teachers can use this book to also teach vocabulary, comprehension, and writing skills.

INTRO ACTIVITY

To start this literature study, I use discussion questions and pre-reading probes. These two simple activities help students to get thinking about the text and the content we will be learning. They also give them an opportunity to practice their listening and speaking skills.

Questions I pose to the class might be:

• What do you know about snow?
• What connections can you make to the number 6?
• What do you think of when you hear the word "crystal"? Explain.
• Have you ever caught a snowflake? Explain.

These questions can be asked in a whole group setting, small group, or with pairs/triads. It is important to have established guidelines for sharing ideas and small group discussion. 

Help improve your students' speaking and listening skills with these free Listening and Speaking Task Cards in my TpT store.

VOCABULARY ACTIVITIES

Teachers can build their students' vocabulary knowledge with terms that are specific to this text. When they encounter these words again, students will be able to build upon their word base even more. For instance: star, plate, column, and crystal are homographs. Within the context of this book they will have one meaning. When used other ways, they will have another. 

Free Vocabulary Resources!

CLICK HERE to Download 2 FREE Resources (Knowledge Rating and Flap Books) to Support Vocabulary from the text The Story of Snow

KNOWLEDGE RATING

These are a favorite in my classroom. I don't know if it's because they are student-specific, ask students to self-assess, or offer the opportunity to see short-term growth... but my students love to fill these out and talk about their ratings.

Student will fill out their rating once at the beginning of the unit and once again at the end. The goal is to see an increase in their rating.

You can read more about knowledge ratings and other Vocabulary Strategies for Your Elementary Classroom. 

FLAP BOOKS

Flap books are a great way for students to have an easy-to-make and readily-accessible reference tool while working through a unit of study.

Teachers can quickly and easily diffferentiate flap books. 

• For an easy activity: simply hand out the pieces and parts as they are printed. The flap book terms line up to the pre-filled definitions. Students can cut, fold, and paste a vocabulary reference page in a few minutes.

• For a little bit of a challenge: hand out the flap book parts and hand out the definitions- but pre-cut them so they are mixed up, or have students cut and mix them up. Then, ask students to match up the terms to the definitions.

• For more of a challenge: hand out the flap book parts. Have students look up the definitions in a dictionary (or online) and determine which is the correct definition as the term is used in the text.

During the unit, encourage students to use their vocabulary flap books. Find ways to reference it and use it throughout later lessons.

COMPREHENSION

Students are oftentimes used to answering questions that have only one correct answer; usually using the text to support their answer. I like to use Evidence Charts to push my students' thinking and increase the rigor. A statement such as "Stars and plates are alike" forces the student to break down the text and consider which evidence from the text supports the statement and which evidence refutes the statement. Evidence charts are always wonderful conversation starters. Students love to present their thinking and the text evidence that supports their ideas. The discussion is richer and more rigorous.

WRITTEN RESPONSE

Nonfiction text can be a wonderful opportunity to work on compare/contrast or sequence of events writing. With this text, I ask students to compare and contrast snow crystals and snowflakes. It's a great way to reinforce the skill and give them a chance to use the writing terms that are most often used with compare/contrast writing.

For a longer, more in-depth writing piece, I ask them to explain the formation of one type of snow crystal. Students can choose between a star, plate, or column. Then, they have an opportunity to research the specifics of each crystal. Once they have compiled their research they will write a sequence of events. It's the perfect time to practice using transition words in writing!

To see all the details of my literature study for THE STORY OF SNOW click HERE.

EXTENSION/LINKS

• Here is a great read aloud on YouTube by Read Aloud Kids Book Time: The Story of Snow

• Excellent YouTube from Be Smart that breaks down exactly how snow crystals are formed and reinforces the terms and sequence in the text The Story of Snow --> https://youtu.be/fUot7XSX8uA

• I love this website --> http://snowcrystals.com/ Prepare to spend a nice chunk of time exploring all the nooks and crannies of information that has been compiled and organized! A teacher could build a whole unit of instruction using just the information contained within this website. Thank you, Kenneth G. Libbrecht! 

• Keep the conversations going! Download these FREE DIGITAL TEMPLATES that you can use for student response. 5 different templates that will work with any text or lesson you teach! 

Looking for more awesome resources to deliver content? 

Click a link below!

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Owl Moon Upper Elementary Literature Study

I have used Owl Moon (the 1987 Caldecott winner by Jane Yolen) in my classroom the past few years. It is an excellent resource to help teach students many facets of author's craft; specifically figurative language!

Some may consider picture books too simple for upper elementary classrooms. However, some brilliant literature presented in a picture book format can lead your students to a deeper understanding of the elements of literature. Owl Moon is such a book. There are some excellent examples of simile, metaphor, and personificaiton in this picture book.

Yolen brings the reader through a unique encounter during the dead of winter. A young child heads out in the middle of the night to go owling with their pa. Told using a combination of figuative language and sensory details, along with visually stunning illustrations, readers are transported to a brisk winter night as the duo seek a Great Horned Owl. 

My Owl Moon literature study typically takes 5-8 days.

Before the Reading

Whether a picture book or a novel, I like to use a pre-reading probe and have students discuss a few different questions that relate to the book. With Owl Moon, I will only show the cover to the students - no flipping through the pages!

Discussion questions help get the students thinking about the plot or themes they will encounter in the book. A question such as: "What do you know about owling?" helps generate any ideas the students might have but it also prepares them for when they hear the word later on while listening to the book.

This is also a great time to review some figurative language. If you and your students have already worked with simile, metaphor, and personification, take a few minutes to go over these terms and remind students of how authors work them into a story and which key words to listen for.

During the Reading

For the first read, I do not show the illustrations. I ask students to close their eyes and allow Jane Yolen's words to create the pictures for them in their minds. I also ask them to listen for sensory details. At the end of the first reading, students take note on the sensory details. We share out and oftentimes will make an anchor chart of the details the students heard.

One optional activity I've done in the past is to ask students to choose the most detailed portion of the reading. During which part did they have the most vivid visualiztion? Then, they draw! To make it extra fun, I ask students to draw on blue construction paper using white chalk. 

Once students have had an opportunity to create their own visuals for the book, I will read it again. For the second reading, I show the illustrations and students will listen for the figurative language. Students will have been introduced or reviewed simile, metaphor, and personification prior to the second read. 

Option: you can show students a YouTube vidoe of this read aloud. The version linked below does not show the text- it gives students an opportunity to focus on the illustrations.

Read Aloud Version on YouTube (does not show text)

If it is the first time I have taught simile and metaphor, I break it up over two days. Simile the first day and metaphor the second. Using two days helps reduce the students' cognitive load and gives their brains an opportunity to "wire" the first term into their brains correctly before moving on to the second.

Teaching both terms in one day can confuse some learners. It's better to take the time and teach them on different days. Once the terms are incorrectly "wired" it can take significantly longer to correct the pathways.

Read more about cognitive load here --> Reducing Student Cognitive Load

During the second read, students take notes on the figurative language. This can be broken up in different ways: have students work in pairs/small groups, assign specific figurative language to students or groups, or ask students to focus on particular sections of the text. You may want to assign one group to simile, one group to metaphor, and one group to personification. Go over the figurative language and make anchor charts.

Once we have a list of the figurative language in the book, I like to have the students break down the language. What words does Yolen use and what is the message she is trying to convey? 

Students break this down using a simple chart labeled with "Figurative Language" and "Simple Language". This chart comes in handy later on when students are asked to transform their own writing from "simple" to "figurative". The chart can work both ways; start with the figurative and consider the simple. Or, start with simple and draft the figurative. 

Although the main focus of this unit is typically the figurative language, I also like to include lessons that strengthen comprehension, character study, and short (written) response. I use Evidence Charts and Character Mats to help students dig into the text and use text evidence to support their ideas. 

After the Reading

If I want to extend the students' learning, I have them write their own narrative. I give them the same organizers that we used to break down Yolen's story. The familiarity with the formats and how they can be used to organize and draft helps those students who struggle with writing tasks.

I start with asking students to think about a special experience they have had with another person. They then draft out the experience using a Begining-Middle-End chart. Once students have a good base to work from, they work toward revising their narrative using sensory details and figurative language. 

When I am leading my students into some complicated math algorithym I start will small numbers. I keep it simple so when the numbers get bigger, hopefully the algorithym has been learned and it's simply a matter of applying the same steps using bigger numbers. 

The same process can be used with picture books in upper elementary classrooms- shorter texts that give students a look at rich, beautifully crafted language and an opportunity to break down that text to fully understand how it enriches a story. Picture books can help students identify and practice the more complicated parts of our language and author's craft when the text is less intimidating; and Owl Moon is a perfect choice.

You can find everything you need to teach a literature study using Owl Moon in my TpT store here.

Free Figurative Language Resources

For FREE simile, metaphor, and personification printables for the book Owl Moon click here.

Click below to visit and explore other winter mentor texts!

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Teaching Vocabulary with Mentor Texts - Separate Is Never Equal

Mentor texts are a great way to have some fun with literature while delivering quality content. As an upper elementary teacher it can be hard to find a picture book that has the "perfect combination". 

I am always looking for a healthy mix of the following:

• length
• story line
• illustrations
• sentence structure
• vocabulary

The biographical picture book Separate Is Never Equal hits the mark in many categories. I love the timeline of the story and the illustrations. I especially love the opportunity for students to use some advanced vocabulary while discussing a complex social issue.

Separate Is Never Equal tells the story of the Mendez Family and their three year fight to desegregate California schools in 1944. The Mendez's court ruling led to similar rulings in Texas and Arizona and ultimately the landmark Supreme Court ruling in Brown v. Board of Education in 1954.

Told through the eyes of Sylvia Mendez, this book gives students an opportunity to listen to her story and understand the circumstances she faced. It gives teachers an excellent opportunity to lead discussions where students consider an alternate perspective and determine if the experience they are hearing is a "mirror" or a "window".

This is an excellent read aloud of the book:

Aside from all of the usual lessons that would accompany a picture book in the intermediate grades, this text also offers a unique dive into content-specific vocabulary. One of the best ways to use this text is to explore and learn the vocabulary associated with the desegregation movement in the United States. 

MENTOR TEXT & VOCABULARY

The acquisition of vocabulary follows a particular path: 

Hear the word.

Say the word.

Read the word.

Write the word.

You can read a detailed break down of this sequence here: 4 Steps to Building Vocabulary

When I know my students will be encountering some tough vocab I like to introduce the words by using them in discussions before we even open the book. In the case of Separate Is Never Equal, I will start using words such as "segregation" or "integrate" a few days before I read the book. I lead students in discussions that incorporates some of the vocabulary they will hear in the book. The initial lessons of the book will focus on the students hearing and saying the words in as many ways as possible. No reading or writing, not yet. In a perfect world, students would have a few days to hear and say the words as well as time to create some pathways to their long term memories.

Before Reading

Discussion Questions

As with many texts, it's good practice to talk with your students about the upcoming topic. I usually lead a discussion (sometimes whole group, sometimes with partners) through some discussion questions.

With this book, I will ask students questions that use the vocabulary I know will be coming up. For instance: "What do you think of when you hear the word 'segregation'?" and "Discuss a time when you felt unified with a person or a cause." Using some of the vocabulary within the discussion questions will help lay the foundation for deeper meanings and learning later on.

Knowledge Rating

I love knowledge ratings. They are a simple chart where students rank their knowledge about particular words. The listed words are the same words the students will be working with as we make our way through the text. Students determine how familiar they are with a particular word using a rank of 1-4. After rating their knowledge, the students add up all the numbers and get a total.

Once students have had an opportunity to read through the text and work with the words, they will complete a second rating. The goal is for the students to have a higher rating than they started with. 

The first couple ratings I do with my students I take extra time to go over the process. I discuss how being honest with your rating is the way to make progress. There are some students who want to circle a 4 for every word. However, when asked to demonstrate their knowledge, students will quickly adjust their scores.

Once students are more comfortable with the words, we start to work with them in more specific ways. I like to use a variety of activities to engage the students and create as many pathways of learning.

During the Reading

Flip Books

Flip books are a great way for students to have a mini-glossary in front of them. I like to put 4-5 words on each book and use two books. I size them so the students can glue them side by side on a standard piece of paper; usually cardstock for durability. I have also had students glue them into composition notebooks as part of an interactive notebook (reduce to 80% when printing for best fit). Flap books are a handy reference tool for students when they want to quickly and easily locate the definition for one of the vocabulary words.

5 Square Organizers

I use 5 Square Organizers all the time. They are a flexible tool I like to use which helps reduce student cognitive load. With vocabulary, students write the word and definition in the center and then fill in information such as using the word in a sentence, antonyms, and synonyms. The last section asks students to draw/illustrate the word. These organizers help the students focus on one specific word.

Root Words Organizer

A root words organizer helps students break down a word and explore other words with the same root. Granted, this organizer works best with certain words, such as "equality". However, it can be a powerful tool to help students truly learn roots and how they impact the meaning of words.

Mentor texts are an excellent way to introduce and work with advanced or content-specific vocabulary. Whether you use every activity and break down each word or use a selection process that focuses on the most important vocabulary for your students, using a variety of vocabulary activities over a couple of weeks will give your students more opportunities to learn the words and their meanings which in turn will help those words wiggle their way into your students' long-term memory where they can access them at a later time.

Free Vocabulary Resources

Click below to get a vocabulary sampler pack for the book Separate Is Never Equal.

Separate Is Never Equal Vocabulary Activities Sampler Pack FREEBIE!

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