Write Now

You Learn Something New Everyday

2012-01-10T15:45:00.001-05:00

On my Internet travels today, I came across this spork. The question below it asked, "What does a spork have to do with smog?" You know I couldn't resist finding out. I learned that they are both portmanteaus, words formed by blending two other words. I have always loved them, but I had no idea they had their own very high-fallutin'-sounding name.

I am going to try to find a way to incorportate portmanteaus into my next model lessons. Wouldn't it be fun to allow our students to play around with words? Blending, melding, and creating words of their very own?

I don't think it would be just fun. I think it would be simply frabjous.

Common Core Overview

2012-01-09T13:41:00.000-05:00

This is a really nice, well-produced, short video that gives an overview of Common Core ELA. If you have an extra fourteen minutues, check it out.

By the way, if you have never been to the Teacher Channel website, it is WELL worth your time.

Slice of Life Tuesday

2012-01-03T13:30:00.002-05:00

Click here to learn more about Slice of Life Stories

I was the only one in the whole house who had to get up and come to work yesterday morning. This does not happen very often. Really, it happens almost never. My husband rubbed it in pretty well. ( I never gloat when I get to stay home and he has to work. However, twenty years of trudging off to work when I am snuggled down on winter, summer, and fall breaks has made him a bit bitter, apparently.) I wasn't in the best spirits when I hit the sack on Sunday night.

The first thing I noticed when I woke up on Monday morning was a sticky note attached to a book on the bathroom counter. After fumbling for my glasses, I read the note: Surprise! I found a pun in my "Pearls Before Swine" book. Hope you like it. Have a great day. It was from my daughter, Emily. Her brother, Matt, is a huge Pearls Before Swine fan, and she has recently caught on as well. He has read me some funny ones over the years, but my absolute favorite are the puns. I can't help it-- the word nerd in me just lives for that kind of stuff. Here is a picture of the comic Emily had bookmarked for me:

from When Pigs Fly: A Pearls Before Swine Collection by Stephen Pastis

Can you blame me for laughing by myself, in my dark house, even before I had any coffe??!! :) What a sweet way to wake up. Here's to more laughter in 2012.

Long Time, No Write

2012-01-03T12:43:00.000-05:00

Wow. I am embarrassed to see how much time has passed since I last posted. I am not going to make excuses. Instead, I will recommit today to write more. January 3, 2012 is as good a day to recommit, as any, right? Here we go..... (again.)

We are knee-deep in Common Core Curriculum at the moment, and have been since around Thanksgiving. We are trying to wrap our brains around it so that we can make the transition as painless as possible. As we come across new and different terms or concepts, I will post about them here, so that you can begin rolling these ideas around in your brain. There will be training at the end of this year, but the sooner we familiarize ourselves with the content, the better.

Today I have been thinking about "semantic gradients," a.k.a. "shades of meaning." There is a standard in each grade level that requires students, with help, to really study the nuances in vocabulary. What is the difference between huge and large, for example? I am excited about the conversations that we will be beginning as we begin to collect and analyze words.

Here is a great little video from Reading Rockets that explains semantic gradients.

The Night I Followed My Goldfish

2011-10-13T09:27:00.001-04:00

Heather Hammock, a fourth grade writing teacher at West Point Elementary, shared this piece of writing from one of her students. They had read The Night I Followed My Dog and were challenged to write a similar story. Impressive!!

The Night I Followed My Goldfish

Everyday my goldfish is just swimming around in his tank. His name is Oscar, but all he does is swim, but one morning at 6:00 in the morning my fish and his tank were gone. I thought my brother had taken it but that could never happen because he is asleep. So the next night I decided to follow my pet goldfish.

So the night came and I waited on my fish until he went to the little castle in the tank. I jumped out of bed and I peeked in there and you won’t believe what I saw! There were suits, bathrooms, furniture, and even a little kitchen. Oscar had on a suit with a bowtie and even a fedora. I was shocked but he stared combing his scales…that was a little weird. But I wanted to see more. He finally got done getting ready so he went to his kitchen and ate some toast. The he was coming toward me. I did not know what to do, so I jumped back in bed real quick.

After that I peeked under my covers a little bit and you will never believe this. His tank turned into a unicycle! Where did he get a unicycle? Oscar’s tank plopped down to the ground without breaking. So I decided to follow him, but he was too fast. He went out of the house and down the street. He was really fast. I thought I would never catch up, but then Oscar stopped at the Aquarium of Sea Life. But then he started to go through a hole in the wall. I could not fit through the hole so I used the window because the door was locked. When I got in I saw my fish in the goldfish tank with some other fish. Right then two mean looking piranhas came up to me. I did not know what to say.

So, I just said, “My fish is in there.” “Sorry, no humans allowed,” said the piranhas. Then my fish came up to me and said, “It’s okay. He’s with me.” “Whatever you say boss!” I asked him what is this place. “This is where we fish come and hang out after a hard day. I looked in the tank and saw them having a blast, but I could not go in because I had ear surgery, and I can’t get my ear wet. After a few minutes I looked at him and said, “ I have to go.” He looked at me and said, “See you big guy!” I walked out of the aquarium and said that maybe having a lame goldfish is not so bad.

2011-10-11T14:54:00.002-04:00

Writing Magic

When I bring it to class with me,

I instantly become a rock star.

It inspires "oohs" and "ahhhs"

With each page I turn.

I collect words in it.

I scribble snippets of

Dialogue overheard in my travels;

Funny things, poignant things,

Sad things.

I tuck ticket stubs and photos in it,

Love notes and sticky notes.

Keeping it is my way of attempting

to live a more "writerly life."

An effort to show kids that their

Thoughts and dreams are worth collecting.

Do you write for your students? Do you keep a writing notebook? I pinky-promise you that it will change the way you teach writing. It will change the way you percieve yourself as well as the way your students perceive you. It's magic.

National Day on Writing

2011-10-03T10:08:00.000-04:00

October 20, 2011 marks the third annual National Day on Writing! Yes, it is an actual day. Today, more than ever, we are a writing nation. Through text messages, emails, and even plain old pencil and paper, we write every single day.

Taking the time to formally celebrate the day would show your students that there are lots and lots of people around the country that think writing is just as important as you do. There is a National Gallery of Writing, to which you can upload your own writing or that of your students. (Perfect way to celebrate!) Click here to check it out. The sharing process is very simple. A video tutorial makes it even easier.

What are other ways you can celebrate National Writing Day?

You can host an "Open Mic" day, during which each student gets to share his or her favorite piece so far this year.
Have your students answer the question "Why do you write?" and create a display for the hallway.
On October 20, pick a time period during which the whole school "Drops Everything and Writes."
Have your administrators visit classrooms and share something that they have written.

What other ways can you think of to celebrate National Day on Writing?

Water, Water, Everywhere!

2011-09-14T08:45:00.036-04:00

We first met these first grade writers here. A month later, we see their growth. I notice that for the most part, these young writers understand that a sentence needs a capital and a period. I can't wait to see what they will write next!

I mop to impress my mom.

I can grow flowers (in) water.

Jaydin is my best friend. We can go swimming iwth Exavious.

(I) can clean with water. (The "I" was cut off in the picture!)

I bathe in water. It is fun to bathe in water.

I play on the water slide with my friend.

I clean the floor all by myself. Water cleans the floor.

I go fishing with my PawPaw.

I like to ride the boat.

I can swim in the water (with) my friend Ashton.

(I) Play (in the) pool (with) Ashton.

You play with it with water guns and have fun.

Chart Chums

2011-09-02T15:26:00.000-04:00

Anchor Charts. They are a great way to keep "tracks of learning." I had never thought about the power of adding pictures to them, except in the primary grades. We know that some of our kids are visual, though, so if we can include pictures on our charts, then the lessons are going to stay with them, long after the chart is gone.

Chartchums is a great new blog written by Kristi Mraz and Marjorie Martinelli, literacy consultants with the Teachers College Reading and Writing Project. It is a great resource for new ideas for making charts for and with your students.

Here is an example of a chart from their blog. I am going to start using one like it whenever I teach the Reading or Writing Workshop. The idea is that you move the sticky note depending on how long your students can read or write independently. What a great way to increase stamina!

Click here to learn more about Chartchums!

Narrative Elements Rap

2011-09-02T14:08:00.005-04:00

Fourth and fifth grade Reading and Writing teachers! See if you can use this to help your students remember some of the vocabulary from the standards! It is worth a look!

We've got the plot, characters, conflict and setting....The theme's there too, don't forget where we're heading...

Awesome Knees

2011-08-16T14:43:00.001-04:00

Click here to learn about a "slice of life" story.

"What's wrong with your knees?" the curious kindergartner inquired.
"There's nothing really wrong with them, except they are ashy and in need of lotion," I quickly replied.

Three other little people plopped down in front of me, eager to get a gander at my knees. They began to rub my ashy knees, enthralled with the texture. Another boy began to poke.
"Do this! It's awesome!" he exclaimed.

I couldn't control myself any longer. I laughed aloud and asked the busy children to move into their own spaces.

When I got home that afternoon, my curiosity got the best of me and I poked my own knee to see what the big hullabaloo was about. It turns out my skin turns white and then pink each time it is poked. I chuckled to myself and thought about how easy it is to ignite the curiosity of young children. They can find the wonder and awe in the most mundane of situations.

I need to take a lesson from these kindergartners. I need to slllllooooooow down and take the time to notice and appreciate the extraordinary in the ordinary around me. That includes my awesome knees.

What's Next?

2011-08-16T13:53:00.001-04:00

For the full report, click here!

In 2006, the Alliance for Excellent Education conducted a study to identify effective classroom strategies that would help improve writing ability in students in grades 4-12.

Yes, this does apply to us as PreK-5 teachers. All of us are preparing our students to be successful on the third, fifth, eighth, and eleventh grade assessments, as well as the writing portion of the SAT. Our job is especially important because we are setting the foundation on which the rest of the writing teachers will eventually build.

“Reading proficiency is just half the literacy picture,” says Bob Wise, former governor of West Virginia and president of the Alliance for Excellent Education. “We have to widen the literacy spotlight to include writing as well as reading. Increasing students’ writing abilities increases their literacy abilities, which, in turn, increases the likelihood that they will stay in school and graduate. And that means they have a much better chance for future success.”

The eleven instructional practices that Writing Next recognized as holding the most promise to improve students’ writing skills are:

Writing Strategies: Teaching students strategies for planning, revising, and editing their compositions
Summarization: Explicitly and systematically teaching students how to summarize texts
Collaborative Writing: Instructional arrangements in which adolescents work together to plan, draft, revise, and edit their compositions
Specific Product Goals: Specific, reachable goals for the writing they are to complete
Word Processing: Using computers and word processors as instructional supports for writing assignments
Sentence Combining: Teaching students to construct more complex, sophisticated sentences
Prewriting: Engaging students in activities designed to help them generate or organize ideas for their composition
Inquiry Activities: Engaging students in analyzing immediate, concrete data to help them develop ideas and content for a particular writing task
Process Writing Approach: Interweaving a number of writing instructional activities in a workshop environment that stresses extended writing opportunities, writing for authentic audiences, personalized instruction, and cycles of writing.
Study of Models: Providing students with opportunities to read, analyze, and emulate models of good writing
Writing for Content Learning: Using writing as a tool for learning content material.

When I looked at this list, I felt pretty great about writing instruction in Troup County. How do you feel about it?

Happy Birthday, Big Al

2011-08-11T15:07:00.003-04:00

Today would have been my brother-in-law's 46th birthday. We lost him too early, a little over a year ago. I think of him every day, but especially on special days and holidays. In his memory, I thought I would share a portion of what I said at his funeral.

Al lived big. He had a big heart and a big old voice. He had big ambition and big zest for life. Lots of us even called him “Big Al.” The thing that impressed Bruce and me most about him was his ability to live big in the moment. He had no qualms about taking time to do the things he felt were important, whether that meant enjoying a deep philosophical hot tub conversation late into the night, deciding to do something as daunting as starting a company, or working with Brian for an hour and a half to try to reel in “the big one.”

(An hour and a half is a long time to ponder what kind of fish may be on the other end of the line. He joked about how he was going to take a big bite out of it if it turned out to be tuna. He was going to have himself some sushi right on the beach.)

But even more impressive than that is what he chose to do for other people. He made choices most people don’t make. Most people don’t begin coaching soccer before they even have their own children. Most people don’t open their homes to whole families at a time to live for unknown lengths of time. Most people don’t spend hours on the phone giving advice—work-related, soccer related or just plain life-related. Al was not most people.

Al is a role model for so many young people. For Bruce and me (who are far from young), he is also a role model. He has taught us that we have to take time to do what makes us happy, live with open hearts, and have the courage of our convictions. He treated life just like he was envisioning doing to that tuna—he unabashedly took a big huge bite out of it. That is what he would want us to do.

We will forever feel our brother Al in our hearts and hear him in our heads, saying “Off you go”—guiding us to live life just a little bigger.

Happy Birthday, Al. <3

Good Stuff

2011-08-10T17:08:00.001-04:00

I had an interesting conversation with a new first grade teacher the other day. This lovely lady has taught second grade for several years and had never taught any younger grades. She was a bit disheartened when I dropped in on her, saying that she just didn't realize how little her students would know.

After a short discussion, we decided to back up a bit. She had them draw a picture of their choice and then encouraged them to talk and write about their picture. Below you will see the results.

They knew A LOT more than she thought they did! Because they had time to draw and talk about their ideas, and because they had a choice about their topic, they were able to produce some very nice beginning-of-the-year pieces. Their teacher can look at their work and quickly assess what they already know about the first grade ELA standards-- that includes the Reading standards-- and make her plans accordingly. Write on!

Still at the scribbling stage...

Me and my dog Chico he is my dog is brown

I see the American flag. (The student used the Pledge of Allegiance poster in the room as a resource.)

I went shopping with my cousin and got a dres for school and it cost 3 dollar

My friend is spending a.....

My sister play with ball. and we ride I (a?) motorcycle.

I love to ride my roller coaster. my dad toook me to Six Flags

I love a hotel. Because it got a pool. Me and my mom.

I'm playing with my yo yo outside with my sister

I love my mom she loves me We live .....I get to school by car.

I like riding my dirt bike when my mom says I can ride my dirt bike.

Real Revision

2011-08-09T08:18:00.000-04:00

Revsion. Real revision. Does it happen in your classroom? Do your students dig in to their stories, searching for ways that they can improve their ideas, voice, word choice, organization, or sentence fluency? Or do they go through the motions-- editing for capitals and punctuation, maybe changing a few words here and there because they know how happy it makes you?

Kate Messner is an author and a teacher who has struggled through the revision process herself and has decided to share her secrets with us in her new book, Real Revision. She even shares her other author friends' secrets! So exciting! You can preview the book here. Check it out!

2011-08-08T13:45:00.000-04:00

Inspiration on PhotoPeach

How COOL is this???? This was done on a fabulously-easy-just-about-idiot-proof website called Photo Peach! It took me five whole minutes to set it up. All you have to do is upload your photos, play around with the order (or not), choose your speed, add a title and some credits, and you are good to go! You can display it in your blog in a spiral format, like the one above, or in a more traditional manner, like the one below.

Think of the implications for the writing classroom! Students can write/draw, scan their pieces, and quickly make a presentation that they can share with a real audience. Their readers can even comment on it.

Give Yourself a Hand!

2011-08-08T13:43:00.000-04:00

As usual, I have gotten inspiration from one of the Two Writing Teachers. This time, the idea comes from Ruth's (relatively) new blog, Ruth Ayres Writes. I have never heard of hand maps! Ruth originally learned about it from Penny Kittle and Donal Graves, in their book, Inside Writing. (Isn't technology amazing? Ideas are everywhere, just waiting to be unearthed.) Your students can trace their hands and then list all of the things they do with their hands, and/or things that they have touched. Great idea for the beginning of school, when we are mining for ideas with our students.

Below is an example of my hand map. I look at what I wrote and so many stories come to mind. I look at my rings, and think of the story of how my husband proposed to me. I see my Nana's ring, and fond memories instantly come to mind of times we spent with my grandparents. It is so interesting the way one story leads to another and another...

My Hand Map

Let's Get Started

2011-06-21T10:54:00.000-04:00

How do you like the fancy new header? My daughter, Emily, drew the picture and then I snapped a photo with my camera. I then emailed it to myself from my phone. I had to play around with size for awhile, but finally got something acceptable. I was tickled with how easy the process was.

That little project really got me thinking about technology in the classroom. This summer, for my own professional development, I am going to revisit some technology tools for the writing classroom. I will post samples and thoughts here periodically.

My other project is to beef up my writer's notebook. I am inspired by Ruth Ayers, one of my idols over at Two Writing Teachers. She has started another blog, on which I am finding new inspiration. You should really check it out here.

Let's get this summer started!

Ideas are Poppin'!

2011-05-11T12:43:00.002-04:00

This is a nice little change of pace from pencil and paper. It is extremely simple to create an account. If you have a few minutes, create an account and add on to my Popplet! (It is in Beta version, so it is a bit glitchy. Be patient!)

Jump In!

2011-05-10T11:08:00.002-04:00

Are you looking for a new way to publish your young writer's work? Storyjumper is a fun option! You can upload your own photos or drawings, or you can use the graphics that are supplied on the site. It is extremely simple to use. Your students will intuitively be able to use it without going through the tutorial. I read the short tutorial and wrote a short "test" book. Check it out here. Just click on the book to read.

There is an option to buy the finished books, which parents may be very excited about doing. You can just as easily save it to the website for future viewing or print it out and bind it yourself.

Storyjumper is a great alternative to pencil and paper! Write a few yourself over the summer so you will have some to show your students next year!

Ipod Poetry

2011-03-31T15:47:00.004-04:00

I was inspired by Ruth's "found poem" yesterday. She used songs from her Ipod, as did I. I am tickled with this first draft.

Beauty in the world,

Everything glorious.

I'm letting go.

These are the days, right as rain.

Pencil full of lead, pocketful of sunshine.

Peace, love, and happiness.

It's good to be me,

Somebody loved.

Hey now, dog days are over,

Funny the way it is.

Run, smile, shine.

Singing in the rain,

Stitched up, stuck like glue.

This is who I am.

Ok, it's alright with me.

Racing in the Rain

2011-03-28T06:34:00.000-04:00

At first the raindrops came sporadically. "It's isolated," my husband said as he pointed to the ominous clouds.

I was excited to be out there, trying out the new road bike. The sound of the raindrops on my helmet was interesting to me. I couldn't recall ever riding in the rain before.

Then the raindrops began to fall faster. And faster. Not only were they hitting my helmet, but my glasses were now covered in tiny pools of rain. My husband finally caved. "Let's turn around!"

On the way back to the truck, the wind picked up and we were racing through rain that seemed to be falling sideways. Cars passed and I smiled to myself thinking about what they were probably saying about us. "Look at those fools. Didn't they look at the radar before they went out?" Yes, we did. According to weather.com, the rain wasn't supposed to arrive for another hour.

We were soaked, smiling, and a bit annoyed that we didn't get to ride longer. As we put the bikes away, we heard the distant scream of tornado sirens.

An American Idol Lesson

2011-03-26T22:18:00.000-04:00

Just finished watching our tivo'd American Idol episodes from this week. We listened to the contestants sing their Motown-lovin' hearts out. Then we fast forwarded through most of the results show, stopping briefly for Stevie Wonder and Jen Nettles.

We could not believe our ears when we heard that one of our family favorites, Casey, had the fewest votes this week. As he started singing "for his life," we sat in awe as Randy, Paula, and Steven stopped him. What was happening? They decided that he had no business going home and that they were using their one "save" on him.

What a humble response Casey had. We thought they may have to call the medics for him-- he was shaking and seemingly disoriented. When he got himself together, he was able to articulate his profound thanks and awe at having been "saved." It was a sweet moment.

I think we can all take a lesson from Casey: Work hard. Leave it all "on the stage." (or classroom!) When we come even close to attaining our goals or dreams, we should remember to be humble. We are often not the only ones responsible for our fate.

Delicious

2011-03-25T20:26:00.002-04:00

Rainbow sherbet sky,
The sun just making its daily debut.
Smoothie Song and a sweet Starbuck's treat.
Delicious Friday morning.

The Happiness Project

2011-03-24T22:45:00.001-04:00

I am a happy person. I have a loving family. I have a job that fulfills me. Food on the table, shelter over my head. Life is good, right? I asked myself that today only because the theme of happiness kept bubbling up.

On my way home from school, I caught a bit of an Oprah rebroadcast on Sirius Radio. Goldie Hawn was visiting the studio. Did you know she has a foundation dedicated to the happiness and academic success for children?

When I stopped by Kroger later on in the day, a book caught my eye in the checkout line. (Yes-- this Kroger had replaced some of the trash-tastic magazines with books!) It was called The Happiness Project. I was drawn to the title and the colorful cover. I tried to get a gander, but the cute little cashier was too speedy for me.

I didn't buy the book, but I did come home and look it up. I found the author's blog and have to say that I am intrigued. According to the blog, The Happiness Project is the memoir of the year Gretchen Rubin spent test-driving the wisdom of the ages, current scientific studies, and lessons from popular culture about how to be happier. Her blog is very engaging and has lots on which to ruminate.

I will probably buy the book the next time I am in Kroger. Just the thought of that makes me a bit happier. :)

Falling Down on the Job

2011-03-24T05:31:00.001-04:00

SOLS Challenge Day 20

"Please help me be a better person tomorrow than I was today." I include this in my nightly prayers because I know there is always room for improvement-- in all areas of my life.

I fell down on the job yesterday, metaphorically speaking--in more than one way. Not only did I not fulfill my Lenten promise, but I didn't write.

Today is a new day. I will do better-- in more ways than one. That's what it's all about isn't it?

Text Me!

2011-03-22T21:59:00.001-04:00

SOLS Challenge Day 19

My twelve year old daughter, Emily, has recently made a new friend. (I'll call her Jennifer.) Jennifer and Emily do all the things new friends do to get to know each other. They chat, laugh, and generally act like the tweens they are. My daughter has even bestowed upon her new pal a lovely handmade friendship bracelet.

This budding friendship is fairly conventional, with one exception. Emily's new friend chooses not to speak. Perhaps it is because she is self-conscious about her Korean accent. Nobody really knows--yet. Her grammar, however, is near-perfect. We know this because her preferred method of communication is texting.

Say what you will about teens, tweens, and texts, but I am thrilled that my daughter has this opportunity to make a beautiful new friend. Jennifer has a lot to say, and has already told Emily that she is sure she will speak to her aloud. Ems says she'll text me when it happens. <3

Horsin' Around

2011-03-21T15:43:00.001-04:00

SOLS Challenge Day 18

I wish I had my camera with me this morning. I just may have stopped to take a picture of the young man on the side of the road and the horse with whom he seemed to be conversing.

This is not the first time I have noticed this young man. If I am early enough, I notice him waiting for the school bus across from his home. He is very tall, and his clothing is primarily black. He stands up unusually straight for a teenager. Looking directly ahead, he never makes eye contact with the drivers racing past him.

Today, though he was not facing the road. In the early morning sunshine, he was standing nose-to-nose with a beautiful, chestnut-colored horse that had sidled up to greet him over the pasture fence.

Tomorrow, I will bring my camera. I will be on the lookout for this teenager clad in black, and other interesting stories waiting to be told through words or pictures.

Since Sliced Bread

2011-03-20T21:27:00.001-04:00

SOLS Challenge Day 17

Our closest relatives are 750 miles away. For 12 years, we have faithfully put in our Sunday calls to family members.

Recently, though, we discovered Skype. What a fun twist to our weekly conversations! We get to speak "face-to-face." We are able to share in the little changes-- braces on my neice's teeth, the new tile in my sister-in-law's bathroom, or my nephew's new dorm room.

Sunday calls have a new look, a new feel, and a new sound, thanks to Skype. It's the best thing since sliced bread.

Note: There are many ways to use Skpe to connect with other classrooms or even authors! Here are some resources:
Authors and Illustrators on the Web
Met Any Good Authors Lately?
Skype in Schools Directory
Skype an Author Network
Using Skype in the Classroom

Prearrangement

2011-03-19T08:52:00.000-04:00

SOLS Challenge Day 16
(I've used up my 3 free days!)

Writing. I teach writing workshop. I am one of the "go-to" folks when teachers have questions in this arena. Over the years, I have not met many teachers who love to teach it. In fact, some folks will do anything not to teach it.

I get it. These people are simply not comfortable with writing themselves. Neither was I. When I was in school, nobody really taught us the craft of writing. Sure, we were taught grammar. We were good at diagramming sentences. When we wrote, we received our papers back with red marks and a numerical grade. Few teachers commented on the craft or content of our pieces. This did not do much for our confidence as writers.

But as I have learned to teach writing, I have begun the journey of learning to write myself.

In Bird by Bird, by Anne Lamott, her father tells her, "Do it every day for a while. Do it as you would do scales on the piano. Do it by prearrangement with yourself. Do it as a debt of honor. And make a commitment to finishing things."

I thank Stacey and Ruth at Two Writing Teachers for giving me a push to prearrange this time to write everyday for the month of March. It has challenged me to write when I don't feel like it. It has pushed me to write when I am tired, or when my proverbial plate is overflowing with other commitments. I am becoming more observant every day. I am becoming a better writer, and a better teacher.

Milli and Friends

2011-03-18T14:49:00.007-04:00

SOLS Challenge Day 15

Milli, Jack, and the Dancing Cat, by Stephen Michael King, is a book about being true to yourself. It is about not being afraid. It is a book about believing in yourself and living your best life.

Milli is a very creative girl. She can take ordinary things and make them into extraordinary things. Creating makes her very happy. Nobody in the town knows this about Milli, though, because during the day all she does is make shoes. Plain, ordinary brown shoes and work boots. Things change when Jack and his dancing cat come wandering into town. They teach her a few things and she realizes that she doesn’t have to make plain old boring shoes. She learns that life would be more joyful if she was able to be herself.

I can relate to this book because I know a lot of amazing students who are too afraid to be themselves. They are smart, but they don’t want to show it because they think people will think that they aren’t cool. Or they are fabulous artists, but nobody knows because they are too afraid to show anyone their work. I am even like this sometimes. When I have to get in front of people and talk, I often worry that I will sound silly.

I highly recommend this book to children and adults of all ages. Reading it reminds us that we all have special talents and gifts and we should embrace them. It is okay to be unique. It is okay to be different. In fact, it is more than okay. It is wonderful!

This is a "response to literature" that I wrote today to share with a second grade class. Writing it reminded me once again the power of the picture book. You don't have to be in second grade, or even in elementary school, to learn a lesson from the simple words and sweet illustrations in this book.

Happy Friday!

The Traffic Two-Step

2011-03-17T21:02:00.003-04:00

SOLS Challenge Day 14

There is joy everywhere you look. You just have to be observant. I have found that I am much more observant these days, as I search throughout my day for something about which to "slice." I found a bit of joy early today, so I count myself lucky.

I pass a school on the way to work each morning. Traffic is heavy, so they employ a traffic director each morning to make sure things run smoothly and that folks dropping off their children can get out of school and make it to work on time. I have often thought about how dangerous her job is. All it takes is one person looking down at the radio or answering a cell phone call... I usually try to give her a friendly wave and smile when I ride by, in thanks for what she does.

This morning, she brought joy to my day because she was dancing. Dancing! It was not an obvious thing. She wasn't doing the Dougie, Electric Slide, or the long-lingering Cabbage Patch. It was more subtle. She was moving to a happy song in her head while she did her job. That made me smile.

What Matters Most

2011-03-15T21:27:00.002-04:00

SOLS Challenge Day 13

Inner Peace: I'll reflect upon the many blessing and find gratitude in what matters the most: family, friends, and health.

The reminder above is printed on the inside of a t-shirt that I received for Christmas from my Aunt Ann. So.
Through all the hustling and bustling,
Taxiing, teaching, and multi-tasking,
Through the problem solving, decision making,
and schedule arranging,
Through the nurturing, neigboring, and noodling
of the day, I quite literally had inner peace on my heart.
How cool is that?

My shirt was made by a company called HeartThread Clothing. Click here if you would like to learn more.

Uphill Climb

2011-03-14T17:18:00.000-04:00

SOLS Challenge Day 12

My heart pounded, my quads burned, and my breathing came in ragged gasps. I kept my eyes focused on the spinning tire 6 inches in front of me. My husband had promised that he would pull me up the hill if I could keep up with him-- it's called drafting, and apparently it works.

As we furiously peddaled up the gradual incline together, he yelled, "20 miles an hour!" I know for a fact I could not have gone that fast without him in front of me, leading the way and taking the brunt of the headwind.

As I tried to concentrate on nothing but his back tire in front of me, I had fleeting thoughts of debris in the road that could send us flying over our handlebars. What if he had to stop too quickly and we ended up on the side of the road, a tangle of tires and bits of bike? I had to push those thoughts out of my head and focus. I had to put all my trust in him.

Today is our 19th wedding anniversary. One of the reasons that we have made it this far is that we allow each other to draft once in a while. We completely and totally trust each other to take the lead and pull the other up life's proverbial big hills.

We have had our share of uphill climbs, but so far it has been a pretty good ride.

A Good Day

2011-03-12T21:25:00.002-05:00

SOLS Challenge Day 11

The sweet smell of fresh laundry,
Vacuumed floors and dusted shelves.
The dishwasher hums,
The refrigerator whispers.
My bed beckons.
Today was a good day.

AutoPilot

2011-03-11T20:42:00.004-05:00

SOLS Challenge Day 10

My fifteen year old drove us to school this morning. Since obtaining his learner's permit, we have tried to give him as much practice as possible. I have discovered that most of the time I am on auto-pilot when I drive. I never thought to mention that we must...

accelerate as we go up a hill.
decelerate as we go down a hill. (Please!)
start braking well before we come to the stop sign.
cut our wheel just enough when we make a turn so we are able to stay in our lane. (Pretty please!)
stay in between the lines-- try not to come to close to the mailboxes on the passenger's side.

Explaining all those things to my favorite son caused me to ponder how much of life we go through without even thinking. Too often we are on auto-pilot. It is a subtle reminder to stay in the moment. To pay attention. To notice.

Belly Laughs

2011-03-10T22:11:00.001-05:00

SOLS Challenge Day 9

Our kids have always made us laugh. When they were little, they would make us laugh with their mispronunciation and/or misuse of words. Chee-cane for keychain, or foretop instead of forehead.

These days, I marvel at their quick wits and dry senses of humor. (I'd like to take credit for this, but they really must have gotten those genes from their dad.) We are blessed to have at least one belly laugh a day around our house.

They know I enjoy word play, so they alert me whenever there is an interesting comic strip delivered to their in-box. Pearls Before Swine seems to have a couple laugh-out-loud strips a month. Check this one out.

You too, can have a belly laugh delivered to your in-box. Check it out here.

Here's to more laughter!

PS The guy in the last panel is the comic strip creator, Steven Pastis. Pig and Goat do not like it when he makes them participate in such cheese-tastic dialogue.

Java Joy

2011-03-09T21:43:00.003-05:00

SOLS Challenge Day8

It is 5:04 in the afternoon. It is chilly, very rainy, and our obligations out of the house are not quite completed. A cup of coffee would taste so good right now.

I have not always been a coffee drinker. The smell seemed pleasing enough, but I was left with a bitter taste in my mouth, literally, each time I tried it. But then, about 10 years ago, I discovered flavored creamers. My life was permanently altered when I found out how good the bitter brown go-juice tasted with a splash of sweet, milky goodness.

It is a little easier to get up in the morning when I know that a fresh cup of coffee awaits. It's a nice pick-me-up on chilly afternoons or with a piece of pie for dessert. It doesn't have to be anything fancy. No café au lait or lattes for me. Plain old java brings me joy.

For now, though, I have to run back out the door. No time for coffee. No worries, though. The wait will make tomorrow morning that much sweeter.

Feels Like Home

2011-03-08T21:38:00.000-05:00

It had been too long. The faint musty smell, the quiet click of computers, the comfy chairs beckoning. I had almost forgotten how much I enjoy the local public library.

Back in the days before daily soccer practice, band rehearsals, longer school days, and a side job at the gym, the kids and I were able to find time to go to our local library every so often during the school year. Next to the bookstore, it was one of our favorite places.

For me, going to the library always takes me back. Back to when I was little and living in rural Maryland. We didn't have air conditioning at home, so we would escape the intense heat and humidity by visiting the public library. We would lilterally spend the entire afternoon basking in the chilly air, transported to far away places by the carefully crafted words in the books we read.

I wish we had more time these days to hang out at the library. It is a comforting place. A place at which we can relax and let down our guard. Visiting the library today, even for just a few minutes, felt like home.

Inspired

2011-03-07T20:38:00.000-05:00

SOLS Challenge Day 6

My family and I are reading The Boy in the Striped Pajamas, by John Boyne. We just started it last night. Although we are a family of readers, we haven't read aloud together for a long time. We used to read aloud religiously when our kids were smaller. We alternated nights-- one night I read to my daughter while my husband read to my son, and then the next night we switched. It was a special way to end our days and we all looked forward to it. As our children got older, we slowly stopped reading to them and instead we all read our own books. It's still a relaxing way to end the day, but nothing really compares to that shared experience gained from reading the same thing at the same time.

I was inspired to begin our old tradition again when I read Alan Wright's slice of life post from Saturday. He mentioned The Boy in the Striped Pajamas, and I was reminded that I had it on my shelf, but had not read it. Then I read Ruth's post, in which she wrote about the book she is reading with her children. It made perfect sense that we make the time to share books aloud again.

I am pleased that our teenage son and tween daughter are still up for piling into the den and listening to me read. It makes for good, quality time together. I know this book is going to stimulate some emotion and conversation. I look forward to all that we get to learn from the book and from each other.

Thank you Alan and Ruth, for inspiring me to create new memories with my family.

From the Texts of Babes

2011-03-06T06:53:00.002-05:00

SOLS Challenge Day 5

I got a debit card and a coffee maker!

This is the text I received from my almost-fifteen-year-old son yesteday. It made me laugh right out loud. His dad had taken him to the bank to deposit the money he received from school. (His school pays per semester for straight A's, with the stipulation that you open the account at one particular bank. It's a nice incentive to do well; the amount increases with each year of high school. We have never paid for grades, so our son thinks it is great that he finally gets monetarily compensated.)

The text made me laugh, but I also felt a twinge in the back of my brain and the bottom of my belly. Our first-born is growing up... He will turn fifteen this week. This means that he is old enough to get his learner's permit and he will be able to drive with one adult in the car. It seems like just yesterday that he was excited to be driving that big old plastic red and yellow car on the playground.

He is already making plans. Plans for when he'll be driving by himself. Plans for next Spring Break when he will be traveling to Europe with his classmates. Plans for where he will attend college.

I am also planning. I'm planning to make the most of the little bit of time we have with both of our children at home. Planning to enjoy it. Savor it. Photograph it. Learn from it.

By the way, the coffee maker is a "onesie." He has it up in his room and plans to test it out this morning with hot chocolate. No coffee yet, thank goodness. I will hold on to these hot chocolate drinking days as long as possible.

A Day for Me

2011-03-05T19:32:00.000-05:00

SOLS Challenge Day 4

Coffee in bed. An all day shopping trip. Grouper grilled especially for me by my husband. Today is my forty-fourth birthday.

I had a fabulous day. I bought a few cute things on sale and I treated myself to a pair of new jeans. I spent the whole day on my own-- a little "Kim Time," as my husband calls it.

The shopping trip, however, was not my favorite part of the day. My favorite part was this morning, when the whole family piled into bed with me, toting balloons and cards.

I took a few pictures, but I have sworn that I would not show them to anyone. We all have bed-head and sleepy eyes, not to mention morning breath. It's all good, though. The family in the picture is happy, and we are blessed.

2011-03-04T18:47:00.003-05:00

SOLS Challenge Day 3

The room is dark except for the dim light of the butterfly nightlight. It is quiet except for the sound of the rolling waves coming from the machine that helps her sleep. It is time now, time to wake the girl that is entangled in the sheets and blankets. I wait for my eyes to adjust before I try to find her face, covered by the untamed hair that seems to grow an inch every night.

I begin the way I always do. I turn off the sound machine, pull back the curtains, and begin my song. It changes daily, depending on my mood. “Good morning to you, good morning to you, good morning, sweet girl, good morning to you.” She is usually anything but sweet in the morning, and this is the reason for the carefully choreographed morning routine. My mission is to make the transition from peaceful slumber to the daily grind a smooth one, for I know how my little girl feels. (I am not known for being a morning person myself.)

I turn on her clock radio and I sit on the side of her bed for a moment, listening to the weather as I pull the nest of hair from her face and coax her eyes open. The covers then get tugged off and I turn my back to her. “All aboard!” I say as she struggles to get up for the piggy back ride that will take her to get washed up and ready for school. She smiles as I deposit her at the bathroom door. “Thanks, mom,” she says as I turn to walk away. I flash the “I love you sign”-- thumb, index finger, and pinky extended. Mission accomplished.

Snappin' Away a Bad Day

2011-03-02T21:33:00.000-05:00

SOLS Challenge Day 2

I wasn't in a good mood when I got home from school today. Instead of working out, doing a load of laundry, or starting dinner, I took out my camera and instantly felt better.

My daughter and her friend were swinging in their homemade hammock, chatting in hushed tones, but giggling loudly. It was the perfect "photo op." After snapping eight or ten pictures, my spirits were lifted.

I have to stop and take a lesson from my tween daughter once in a while. It's good for the soul to do something that you enjoy until it makes you feel better. Apparently it doesn't take too long!

2011-03-01T15:56:00.001-05:00

My first "Slice of Life" story for the SOLS Challenge!
http://www.twowritingteachers.wordpress.com/

Music blaring, heavy beat. Pink, purple, and yellow scarves float through the air. Fifth graders laughing, cheering each other on. This is how I spent the last writing class period before the state writing assessment.

I taught these reluctant learners to juggle for a variety of reasons. I wanted them to have a break. I yearned to hear them laugh. I wanted to build comraderie. I wanted to share some fun music with them. I wanted them to know that if they can learn something as challenging as juggling, then they could learn anything.

Above all, I wanted them to see that effort creates ability. I wanted them to see that the degree of their effort was directly proportional to their juggling prowess. We discussed the fact that the same is true in any learning. I could tell some "got it," while others might have been pretending to get it, thinking instead about what was on the lunch menu today. That's okay, though. I considered it a success when I saw how learning to juggle bolstered confidence, created a joyous atmosphere, and made folks smile. It's all good.

Slice of Life

2011-02-24T13:44:00.001-05:00

Wow. It is the end of February and I have not written a thing since a few measly posts in December. I think about writing each day, but haven't seemed to get around to it. In trying to pinpoint the reason, it basically boils down to having a teenager and a preteen, being tied up with other educational endeavors, and a general sense of malaise. (I don't get to use that word very often!)

So, in an effort to jumpstart my writing life again, I will participate in the Slice of Life Challenge hosted by Stacey and Ruth at over at twowritingteachers during the month of March. Here is the flyer that they put out, if you are interested in taking this challenge with me. It would be a great challenge for your students as well! Head over to their blog for more information.

Holiday Magic

2010-12-10T13:38:00.001-05:00

Have you seen your Neo2 cart lately? If you haven't, now may very well be the time to hunt 'em down and plug 'em up! I had the pleasure of doing two Neo lessons this week.

The fifth graders in Ms. Sacchitello's class were already in the throes of writing a letter to Santa, convincing him that they belonged on the "nice list," as opposed to the "naughty" one. They were thrilled to each have their own keyboard and took no time at all jumping in and typing up their introductory paragraphs. Each then went to an assigned computer to put their piece in a digital folder so that they could go back to it to add on, revise, and edit.

The best part of the time that I spent in that classroom was ownership the kids took of their learning. I showed them the basics, and then as students moved to computers, I showed a few how to do the next steps, and THEY became the experts. They were able to show each other what to do, which freed the teacher and me up to confer with students on content. It was beautiful. In two of the three periods, we actually had time to practice "beaming" information back and forth. So cool.

The next day, I pushed that big old Neo cart down to first grade. The "oohs" and the "ahhhs" as I came through the classroom door made me feel like Santa! After a brief lesson on making a capital letter and finding punctuation marks, the eager writers got to work. They quickly figured out the difference between the arrows and the backspace button. They experimented with the "Caps Lock" and "Enter" keys.

As they finished their short pieces, we reminded them to quickly edit for capitals and punctuation. It was amazing to see them using those arrow keys to maneuver to just the right spot to add their periods. They knew where that punctuation went and were excited to get them in the right place.

By the end of our brief time together, about half the class held in their hands a printed copy of what they had typed up minutes before. They were pleased with their work, and hopped down the hall toward lunch feeling like writers. I was feeling pretty good myself.

We have five days until Christmas break. You know how difficult it is to keep your students engaged during this time. I guarantee you that using the Neos will be a like a Christmas gift you can give your kids. They will enjoy the novelty and ease of writing with them, and as a bonus, they'll think you are a rock star. Check with your administrators or media specialists to sign up to use your Neo labs. Your kids will thank you!

"Time" for a Homemade Gift

2010-12-08T15:54:00.000-05:00

Looking for an economical, homemade gift? How about this book clock? All you need is a picture book and clock parts, which you can get at a hobby store, like Hobby Lobby. Here are the instructions.

To me, books are amazing, economical gifts. Click here to read about the New York Public Library's best children's books of 2010. You may be inspired to pick up a few stocking stuffers!

Food for Thought for the Holidays

2010-11-23T09:22:00.000-05:00

Do you find that your students are "off the chain" during the holiday season? Do they seem to suddenly forget all of the rituals, rules, and routines that they've had down pat up until now?

If you think about it, there are probably several reasons for these changes in behavior...

Kids need structure. Between home and school, the predictable schedule of the day pretty much goes out the window during the holiday season. This throws them off.

There may be added stress at home for some students, especially in this economy. When parents are stressed, kids know it and they will act out.

We have more on our plates ourselves, juggling extra shopping and cooking, church obligations, and extra running around picking up and dropping our children here and there. If we let the holiday stress get to us, it affects ours students. They are a direct reflection of our temperament.

So what can we do to combat these holiday hiccups? This article has some fantastic ideas to help keep our school days running smoothly so that we can enjoy the season and our students.

Guyku

2010-11-10T09:53:00.002-05:00

Easy, engaging.

Five, seven, five. YES!

Boys will love haikus.

That's my quick haiku about this little book, Guyku, written by Bob Raczka and Peter H. Reynolds. We are always looking for ways to motivate boys to write... Don't think you have to wait to do a whole poetry unit to throw some poetry into the mix. Mix it up a bit-- haikus are little, they don't take much time, and they will give struggling writers a feeling of accomplishment! Here is a nice haiku-writing instruction page from one of the authors of Guyku.

Think about writing some haikus (even persuasive haikus??!!) during the two days before Thanksgiving! Here is an example-- just picture a turkey writing this to persuade you not to eat him on Turkey Day.

Juicy, tender meatloaf.

Slathered with ketchup and cheese.

Just skip the turkey.

Day By Day

2010-10-21T06:30:00.000-04:00

From the folks at Stenhouse publishers...

Have you ever wanted your own personal writing coach to help improve your teaching of writing? How about two personal writing coaches? In Day by Day, Stacey Shubitz and Ruth Ayres, creators of the popular blog Two Writing Teachers, guide you through the trials and tribulations of a whole year of writing workshop.

This book seems too good to be true! The whole book is online so we can preview it-- that's even better than too good to be true! I love the way these two teachers think. They write with very down-to-earth prose. I can very honestly picture myself following their advice because they give it in such a friendly way. I will be pre-ordering this book. If you get the time to check it out here, I think you will be ordering it as well!

SWEET!

2010-10-20T11:06:00.001-04:00

For a sweet change of pace, how about using Skittles to help your students brainstorm writing ideas? This is the perfect time of year, since individual sized packages of the rainbow-colored candy fill the shelves in the Halloween aisle at most grocery stores. This lesson is called "Sweet Ideas" and it will be found on the writing calendars under October. The inspiration came from an idea found in the online preview of Day by Day by Ruth Ayres and Stacey Shubitz.

If an idea comes from an emotional experience in a student’s life, it is often easier to write about it with voice and vivid word choice. To encourage students to explore ideas connected with emotion, try this sweet lesson idea on for size!

Prior to the lesson, purchase a bag of Skittles and check out the colors. Decide which colors could stand for which emotions. (For example, red could stand for anger, orange for being hurt or sad, green for jealous, purple for embarrassed, and yellow for happy.) Go ahead and brainstorm your own list of story ideas associated with each color/emotion. Be prepared to share with your class.

At the beginning of the lesson, talk about how writers get their ideas from life experiences. Some of these experiences may be happy, while others may be sad, embarrassing, frustrating, or anger-inducing. Other experiences have left us feeling jealous. Share your list of story ideas associated with each emotion. Give each student their Skittles, and discuss which colors could represent which emotions.

Work on one emotion at a time, writing for 2-3 minutes each. (Tell them they are just making a jot list. There is no need for complete sentences.) If there is time in the workshop period, allow students to take one idea and develop a story around it. This list can later be used when the students are ready to write a new piece.

The perfect book to introduce this lesson is My Many Colored Days, by Dr. Seuss.

National Day on Writing 2010

2010-10-20T08:58:00.001-04:00

"Whether we call it texting, IMing, jotting a note, writing a letter, posting an email, blogging, making a video, building an electronic presentation, composing a memo, keeping a diary, or just pulling together a report, Americans are writing like never before. Recent research suggests that writing, in its many forms, has become a daily practice for millions of Americans. It may be the quintessential 21st century skill."

Never thought about it like that before! What are you going to do to celebrate writing in your classroom and life? I have been doing a few things purposefully to celebrate writing lately. I have been trying to write more in my writer's notebook. Sharing it with all students I meet has been a joy. If you haven't started your own writer's notebook, I highly encourage you to do so. It proves to your students that you are willing to "walk the walk" and do as you are asking them to do.

Another way to celebrate writing is to start a class blog. I know I have written about this before, but it is a powerful, easy way to publish your students' work. They love reading and sharing their pieces with their classmates, families, and friends. Blogger is an extremely user-friendly blogging platform if you are interested in giving it a go.

Reading Comprehension Strategies

2010-10-11T11:57:00.003-04:00

Reading Comprehension Strategies on Prezi

Snowy Day!

2010-10-06T10:10:00.001-04:00

From the http://www.readfortherecord.org/:
Jumpstart’s Read for the Record©, presented in partnership with Pearson, is Jumpstart’s world record breaking campaign that brings children and adults together to read the same book, on the same day, in homes and communities all over the world. The campaign also kicks off Jumpstart’s yearlong program, preparing preschool children in low-income neighborhoods for success in school and life.

Go grab The Snowy Day by Ezra Jack Keats and read it to your class tomorrow! Then go here to be counted for the world record.

National Punctuation Day

2010-09-23T09:09:00.000-04:00

Believe it or not, there is such a thing as National Punctuation Day! Click here for all the details!

Food for Thought

2010-09-16T08:49:00.001-04:00

"If you think you're too small to make a difference, try sleeping in a room with a mosquito."

Living the Life

2010-09-16T08:45:00.001-04:00

If you are interested in learning more about the workshop approach, Living the Life of a Reader and Writer is a great resource. Jennifer Myers, a teacher from Morgan Hill California, has provided videos of all aspects of reading and writing workshop to give us a clear picture of what this approach looks like. It is well worth your time to check it out!

Just Call Me Maw-Maw

2010-08-25T15:53:00.000-04:00

I am learning to knit. My kids humor me by "oohing and ahhing" over my work. My husband, on the other hand, makes fun of me, calling me Maw-Maw. (Little does he know that it is perfectly hip thing to do. Just ask Julia Roberts!)
My mother-in-law, Sharon is my knitting teacher. We began this adventure over Spring Break last year. Sharon is a fabulous teacher. Instinctively, she knew what steps to take to help me succeed. She began by sitting beside me, demonstrating how to "cast on." I watched her for a few minutes, and then I tried it out on my own. She talked me through it several times, and when I thought I had the concept, we moved on.

The first stitch she taught me was the knit stitch. For the next two days, that's what I practiced. She left me alone with it, occasionally stopping by to offer words of support and encouragement. When things didn't look right to me, she was there to help fix my mistakes and tell me what I did wrong.

When she felt that I had enough confidence, she introduced the purl stitch. (I never knew that was the way to spell "purl"!) Again, she sat beside me, demonstrating the proper technique. Just as before, I ventured out on my own and practiced.

With the knowledge of casting on, knitting, and purling, I was ready to take on a simple project! I began a scarf. It only required twenty knit stitches across, and twenty knit stitches back. It probably took longer than it should have because I kept pulling out the stitches and starting over. It was difficult because I didn't have my teacher's immediate feedback. (By this time, Spring Break was over and Sharon was home in Delaware.) I perservered, though, and made two scarves.

I am now on to bigger things. I have not learned any new stitches, but I am using the two I already know to make a blanket. I am about halfway through. Maybe I'll be finished by the time we finally get some cool weather!

In retrospect, I realize that Sharon taught me to knit using the workshop method. It really does work for any subject area-- writing, reading, math, and knitting! It made sense to have a little lesson, take some time to practice, get feedback along the way, and add to my knowledge as I was ready.
I think we should put ourselves in the vulnerable position as learners often. It helps keep us grounded, it exercises the brain, and it helps us to relate to our students. If you agree, and want to learn more about teaching reading, writing, or math through the workshop method, Beth Newingham is an excelllent mentor teacher!

Top Ten Picture Books

2010-08-10T12:00:00.000-04:00

If you were stranded on an island and had to teach, what 10 picture books would you hope to have in your bag?

This is the question that Cathy at Reflect and Refine: Building a Learning Community asked via Twitter. What a great question to ponder for the beginning of the year! Here are my choices.

This is a sweet, sweet little book that reminds us how easy it is to do something nice for someone. The book begins with Mary noticing some delicious looking blueberries on her way home from school. She picks them and leaves them anonymously on Mrs. Bishop's front step. Mrs. Bishop is so tickled that she makes muffins and gives them out to five people. Those muffins made each of those folks feel so happy that they did something extra nice for people in their lives-- mostly strangers. You are probably getting the picture -- each person "pays it forward" and does something special for five people. The COOLEST thing about this book is that at the end the math is shown-- it turns out that if this really happened, over 6 BILLION people would be affected. Chill bumps!

Those Shoes by Maribeth Boelts
All Jeremy wants is a pair of those shoes, the ones everyone at school seems to be wearing. But times are tight, and Grandma says he needs winter boots and that is what they have money to buy. He so desperately wants "those shoes" that he is willing to use his own money to buy a pair that don't even fit properly. The lesson he learns touches the heart.

Pete the Cat by Eric Litwin
Pete the Cat goes walking down the street wearing his brand-new white shoes. Along the way, he steps in piles of strawberries, blueberries, and other big messes. Pete has a great attitude, though, and keeps movin' and groovin' and singing his song . . . because it's all good.

Scaredy Squirrel by Melanie Watt

Scaredy Squirrel by Melanie Watts Scaredy Squirrel is afraid of everything! He spends his days in his cozy tree, armed with a plan for any type of emergency-- from killer bees to sharks. Good thing he has an emergency kit, because one day he falls out of his tree! The results are surprising! This book is great to read at the beginnning of school; it leads to a great conversation about fears. It is also good for teaching different types of organization in writing.

Ish by Peter Reynolds

When Ramon's brother laughs at his pictures, he gets discouraged. His sister, however, looks at things differently. The picture of the vase looks "vase-ish." His picture of the tree looks "tree-ish." I love this book because it reminds us all that our creative attempts aren't always going to be perfect, but if we are "perfect-ish," then we are moving in the right direction.

The Important Book by Margaret Wise Brown is not just for preschoolers. The predictable text lends itself beautifully for summarization. Here is a snippet: "The important thing about rain is/ that it is wet./ It falls out of the sky,/ and it sounds like rain,/ and makes things shiny,/ and it does not taste like anything,/ and is the color of air./ But the important thing about rain is that it is wet." Substitute the concept you have taught for the word rain, and you have a nice little summary.

Charlie the Caterpillar by Dom DeLuise
I have had this book for twenty years. It is perfect for the beginning of school. Nobody likes poor Charlie. The monkeys, the mice, and the rabbits leave him out of their games and tell him to "Giddadda here!" When Charlie becomes a beautiful butterfly, life changes for Charlie. This is a great book to teach the writing traits of voice and word choice.

Big Chickens byLeslie Helakoski
Big Chickens is the story of four cautious chickens who discover that they are not "chicken" chickens after all. Throughout the predictable book, they encounter several obstacles, to which they have the same reply. "I'm afraid to....", "What if......" They overcome each obstacle, somewhat by accident. In the end, they encounter the most dangerous obstacle of all, a wolf!

Our Tree Named Steve by Alan Zweibel
In this sweet book, which is based on real events, a dad writes a letter to his children, who are away visiting grandparents, explaining that a storm has taken their favorite tree. He details through the years the special relationship the family has had with this tree. At the end, the father reminds his children that Steve will always be with them. We find out just how on the final page. (so clever.)

Dogku by Andrew Clements is an adorable story about a mischievous dog who finds a loving family. The best part of this book is that it is written entirely in haiku!

Back in the Saddle

2010-08-09T15:22:00.003-04:00

I had a new writing challenge this summer. Sadly, I had the honor and privilege of writing a eulogy for my brother-in-law, Al. It is difficult to write when your heart is newly broken.

I haven't written a thing since the week of July 12th, with the exception of some cards and emails. It just hasn't felt right. It is time, though. It is time to get back in the saddle.

So. I've been trying to figure out the lessons we are supposed to be learning from this tragic loss. This is what I've come up with so far. These aren't new ideas, and they may sound a little trite, but they ring very true for me these days.

Give.
Work hard.
Pay it forward.
Don't hold grudges.
Take time to do what makes you happy.
Nurture relationships with friends and family.
Don't worry so much about what others think of you.
Take care of yourself as well as you take care of others.
Be kind; you never know what people are going through.

That's a start.

This Will Be the Last One. Really.

2010-07-01T07:21:00.002-04:00

The kids and I went to see Karate Kid the other day. On our way in, we bumped into a fifth-grade girl we know from school. We told her which movie we were going to see and she lit up. She said, "It's so good! You can clap at the end if you want to." That tickled me. How uninhibited and joyful. We just don't "clap at the end" enough these days. So. This is me, clapping at the end of the June Spilling Ink Blog Challenge.

I have to give "big props" to Anne Mazer and Ellen Potter. Not only did they write Spilling Ink, but they heard about this blog challenge via Twitter and checked in (right here!) from time to time. To say it was amazing to hear from them is an understatement. Talk about validation!

As you may guess, I highly recommend Spilling Ink to anyone interested in writing , no matter the age. It is funny, easy to read, and loaded with information. We know that a good book means different things to different people, depending on individual schema. Even though the authors probably did not intend for this book to be used by writing teachers, I read it from that perspective and found mini-lesson upon mini-lesson, ripe for the pickin'. I will use it during the upcoming school year with teachers and students. I'll share with students the story of this challenge and how the "actual-real-live-authors" left comments on this blog and on Twitter.

Someone I greatly admire says we have two choices in life. We can stay green and growing, or ripe and rotting. I choose to stay green and growing. This challenge has helped me to do just that. Thanks again, Anne and Ellen!

Now we are officially finished the June Spilling Ink Challenge! (Clap, clap, clap....)

The Last of my Spilling Ink Blogposts

2010-06-30T22:52:00.000-04:00

I can't believe it is June 30th! It is time to write my last blogpost of my self-imposed Spilling Ink blogging challenge.

In Section 30, Anne Mazer gives tips on finding a trustworthy critic. She includes a list of qualities of a good reader/editor:

1. Honesty

2. Sensitivity

3. Cares about what you are trying to do and wants to help.

4. Has respect for you and your writing.

5. Has excellent judgment about writing.

For our students, we have to be the person that possesses these qualities in order to help our young writers grow. This might be a good list to print off and put up on the bulletin board next to our desk.

In Section 31, Ms. Mazer delves a bit more into the writer's life. She gives lots of great reasons for becoming a writer-- everything from setting your own hours to getting to choose where you write. She ends with the most important reason of all:

Your words can change the world.

It is unrealistic to think that all of our students are going to grow up and become writers because we taught them to write well in elementary school. In fact, the odds are slim that any of our students will grow up to become writers. To me, that's not our goal anyway. Our goal is to teach our students to love words and to be able to use them in a well-thought out, creative way. In giving them this gift, they will have an avenue through which their voices can be heard for the rest of their lives. Pretty lofty goal, I know. As Henry Ford said: "Whether you think you can or you think you can't, you are right." I think we can.

Section 29: Belly Buttons?!?

2010-06-30T10:43:00.001-04:00

In Section 29 of Spilling Ink, Anne Mazer asks, "Are you an innie or an outie?" She compares belly buttons to two kinds of writers: the "more-is-better" writer and the "less-is-more" writer. Mazer encourages young writers to think about their style and pinpoint it, but not to be scared to move from one type of writing to the other.

Now that we have been through twenty-nine blog posts together, I feel we can get personal-- I am an innie. I am also a "less-is-more" writer. I am forever finding words that I can remove-- tightening the prose, sharpening my meaning. Once we, as writing teachers, have figured out what type of writers we are, the next challenge is to help students discover what type of writer they are, which is closely related to finding their writer's voice.

To me, that is what this whole writing thing is about. Helping kids find their voices. Empowering them to put pencil to paper and to make a difference with their words. Whether they are "innies" or "outies", they all have something to say and it is our job to help them figure out the best way to say it.

Section 28: The Writing Habit

2010-06-30T10:28:00.000-04:00

In Section 28 of Spilling Ink, Anne Mazer encourages young writers to make writing a habit. This, as we all know, is so much easier said than done! She discusses her own writing habit and how it took her years to fully establish it.

As teachers, we have lots of classroom habits. Each day, we have time set aside to explicitly teach reading. It is a habit. We have a habit of teaching math every day. We wouldn't dream of skipping Social Studies or Science. Unfortunately, setting aside time to teach writing has not yet become a habit for the majority of us, nor has sitting down to write with our students.

We are in luck, though. It is never too late to begin a new challenge. Challenge yourself this school year to teach writing consistently and explicitly. Share with your students your feelings about writing. Be vulnerable. Learn together. Set goals for yourself and your class-- maybe even build in small rewards for yourself and your students as you reach those goals. Be accountable.

Ms. Mazer also mentions the importance of having an inviting writing space. Kids love having their own spaces-- whether we create them or not, they will find their own comfy nooks and crannies if we give them the freedom to do so. It is much more efficient, though, if we purposefully set up our classroom to be inviting for learning. Teaching With Intention, a lovely book by the wonderful Debbie Miller, has a whole chapter entitled "Environment, Environment, Environment." She says, "I believe that classroom environments are most effective when they are literate and purposeful, organized and accessible, and, most of all, authentic." If we want students to be excited and engaged in the learning process, we have to set up our classrooms accordingly. Check out Miller's book for all the juicy details.

Bottom line: Writing is hard work. Our students are going to mirror our attitude towards it. We need to be honest with them and work diligently to create a writing habit for ourselves and for them.

On Becoming a Magpie

2010-06-29T10:36:00.001-04:00

"Magpies are birds that are attracted to shiny pieces of fabric and glittery threads. Writers are people who are attracted to revealing detail, half-remembered history, and glimpses of people on the bus."

In Section 27 of Spilling Ink, Anne Mazer discusses begging, borrowing, and stealing. She compares writers to magpies-- very clever and very appropriate. When we teach students to look at the world through the eyes of a writer, we talk to them about being collectors. We encourage them to collect thoughts, dialogue, cool words, pictures, and any other useful minutia in a "writer's notebook." (Thinking about a writer's notebook reminds me of Ralph Fletcher, who wrote a whole book on the writer's notebook.)

In this day and age of instant gratification and over-stimulation, sometimes we forget to notice things. We are in danger of losing our sense of curiosity and our power of observation. We need to teach kids to ssssllllooooooooooow down and become magpies-- searching out the bright and shiny bits of their ordinary days. Then we can teach them to mold what they collect into brand new bits of brilliance with which to create their own stories.

*If you, like me, need a little push to help you straighten up and fly like a magpie, I highly recommend Keri Smith's book, How to Be an Explorer of the World.

Spilling Ink: Section 26

2010-06-29T09:48:00.000-04:00

It is June 29th, and we are closing in on the last sections of Spilling Ink! Where has this month gone???

Section 26 of Spilling Ink tries to explain the ever-elusive concept of voice. The idea of a writer's voice is hard to explain and even more difficult to understand, especially for elementary students. When we teach about voice, we usually use a few guiding questions:

1. Does your writing sound like YOU?
2. Does your writing make the reader FEEL something?

If the answer to both questions is yes, then we say that a piece has voice. Anne Mazer delves a little deeper in this section, guiding students in finding their individual writing voice. She admits that it takes time, lots of trial and error, and a fair amount of courage.

As writing teachers, we can help our students find their voice by flooding our classrooms with mentor texts, allowing them to experiment, and giving them lots of feedback. Who knows? Along the way we might even discover our own writer's voice...

Spilling Ink: Section 25

2010-06-28T15:24:00.002-04:00

Section 25 of Spilling Ink is a handy little section with tips for overcoming writer's block. One of the tips Anne Mazer includes is one that I often use. She says to do something else-- sit in a garden, read a book, listen to music, or play a game with friends. This has always worked for me. I'll go for a run and let my mind relax. As my feet pound to the beat of the music on my Ipod, a wondrous thing happens. My brain usually works things out without me concentrating. I have had several "epiphanies" this way. It works!

Another strategy that works for me is to read some of my favorite blogs to gather fresh ideas. Here are some of the ones I frequent:

Two Writing Teachers

A Year of Reading

World of Words

Far Out Links to Learning

This Ordinary Day

The Book Whisperer
Faster Than Kudzu

By reading what others have written, I am inspired. This works for kids in the same way--we have to set aside time to let them talk to each other and to share their writing. Anne Mazer mentions calling her editor when she is stuck. In the process of explaining the problem, she solves it! In my opinion,it is critical that our students get that same opportunity so that they can learn from each other and help boost each other over the wall that sometimes blocks their creativity.

Spilling Ink: Section 24

2010-06-28T13:44:00.000-04:00

In Section 24 of Spilling Ink, Anne Mazer celebrates the quirkiness of writers. She explores how to use sometimes unpopular character traits to your advantage as a writer. She says that every character trait is a double-edged sword, depending on how it is used.

She asks young writers what faults they have that might serve them well as writers. As I pondered this question, I thought about a conversation I had with Emily not too long ago. Out of the blue, she said, "I like writing because I get to make my characters do things that I would want to do." I knew instinctively what she meant. She wasn't contemplating characters that jump out of helicopters or sing like rock stars. She was probably thinking about creating a sassy character, one who questions authority, or strategically straddles the line between right and wrong. You see, she is her mother's daughter-- not only are we chronic pleasers, we are also rule followers.

I don't consider rule-following and people-pleasing faults, exactly, but I do think that writing is a great way for Emily to explore different personality traits, to sort of "try them on for size" as she grows up and works to figure her own style and personality. It is a harmless way to break a rule or talk back to a grown up without getting into trouble. Maybe if we were able to entice more students to write and work through issues on paper, then we'd have less behavior problems.... I know that's quite a stretch, but I'm just saying....

Spilling Ink: Section 23

2010-06-26T07:52:00.000-04:00

Section 23 of Spilling Ink is another short one, dedicated to keeping your reader awake. Anne Mazer asserts that young writers need to do three things in order to keep their readers awake. Out of the three things, the one that we, as writing teachers, can really help them with is to make sure they care about what they are writing. She says that their writing projects should make their "eyes sparkle and their fingertips tingle." If they love and are interested in what they are writing, then there is more of a chance that their readers will love and take interest in it as well.

There isn't a magic wand we can wave so that all children will love to write. But we can increase that probability by allowing students more control and ownership in writing class. We can give them choice. Choice is a powerful motivator. When I think back to the end of last month, when I was pondering a writing challenge for myself, I did not choose to write about the American Revolution. I did not choose to write about molecular biology, or even plain-old-biology. None of these subjects make my eyes sparkle or my fingertips tingle. I would have procrastinated and found excuses rather than getting up early or staying up late to make time to write about what I am passionate about. I am no different than an eleven-year old when it comes to this. They need to be able to choose what they write about, most of the time.

What about writing tests? They are a reality, so we do need to teach our students to write to a prompt. We can think about prompt writing as a seperate writing genre. It is one for which we can prepare our students-- we can teach them how to pick apart a prompt and make sure they satisfy all the requirements.

Before we teach prompt writing, though, student need to be allowed to write about what they know, to feel passionate about their subject, to write about what "fires them up." They need to feel successful. Success breeds more success. It also breeds more effort. (Nobody likes to put effort into something at which they aren't any good.) Effort creates ability. All students have to give you is their effort. Writing is difficult enough as it is. We don't need to make it harder by insisting that they write about things in which they are not interested or about which they have no prior knowledge. If we allow them to choose, they will exert more effort. That effort will, in turn, allow them to grow as writers.

Anne Mazer writes about two other ways to keep readers awake, but you have to read the book to learn about them. Have you bought your own copy yet?

Spilling Ink: Section 22

2010-06-25T16:54:00.001-04:00

Section 22 of Spilling Ink is a brief one dedicated to audience. Anne Mazer advises young writers to "reserve a tiny corner of your brain" for an audience.

We mention audience when we work with students. When test time rolls around, we talk about prompt writing and RAFTS (Role, Audience, Format, Topic, Strong verb). But on a day-to-day basis, WE become the audience. I don't think this works very well because kids end up writing what they think WE want to hear. It even happens to us as adults. Just recently I was in a workshop and we were asked to share our written work. Without even thinking about it, prior to sharing, I said, "I'm not sure if this is what you are looking for...." I wasn't writing for me or for the other folks in that room. I was writing for the teacher.

If we want our students to enjoy writing and to have an authentic writing experience, we need to help them find an audience other than us. Lucky for us, the internet gives us countless opportunities to do just that.

Blogs: Having a class blog is an amazing way to have your students publish their pieces on a regular basis and to get feedback from a larger audience. Parents will be thrilled to be able to read their child's work and comment from home. (Remember yesterday when I mentioned flow? One condition for attaining flow is to get feedback. That feedback doesn't have to come from us. Receiving a comment on a blogpost gives immense gratification.) Go to http://www.blogger.com/ for step by step instructions for setting up a blog.

Wikis: Wikis are similar to blogs, but they provide a more collaborative environment. Check out http://www.pbworks.com/.

Collaborative Storytelling: At Storybird, Big Universe, or ReadWriteThink's Comic Creator, your students can match their stories with pictures to create an online piece.

Online Magazines: Sites like LaunchPad and Cyberkids publish student written stories, poems, and articles. Here is an extensive list of places students can publish online.

There are loads of amazing ways out there to allow our students to reach different audiences. Your challenge is to find the one that works for YOU and your students. As long as young writers keep an audience in mind, and work hard to bring the pictures in their brains to the brains of their readers, they will grow as writers.

Spilling Ink: Section 21

2010-06-24T11:31:00.003-04:00

The writing process. In Section 21 of Spilling Ink, Anne Mazer tells young writers not to let it scare them away from writing. She says she feels sorry for today's kids, who have to brainstorm, pre-write, outline, story map, draft, edit, revise, give and receive critiques, and sometimes even "publish." (Her quotes, not mine.) She wonders how kids have any fun at all when they have to deal with so many steps, rules, and procedures. She says that she imagines it feeling like they are lugging around a "three-hundred-pound-draft" on their backs.

She says that "real writers" don't care necessarily care about the writing process. All they care about is writing a good story. Period.

If we want our students to look at the world through writer's eyes, then maybe we need to think twice about how we set up our writing time. We sometimes push the writing process because it's what we know. It feels safe. On Monday, we pre-write, Tuesday, we draft, Wednesday we revise, Thursday is editing day, and Friday is publishing day. We know that's not how "real writers" roll.

We need to give kids a little leeway. We need to let them write about what they are interested in. Ms. Mazer looks at her writing "process" like a cave and a flashlight. The cave is the idea, and the flashlight is the flashlight. The more interested in the idea she is, the brighter the flashlight becomes. We need to hand over control of the flashlight to our students and let them explore lots of caves on their own. We can be their tour guide, keeping them safe, while still allowing them to go around the corner without us, take a few detours, and feel the adrenaline rush when they discover something new.

In the field of psychology, there is something called flow. Flow is the mental state of operation in which a person in an activity is fully immersed in a feeling of energized focus, full involvement, and success in the process of the activity. You have experienced flow at some time in your life if you have been totally immersed in a hobby or task and all of a sudden you realize three hours have gone by. Your butt is asleep, you haven't eaten lunch, and you have got to go to the bathroom. Right now. Flow happens under the following conditions:

Clear goals

Concentration--(a person engaged in the activity will have the opportunity to focus and to delve deeply into it).

A loss of the feeling of self-consciousness

Direct and immediate feedback

Balance between ability level and challenge (the activity is neither too easy nor too difficult).

A sense of personal control over the situation or activity.

The activity is intrinsically rewarding, so there is an effortlessness of action.

If we want our students eating out of the palms of our hands, if we want them to groan when it's time to stop writing instead of groaning when it's time to begin writing, we have to set our classes up so that they will have more of a chance of experiencing flow. We can begin by being flexible when it comes to the writing process. We can be mindful that not every writer's creative process is the same. Our students have enough on their minds. They don't need to be hauling around that "three-hundred-pound-draft" on top of everything else. We can give them permission to put it down and walk through those caves unfettered, flashlight in hand, enjoying the view and the journey.

Bug Bites and Writing Buddies

2010-06-23T20:28:00.002-04:00

It think it was Winnie the Pooh who said, "It's so much friendlier with two." When learning something new, it's always nice to have a friend beside you. Section 20 of Spilling Ink is a short one, dedicated to finding a writing buddy. It even includes a cute contract that both buddies sign, promising that they will write "x" amount each day and that they will exchange pieces and support each other on a regular schedule. Pretty brave, huh?

As writing teachers, we need to be our students' writing buddies. We have to roll up our sleeves and write with them. They have to know that it's an important enough endeavor that we are willing to struggle alongside them.

It reminds me of the 20 bug bites with which I am covered right now. My kids get bug bites all the time. When they muck about in the woods behind our house, bug bites are inevitable, even when they remember the bug spray. They complain, and my pat response is, "Go find the calamine lotion." Off they go, to diligently dot themselves with the runny pink potion.

This weekend, I was in the woods with them, finding the perfect trees between which to put their dad's Father's Day hammock. It was quite an ordeal, but that's another story. Later on in the day, the itching ensued. I was miserable. I drove straight to CVS and bought a wonderful little cortizone stick--- instant, cool relief. It is a much quicker, less messy, and more convenient remedy than the calamine.

Those bug bites of mine are just like pesky little writing problems our students have. If we have never struggled with these bug bites ourselves, all we can do is hand them the calamine and hope for the best.

Spilling Ink: Day 19

2010-06-19T09:58:00.000-04:00

In Section 19 of Spilling Ink, young writers are encouraged to keep a journal. Ellen Potter says it could be one of the most important things they can do to flex your writing muscles. Keeping a journal will keep them writing, giving them practice in small chunks at a time, possibly building their endurance for longer bouts of writing. They can keep track of the minutia of their day-- descriptions of interesting people they saw, snippets of conversations they overheard, funny words they come across, potential names of characters-- all kinds of goodness that they may potentially use later in a story. Or not. Either way, they are writing, which is good for them.

Whenever I think of journals, my mind goes back to the double-wide trailer I shared with my good friend, "Ms. Mac." We taught first grade together there. That trailer was our little slice of teaching heaven-- we could be as loud and silly as we wanted out there, away from the "pods" inside the school. (Remember the crazy "pod" phase, back in the 90's?) We were a happy little family-- Ms. Mac on one side and me on the other, connected by a tiny hallway, in which we usually had some kind of project brewing. (We hatched baby chicks there one year--awesome!)

As my gaggle of six year olds trickled in to the trailer each morning, they would write in their journals. During each lunch break, I would eat my PB&J, put on a little Frente' and write back to them, commenting on what they wrote, modeling correct spelling, punctuation, spacing, and left to right movement. More importantly, we developed a bond over those words. One of those students, Hailey, has kept in touch, over miles and miles and years and years. She just graduated from college and is going to be a teacher herself. She and her mom kept up that journal writing-- commenting back and forth in journal after journal, sometimes able to put on paper the words they couldn't put into the air between them. The power of the journal is not lost on me. I'm sending Hailey a nice, new journal as a graduation present.

Spilling Ink: Day 18

2010-06-18T15:31:00.000-04:00

"Let's talk about revision." The words don't even finish rolling off of your tongue before the grunting, groaning, and eyeball rolling begin. This is by far the hardest part of the writing process. Most kids have put their blood, sweat and tears onto the paper and it hurts their hearts, not to mention their hands, when we tell them they need to revise.

As teachers, we possess the power to change our students' attitudes about anything, including revising. If we treat it as "an elaborate, interactive puzzle," rearranging some pieces, tossing some away, and adding new ones, it becomes much more intriguing.

All kids want to be heard. We can encourage them to be heard through their written words. We can teach them that the more powerful their words are, the more carefully crafted they are, the more likely readers will want to read more of them. That's the power of revision.

In Section 18 of Spilling Ink, there is a sweet analogy for revision. Ellen Potter tells a story about grooming her horse, who was in dire need of a make-over. The horse's mane was a tangled mess of burrs and mud. As she began detangling, her neighbor dropped by and joined her in the job. Ellen marveled at her neighbor's patience and asked her if she found it to be frustrating. She said she got kind of "into it" after a while and that the horse was going to be beautiful when they were done. (I've paraphrased here, just like I've done in every other post. The story is much more well-written by Ellen Potter.)

She says that is the way writers should approach revision. Yes, it's difficult. Yes, it works better if we take our time. Yes, it is sometimes painful. But the beauty we find afterwards is well worth it.

Spilling Ink: Section 17

2010-06-18T08:55:00.000-04:00

Section 17 of Spilling Ink is devoted to endings. Endings are so difficult! That's why kids love to end with "The End," or "I hope you liked my story," or "I woke up and it was all a dream."

Even Emily, who loves, loves, loves to write, rarely finishes her stories. It's a daunting task. I've wondered about this before, because the same thing happens with my son, who plays guitar. He goes online and learns the "hooks" of popular songs, but hardly ever learns one all the way through. After much pondering (and a bit of worrying), I have come to the conclusion that they will do more on their own when they are developmentally ready to do so. When the time comes, they will have a plethora of already-ready-to-be-finished pieces to work on. They won't have to start from scratch!

In school, though, when the pressure is on to put the pencil to the paper, it is helpful to give kids ending strategies with which to experiment. Ellen Mazer gives us a few to choose from:

Neat-and-tidy endings-- the character gets what he or she wants
Endings in which the main character does not get what he or she wants, but gets what he or she needs
Endings in which the main character does not get what he or she wants or needs -- a.k.a. real life
Surprise endings

If you think about it, most books that we read as adults have one of these endings. The ones that I read and enjoy fall into the latter three categories. It would be a good idea for us as writing teachers to keep an ongoing chart detailing the endings of books that we read together as a class. The goal is to get kids to first notice how published authors work, to then care about how they work, and finally to use their work to experiment with work of their own. Talk about a daunting task!

Steve Peha, over at Teaching That Makes Sense, has a handy list of endings that I've used with kids before. Click here and go to chapter 10 to get a gander at them. It is an extensive list, so it could feel very overwhelming to kids. It's best to pick a few to introduce your students and add on as necessary.

The section of Spilling Ink, just like the others, is chock full of great advice.

The end. I hope you liked my blog post.

Section 16: Shape Shifters (Say That Six Times Fast!)

2010-06-16T20:01:00.001-04:00

We are officially a tad more than halfway through our Spilling Ink Challenge! It has been a roller coaster ride! I've been down like the guy that got slide tackled in the South Africa vs. Uruguay World Cup game today, and up like the humidity here in Georgia...

Why the corny figurative language, you ask? Because that's what Section 16 of Spilling Ink is about! (duh.) Ellen Potter narrows it down to metaphors and similes, actually. She gives them personalities-- metaphors are the shape shifters, and similes are the metaphors' sassy second cousins. (She doesn't say come right out and say that, but I think they are most definitely related.)

It works wonders for kids when you personify abstract concepts for them. It kind of gives them something to hang their hat on... It made me think of introducing metaphors as kind of hippy, free spirit kinds of people who say things like, "Your voice is a babbling brook, lulling me to sleep. " Then in comes sassy Simile, who is Valley-girlish. She may be known to say, "Your voice is like nails on a chalkboard." or "I am having about as much fun as a cat in a bathtub right now."

I thought I would push myself this evening, since I have a few extra minutes, and use some similes and metaphors to further build my characters from the other night, James Dean (a 15 year old girl-- JD for short) and her Grandma, Mae....

Grandma Mae's trailer is an oasis in a desert of lonely. Yes, it is about as big as a postage stamp. Yes, it is filled to the brim with the flotsam of her life-- Better Homes and Gardens magazines dating back to the 1960s live in stacks against the walls in the hallway, and cardboard boxes teeter precariously in the dining room, filled with yard sale treasures. Garbage bags filled with old newspapers have taken up permanent residence in the dining room, and there is a layer of dust that mutes all color and sound. But in the center of it all, sitting in the sweet spot on the couch, watching her soaps and not talking until the commercial comes on, is my Mae. I blink my eyes when I see her, sitting like a mirage in the middle of my desert.

Why do I feel so exhausted every time I finish one of these posts? I spend entirely too much time on them, about as much time as a 16 year girl spends with her straightening iron! (Ha-- a snarky simile!) Maybe this will get easier, and maybe it won't. Either way, I am green and growing, doing what I ask of students each day. I'm good with that.

Spilling Ink: Section 15

2010-06-15T21:36:00.000-04:00

If a picture is worth a thousand words, then picture books are priceless. Section 15 of Spilling Ink addresses illustrations and the relationship between author and illustrator.

I think people, myself included, probably think that writing a picture book is easier than writing a novel. In a guest post on the Spilling Ink blog, author Richard Morris sums the process up beautifully. He says that picture book authors have to do the same thing a novelist does-- tell a story-- but they have to do it in about 1,000 words or less. Of course, he states that fact, among others, much more eloquently. Read it for yourself here. If you comment before before June 20, you have a chance to win a free copy of Spilling Ink!

I am a huge fan of using picture books in every grade. There are so many amazing books out there to choose from and it is so easy to find examples of any writing strategy that you want to use in a mini lesson. In fact, at this time last summer, I went to the library several times and arbitrarily checked out several books at a time. I wrote a post on some of them, describing how they could be used to teach a writing or comprehension lesson. If you search this blog for the words "Hot Off the Shelves", you can find some of those posts.

I thoroughly enjoy learning about new picture books through Twitter or blogs. Here are a few amazing blogs if you want to get some ideas for incorporating picture books in your lessons:

Just One More Book! On this gem of a site, Andrea Ross & Mark Blevis have logged hundreds of author interviews and book reviews. They are on an "indefinite hiatus", however, to concentrate on beating the breast cancer that Andrea was diagnosed with late last year. The day they got the diagnosis, Mark sent a message out to all the authors they had interviewed for JOMB, asking them to send a message to Andrea to help her through the grueling days ahead of her. They received a whopping 75 minutes of audio wishes! Scroll down on the JOMB page and have a listen to the "Warrior" clip. I guess that's just how children's book authors roll.

Teach With Picture Books

A Picture Book a Day

A Year of Reading

Jen Robinson's Book Page

...Just to name a few!

While we are talking picture books, I have to mention a beauty I have had on my shelf for years. It was a gift from a teacher-friend of mine early in my career, before I had kids. It was a favorite of my first grade students and after I had my own children, it became a favorite of theirs as well. It is a lovely book called the Salamander Room, written by Anne Mazer and illustrated by Steve Johnson.

It is a precious story of a little boy, not unlike my kids. He brings a salamander home and intends to keep it in his room. His mom asks questions about how he will survive and the boy answers with detailed plans for his new-found friend's living arrangements. Each illustration matches the description the boys gives his mother. Page by page, the boy's room turns into the most beautiful, perfect habitat for the salamander. At the end of the book, the mom asks her son where he will sleep. His reply: "I will sleep on a bed under the stars, with the moon shining through the green leaves of the trees; owls will hoot and crickets will sing; and next to me, on the boulder with its head resting on soft moss, the salamander will sleep." This is the perfect bedtime story. The illustrations add an extra layer of cozy over the already warm words.

It is time for me to sleep also. Good night!

Spilling Ink: Section 14

2010-06-15T06:11:00.000-04:00

Note: I am trying to "double up" on my posts until I am caught up... It makes me feel a little unbalanced (not an entirely new feeling) when the section doesn't match the date of the month!

The subject of Section 14 of Spilling Ink is description. In it, Ellen Potter says that the writer has to be the reader's eyes. She says that your reader is totally blind and helpless until you describe your fictional world. Makes perfect sense and it's put into words that kids will understand. (and maybe even remember!)

Anne Mazer lets us in on another writing secret-- The Rule of Three. To use the rule of three, you put your words, actions, or dialogue in sets of three. If you haven't heard of this rule before, you will immediately notice it in your reading. I had heard of it, but I hadn't thought about using it with dialogue. New twist for me. When you share this tip, along with all the others, they will feel so important to be "in the know" about things that "real writers" do!

The dare is to describe the color yellow to someone who cannot see! Yowzah! Here goes nothing...

Yellow is butter dripping off a piece of corn on the cob, fresh from the garden. Yellow is the feeling of the sun warming my tired arms and legs. Yellow is a school bus, carefully carrying precious cargo to and from school. Yellow is happy-- a rubber duckie floating in the bathtub or lemonaide freshly squeezed and sold for a quarter by the little girl down the street. Yellow is sour and refreshing- a lemon slice on the side of my sweet tea. Or sometimes it can be sweet-- a Skittle or an M&M in the palm of a child. Yellow is the sound of laughter.

I think I like the color yellow a whole lot more than I did 10 minutes ago! Thanks, Anne and Ellen!

Spilling Ink: Section 13

2010-06-14T20:16:00.002-04:00

Chit-chat. Blabber. Spilling the beans. Section 13 of Spilling Ink is dedicated to dialogue. It's a fabulous chapter that gives us handy advice about how to bring our characters to life through the savvy use of it.

Some of the advice might even directly contradict what you have taught your students about it. For example, Ms. Mazer asserts that there is absolutely nothing wrong with the word said. Now if you are anything like me, you tell your students that the word said is dead and give them a list of 100 synonyms for it. Ms. Mazer touts said as an honest, workmanlike word. She tells us never to be ashamed to use it. I think she wants us to be more confident as writers. Maybe we don't need to find a flowery synonym when a good old stand-by will work just as well, if not better. I've never really thought of it that way, I guess. I think we should still teach our elementary students to vary their word choice. Then, when they mature in their writing, we can help them become more discerning when they pick their words. In the meantime, though, we need to work on becoming more discerning ourselves. (Actually, I am just speaking for myself. There is a lot in this section I need to work on!)

This chapter is chock-full of great tips, but one other one that stuck out to me is to use action instead of a tag line when you want to reinforce what your character is saying with a visual. For instance:

"I don't know who ate the last scoop of Moose Tracks, Mom." Emily looked at her brother and then down at the floor.

I didn't even have to decide if I should use the word said or not! The fact that Emily looked at her brother and then down at the floor indicates to me that she may indeed know something about the missing Moose Tracks. Neat, huh? When I wrote it the first time, I wrote that Emily looked nervously at her brother. I decided I should show that she was nervous instead of tell. So I took out the adverb and wrote that she looked at her brother and then at the floor. (Being stingy with the adverbs, in the tag lines in particular, is another lesson learned from this chapter.) This would be a very worthwhile mini lesson for the latter part of the year.

One of the dares is to write a scene in which one character tries to tell another character something, but can't. It says to think of ways for the character to hint at the topic and show body language to help reveal the character's secret thoughts. I'll have a go at it, I guess!

"Hey, JD! Did you pick up the mac and cheese and hot dogs at the Walmart like I asked you?" Grandma was sunken down in the sweet spot of the couch, watching her "stories". Her cigarette burned in the ashtray on the end table. She'd had that ashtray as long as I can remember. I made it for her when I was in elementary school.
I opened my mouth to tell her the truth, but she interrupted. "I hope you didn't get generic. You know how I love that Kraft macaroni and cheese. That little blue box is always a sight for my sore eyes."
"I was thinking we could have something a little different tonight." I went straight to the kitchen and stashed the tofu in the fridge and the whole wheat pasta back in the depths of the pantry.
"What do you mean? We always have hot dogs and mac and cheese on Tuesdays! If it ain't broke, don't fix it. That's what I say." Grandma gave a little chuckle.
"Mrs. Douglas has been teaching us about nutrition and health and stuff. She says we ought not be eatin' hot dogs. She said we don't even want to know what's in them!" I paced in the hallway, waiting for the commercial, when Grandma would reply. This gave me time to think of what I was going to say next.
"Hot dogs haven't hurt me none all these years. That youngin' down there at the high school doesn't need to be filling your head with such big city foolishness."
I sat down next to her and put my head on her pointy little shoulder. "Grandma, I would love to cook you something different tonight-- something better. Think of it as a treat. Let's wake those sleepy taste buds up a little! I promise you won't miss those hot dogs at all! What do ya say?" I kissed her leathery cheek and held my breath as I waited for her to respond.

Whew! That's all I've got in me tonight. (I reiterate-- this is hard!) This section is one of the best so far. I think I can tweak most of the ideas into mini lessons. It just keeps getting better and better. Have you gotten your copy yet?

Spilling Ink Day 12

2010-06-14T08:22:00.001-04:00

"Title Tattle" is the name of Section 12 in Spilling Ink. In this short little section, Ellen Potter talks about ways to find a good title. She says that sometimes titles give themselves to writers, while other times it is more difficult to come up with one. She shares a few humorous conversations about titles that she and Ellen Mazer discussed prior to naming Spilling Ink. I thought it was funny that "Chicken Nugget Skies" actually came up!

Ms. Potter mentions her book SLOB, which my daughter Emily just read. When she read about it in Spilling Ink, the title intrigued her, so she read reviews online. Then she put it on hold from the library. It came in on Friday and she was finished on Saturday! She says she will write her own review about it here, on her blog. I asked her about the title, and she said that it means something very different from what you think it means and that you don't really find that out until the end. So clever.

When elementary students write, they often want to give their stories titles like, "The Day I Lost My First Tooth" or "When My Mom Put Me in Time Out for Coloring on the Walls". I once heard a presenter at a workshop tell kids not to give away the punchline before they tell the joke. If they tell what the story is about in the title or the first paragraph, the reader already knows what the story is about and there is no incentive to read further. I thought that was a great way to share this concept with kids.

I thought it would be fun to take a look at my bookshelf and share a few interesting titles....

I forgot to photograph the best title on my shelf...The Thang That Ate My Grandaddy's Dog...a book my dad read and recommended. With a title like that, can you believe I haven't read it yet? It's on my "to-read" list.

What interesting titles are on your shelf?

Spilling Ink: Day 11

2010-06-12T09:41:00.001-04:00

Disclaimer: Man, this writing-every-day-thing is difficult! You may have already deduced that since I have now officially neglected to write twice this month. I know there are a ton of writers who carve out time to write actual BOOKS around their families and full-time jobs. They are superheroes to me. I am a mere mortal, so I will continue to fight the good fight and blog each day.

Section 11 of Spilling Ink is about............wait for it............ wait for it..........suspense! You were on the edge of your seat just then, weren't you?

Probably not, because I didn't use any of the techniques that Ms. Potter mentions in Section 11. The strategies discussed include word choice, sentence fluency, and foreshadowing. My favorite hints: short sentences can make your readers think of the beating heart, and longer sentences can leave your readers breathless. If kids can understand that much, that would go a long way!

The "dare" for this chapter is to think of an ordinary event and create a situation in which this everyday even becomes suspenseful. Yikes! Here goes nothing:

The aroma is almost overwhelming. I try to busy myself with small tasks around the house. Straightening the living room, going through the mail, cleaning the counters. Every few minutes, though, my nose leads me back to the kitchen to check the timer. Fifteen more minutes. Wasn't there fifteen minutes left the last time I checked? Time, much like my teenage son these days, seemed to be standing still.

I had spent the last hour feeling like I was on a reality cooking show-- one like "Chopped", where the contestants have to make something beautiful and delicious out of items like octopus, star anise, and marshmallows. My ingredients weren't strange, but cooking them felt a little risky because I didn't have a recipe. During that hour, I had made dough, cooked chicken, chopped and sauteed veggies, and made a sauce from goat cheese, chicken broth, and fresh-from-the-garden-herbs. I had rolled out the dough and tucked all of the ingredients inside, calzone-style. I had brushed the dough with melted butter and garlic and slipped them in the oven. Twenty long minutes ago.

The table is set. The drinks are poured. Ten minutes left. Salads bowled. T.V. off. The rest of the family is finally lured into the kitchen, their stomachs growling and mouths watering. Five minutes left. Chit chat: "What's for dinner?" "Mmmmmmm... smells good...."

Finally, it is time. My glasses fog up as I pull the terra cotta baking stone out of the oven. Sliding them onto each plate and carrying each plate to the table, the excitement mounts. They are too hot to eat. We cut them in half and wait for them to cool.

That's all I've got in me this morning.... All this talk about food has made me hungry!

Day 10: Mood Rings and Chicken Nugget Skies

2010-06-10T22:24:00.003-04:00

... That would make a pretty cool title for a book! We haven't made it to titles yet, though. Section 10 of Spilling Ink is actually about mood. Ellen Mazer gives brilliant advice to young writers regarding setting. She tell them to make a circle with their thumb and forefinger-- about the size of a chicken nugget. She instructs them to peek through the circle to get a little sample of setting. Even though it's chicken nugget-sized, it gives the reader an idea of what their world is like. She then tells them, as they get more comfortable, to enlarge the circle and give more details about setting. The leap here is to get kids to go from the concrete--writing about their literal chicken nugget-sized setting-- to the abstract. The goal is to get them to step inside their own story and give us a peek.

Ms. Mazer also talks about how setting has the power to change the reader's mood. She compares setting to the mood ring experience. (Remember how it felt? It didn't seem to tell you the mood you were in, but seemed to dictate your moods, depending on the color. If you looked down and saw black, you immediately began to feel a bit funky.) That's the power of setting. The writer can make the reader feel a certain way with some strategically place words. Pretty magical, just like those rings!

I am going to have a go at the "chicken nugget strategy" before I turn in for the night.

I am seated on the floor in the my living room, and this is what I can see from my nugget-sized circle:

A big fat fuschia book, sans the dust cover, sits on the coffee table. A blue paper bookmark peeks out from around page 273. Next to it, a crumpled napkin sits, left behind after the boys had their naughty nightly snack of potato chips. I see a roll of electrical tape and a snack-sized Ziplock filled with tiny little creatures made out of salvaged electrical parts. A Food Network magazine has been haphazardly tossed on the table, on top of which lies paper and a pen.

I guess that gives you an idea of who lives here and what they value. I don't know what mood it puts you in, though. It puts me in the mood to clean up all the debris from the day!

What's in your nugget-sized circle?

Spilling Ink: Days 8 and 9

2010-06-09T21:37:00.002-04:00

"It was an airport gypsy who told me that I had to kill my husband."

That's the first line of Backseat Saints, by Joshilyn Jackson. Kinda grabs you, doesn't it?

I have a confession to make. I do judge a book by its cover. But I also judge it by the first line. It has to grab me, make me catch my breath, or cause me to wonder. In Section 9 of Spilling Ink, the authors, Anne Mazer and Ellen Potter, discuss some strategies for beginning a story. They dare us to make a list of potential beginnings. They tell us that even if we don't have story ideas, we can just write irresistible first lines in the hopes of creating some sparks that will fuel a fire of creativity. A few first lines seem doable, right?

We pinky-promised that we would never, ever speak of the events of that day again.
They say you can't go home. They, whoever they may be, are correct.
I spent my freshman year in high school in silence.
I heard rumors about her before I ever laid eyes on her.
The butterflies in my stomach felt more like pterodactyls.

I love working on beginnings with students. I use this list of great beginnings to give kids concrete strategies to use. There are so many to choose from!

In Section 8 of Spilling Ink, the topic is finding the correct narrative voice for yourself. There are short, informative explanations of first, second, and third person narration. I learned a lot! I tend to automatically go to first person when I write. There is something very comfortable about it for me. I guess I really have not given it much thought, though. In elementary school in our system, we concentrate on first and third person. The authors discuss the variances in third person-- the know-it-all and the robot, to name just two. You've just got to get a copy of the book for yourself. I so don't do it justice.

Spilling Ink: Day 7

2010-06-08T21:19:00.001-04:00

"You know how you are supposed to wish on the first star you see at night? When I was little, I used to wish for a trampoline."

My daughter just said that. Just now. Wouldn't that be a great first line? This actually doesn't have to do with Section 7 of Spilling Ink, but I had to write it down before I forgot it. I'm berry pickin', you know.

Speaking of berries, have you ever made a blueberry sauce? It's pretty enjoyable and easy. Just some water, the berries, some sugar, and a bit of cornstarch, I think. They break down and start to thicken up into the most delicious sauce. This is what happens with ideas, I think. You throw some of them together, let them coagulate, and.... the plot thickens! That's what Section 7 of Spilling Ink is about: plot.

Anne Mazer suggests that once you really know your character, (Click here to see how Ellen Potter advises you get to know your character. So clever) the rest is easy. She likens developing a plot to playing with stuffed animals or action figures. Kids give their toys a persona and then send them out on adventures. It's exactly what writers do with characters! FABULOUS way to get elementary kids to understand character/plot development.

I believe my problem is that I haven't gotten to know my character well enough yet. She's rolling around in my mind until I can sit her back down and interview her more extensively. Maybe then I'll be able to plot a few things out.

In the meantime, I will share another snippet of my day... The aforementioned daughter was sitting at the kitchen table, doodling away. She was doing something akin to a "connect-the-dot", but her task was to find the dots by plotting out coordinates. When she finished plotting the dots, she would then connect them to see a magical drawing appear. She predicted that is was going to be an "old-timey telephone". In my mind, this is what I pictured...........

and this is what it was.....

I'm feeling a little "old timey" myself right about now. Kind of like when I hear radio stations advertising themselves as "oldie" stations, but they are playing music from the 80s and 90s. I guess everything is relative, huh?

By the way, if you are at all curious to read any of my daughter's writing, she has her own blog. It's called Doodlebug Writes. She would be quite tickled to receive a few comments. She loves to spill a little of her own ink from time to time...

Spilling Ink Day 6: Ripe for the Pickin'

2010-06-07T17:44:00.003-04:00

I fell off the wagon yesterday. I made the choice to play a game of Scrabble before dinner instead of writing. (I was still working with words!)

So. Here is the big idea from Section 6 of Spilling Ink: Ideas are everywhere, like berries ripe for the pickin'. Anne Mazer gives lots of tips for kids to tune into the ideas that they already have. She talks about turning off your brain and turning on your ideas. Ms. Mazer encourages kids to look at the world through the eyes of a writer. I've often talked with students about this. I encourage them to keep journals, people watch, and write down interesting things that they hear, read, and see.

Along those lines, I was listening to a radio show (I'd like to say I was listening to something remotely cerebral, but I must confess it was one of my guilty pleasures-- Cosmo Radio on Sirius XM.) and this question was posed: "If you could have any type of superpowers, what would you choose?" My first thought was, "I wonder if James Dean (the character I wrote about the other day) has any superpowers?" I was pleased for even having that thought-- it must mean that I am making an effort to turn off my brain and turn on my ideas!

The thought of superpowers made me think of Wake, by Lisa McMann. In this compelling young adult novel, the main character, Janie, has the ability to visit other people's dreams. (Intense book!) Ever since then, I've been racking my brain, trying to think of a cool supernatural ability for James to have, but I'm stuck thinking about Janie...

I'm going to make a salad for dinner and hang out with my kids and maybe, if I'm really observant, a "berry" good idea will make itself known and I'll pluck it right up.

Spilling Ink: Day 5

2010-06-05T08:14:00.002-04:00

When I surprised my daughter with Spilling Ink, she sat down immediately and began reading. She stopped at Section 5, ran downstairs, and grabbed the phone book. When I asked her what she was up to, she said she was "name hunting". One of the great ideas from this short section of the book is to peruse the phone book for names for your characters. What a great idea! I would definitely do this with my students. I think you could even get story ideas from the names you find. (One time when the kids were little, they found the name Santa Clause in the phone book! I dared them to call him, but they wouldn't. I think that would be the start of a great story.)

When I think about the "interview" I did with my character yesterday, I can't really even picture her yet. I know what her name is, though. James. Maybe her middle name will be Dean. I don't know what made me think of it, except that my mom's name is Michael and I've always been intrigued by that. She says that she didn't like it at all growing up-- she got teased a lot. Now that she is an adult, she embraces it. Folks call her Mike now. When I was little, I remember some of her sisters calling her Mikey. I always got a kick out of that.

The real writer in the family, my daughter, Emily, talks about names a lot. When she runs across a cool one, she jots it down. She even talks about what her children's names might be. She is borderline-obsessed with the name we almost gave her-- Marley. I believe we will have a Marley in the family someday. She will be a character in one of Emily's books, or she will be my granddaughter.

Names are important. I'm glad I took a few minutes to think about them today. Thanks, Ellen and Anne!

Spilling Ink: Day 4

2010-06-04T22:23:00.003-04:00

In section 4 of Spilling Ink, we are challenged to convince our characters that they are alive. Pretty cool way to look at this. Although it feels really impractical to me, I am going to bite the proverbial bullet and do one of the assignments from the chapter. Why? Two reasons: 1. I said I was going to write something related to each section, so I am going to try to keep my word. 2. We ask kids to write stories with characters, so we should be willing to have a go at it ourselves.

Remember that Spilling Ink is a young writer's handbook. Ellen Potter advises young writers to get to know their characters before they start writing. She says to sit on your bed and pretend your character is sitting across from you.  (I am not too old to pretend. I am not sitting on my bed, however. There is a bed in this room, though-- the spare bedroom/office--so that is where my character is seated.)  The authors suggest a list of questions to ask your character:

1. What is your happiest memory(ies)?
    Eating dinner around the kitchen table. Together. It didn't happen very often.
2. What makes you laugh so hard soda shoots out of your nose?
     When people trip, fall, or get hit in an unfortunate body part with a ball. America's Funniest     Home Videos is my favorite show.
3. What don't you want anyone to find out about you?
     I've cheated on a couple of spelling tests. Also, I wanted to work in the library at school, but I   couldn't pass ABC order test.
4. What is the best part of your personality?
     I am patient.
5. What shoes do you usually wear?
    Black Converse sneakers.
6. Name some things you are not very good at.
    Spelling, ABC order, school in general. I can't sing either.
7. How would your best friend describe how you look?
    They would say I am pretty because it's what's on the inside that counts.
8. What are you afraid of?
     The dark. Tight spaces.
9. What do you think of yourself when you look in the mirror?
     I try to avoid mirrors.
10. What does your bedroom look like?
     Wood paneling on the walls. Twin bed. My bookshelf overflows.

Spilling Ink: Day 3

2010-06-03T05:51:00.002-04:00

"Eighty percent of success is showing up," Wood Allen said.

Just show up. This is sage advice on so many levels. As parents, all our children want from us is to just show up.... to their games, recitals, school parties, concerts, and awards ceremonies. They want us to show up mentally as well as physically at the end of the day to listen and commiserate on the day's events. Our students crave this from us, as do our spouses, bosses, and significant others.

In section three of Spilling Ink, Anne Mazer prompts us to just show up on the page and the ideas will work themselves out. She prompts us to keep a journal and regularly maintain a mental compost pile, in which we place ideas dredged up from our lives. Embarrasing moments from our lives can get thrown into that heap, in addition to subjects we are passionate about, daily moments, dreams.... stuff from our lives.

So here I am, just showing up. I am sitting down to type, to think about the items in my mental compost. I don't think they've had enough time to become fertile soil, though. How long is long enough, I wonder?

Thinking about composting.... we have a tradtional compost pile in the back yard. Every few days I throw our scraps out and turn over the newly developing soil. We have had some "volunteeers" sprouting lately. Those are plants that have sprouted from the seeds of our scraps, without any effort on our part. I sure do wish some writing ideas would "volunteer" themselves and pop right out of my mental compost pile!.

I guess it is only Day 3 of this challenge; maybe my mental compost will become richer and more fertile as the days progress and I continue through Spilling Ink. So, I will continue to show up right here. Some really smart folks say that's more than half the battle.

Spilling Ink: Day 2

2010-06-02T01:00:00.004-04:00

In the second section of Spilling Ink, by Anne Mazer and Ellen Potter, we encounter the first dare. (oooh, ahhh....)The authors dare us to rewrite a scene from our day. We are encouraged to rewrite the scene the way we would have wished for it to happen...

I am awakened at 6:00 by the soothing sounds of Jack Johnson serenading me from my radio-alarm clock. I pop out of bed refreshed and rejuvenated; I am ready to take on the day's challenges. It is the first day of Junior University for my 11 year old and the first day of soccer camp for my 14 year old. I made sure to set the alarm for a few minutes earlier than usual so that I would have time to make my kids a fresh breakfast to start their day off right.

I go downstairs and pour myself a piping hot cup of coffee and begin frying up some bacon. I happily dance around the kitchen. It feels good to be up and about before the rest of the family. After the bacon is finished, I grab a quick shower. It turns out to be a great hair day. For the first day in a long time, my hair lays perfectly straight. No humidity in the air today! For some unknown reason, the gray hairs go under cover. (I am in serious need of a visit to my hairdresser, but that has been scheduled and rescheduled... Maybe I will get to keep the appointment for this Saturday morning!)

When I go to wake the kids, they hop out of bed without complaint. They brush their teeth and get dressed in record time. They are excited to get downstairs to see the spread I have laid out for them. There is a fresh bacon, egg, and cheese bagel for my son. A fresh fruit smoothie awaits my daughter, accompanied by a lightly toasted bagel smeared with just the right amount of cream cheese. They happily sit down and begin their breakfast feast. After breakfast, dishes are deposited in the dishwasher and lunches are packed.

With extra time on their hands, the kids work together to grab the laundry from the dryer, fold it, and take it upstairs to be put away. By the time they are finished, it is time to take off. They give each other a celebratory high-five and jump in the car, ready to take on the day.

This is not, in any way, shape, or form, close to what happened this morning in our home. That's the cool thing about writing. We get to remix, reorder, and reinvent life's moments. That's pretty remarkable.

How will you rewrite a scene from your life today?

Spilling Ink: Day 1

2010-06-01T06:54:00.001-04:00

Here we go.... In the first section of Spilling Ink, the sage advice that I extracted is this:

Just do it. Babble on paper.

So that is what I am challenging myself to do today. I need to be less self-conscious so that I can guide students in the same way. I will try to write for the next 10 minutes about anything that comes to mind. I will not go back and reread and revise as I go. I will have a babble-fest on paper. Maybe, by the end, I will be able to pick through the rubble and find a gem.

I am wearing my Oscar the Grouch shirt to work today. It doesn't make me feel grouchy at all. Actually, I feel just the opposite when I wear it. It makes me feel young and happy. I grew up with Oscar, Big Bird, and the gang. If they had a Snuffy shirt when I bought this, I would have bought it instead.

Overheard in the house this morning: "Don't touch my earlobes. They are scholastica." WHAT? There really is a whole lot of word play around this house. Sometimes it makes sense, sometimes it doesn't. I wonder if the kids will remember the silliness when they grow up. I hope they do.

Lots of scattered thunderstorms this weekend. We wanted to get out in the boat on this long holiday weekend... not much luck until yesterday. Turned out that wasn't very lucky either. We got out on the lake and the engine promptly stalled. We hung out for a while, had lunch, played in the water, played a rousing game of Yahtzee, and tried to crank her up again, but to no avail. We had to get towed in by a some nice folks on a passing jet ski. Bummer. On the positive side, though, it was only a five minute trip. We got in before the skies opened up. We did get some time together and the kids were less bored than if we were home.

I've been thinking about a line from a book I read recently. I can't remember the EXACT line, but it has something to do with the space between possibility and reality. In that space, there is room for the word YES. I think that's how it goes. I can't look it up because I let a friend borrow the book. It's a fun, crazy read by Elna Baker. You can read about it here.

It's been about ten minutes and I really have to get the kids moving along-- we have soccer camp and Junior University on the agenda today. It's going to be a good one.

I am going to be brave and publish this post without re-reading it. Take ten minutes and do the same. Link your babble-mania in the comment section!

Who Wants to Spill Some Ink?

2010-05-31T10:27:00.003-04:00

Summertime... and the livin' is easy.... Well, at least it's supposed to be. It is funny what happens to me each summer. I feel compelled to set goals to be reached before the start of the new school year. It's almost like New Year's resolutions. I do it to myself every year. Success has been spotty over the years, but it doesn't seem to slow me down... There is just something about the overwhelming feeling of possibility.

This summer, besides running my first triathlon and cleaning out my attic, I would like to write more-- I have scoured the internet looking for a summer blogging challenge, but as of yet have found none. I asked about it on Twitter and @Linda704 responded with a question: "Why don't you host your own challenge?" Hmmmmm.... If @Linda704 thinks I can do it, maybe I can!

The first thing I thought of was the book that I had recently purchased for my 11 year old daughter, Spilling Ink, by Anne Mazer and Ellen Potter. It's a handbook for young writers and it includes prompts in the form of dares. (cool!) It was on my "to-read" list anyway...

So, there you have it. I challenge you to join me in "spilling some ink" this summer. This is how I envision it. Each day during the month of June, I will studiously read a section of Spilling Ink and become inspired to write on this very blog. If you would like to join me, meet me here each day. See what I have written about, spill some ink yourself, and leave a comment with a link to your writing.

I am a writing teacher. Each day during the month of June, I will write. You'll join me, right? Think of the possibilities...

Book Spine Poem

2010-05-12T08:00:00.000-04:00

Here is an interesting idea... Take a look at the spines of the books in your classroom...Do any of them "speak" to you? Have the students grab some to see if they can make a book spine poem!

No More "I'm Done"!

2010-05-11T08:00:00.046-04:00

If you teach writing and are looking for a book that will help you move forward in your mastery of the Writing Workshop, No More "I'm Done" by Jennifer Jacobson may be the book for you. In this new book from Stenhouse publishers, the author speaks to nurturing independence in young writers. She has a whole chapter on spaces that support independence as well as one regarding routines that build independence. She even includes whole chapter dedicated to a year's worth of minilessons.

This book is available free online right now! Don't you love it when that happens?

Make 'Em Count

2010-05-10T07:51:00.001-04:00

This display is up in the hall at Long Cane Elementary. What a great way to try to stay in the moment; to encourage a "this is it" attitude. Each ray of sunshine has a number that corresponds with the number of days left in school. Each student wrote a goal for themselves on a cloud-- something they wanted to accomplish during the last few days of school.
Send a comment and share what you are doing to help your students stay in the moment for the next ten days!

Time Flies

2010-05-07T08:34:00.001-04:00

Wow! Time flies after Spring Break, doesn't it? I cannot believe our last post was in March! Lots has transpired since then...

As we wrap up the year, anxiously awaiting test scores and making plans for summer, take a minute to look back at your year and celebrate your successes. They may be BIG things, like finishing your degree or being named Teacher of the Year. More likely, they are the small things we tend to overlook on a daily basis. Things like....

the smile and the hug that one student gives you everytime she sees you...
the high five you got from a student who finally understood long division...
the look on that parent's face when he thanked you for all you've done for his child...
the feeling of satisfaction you had when your lesson went just as smoothly as you had imagined it...
the love notes you have hanging on your bulletin board...
the time that one of your toughest students thanked you for the fun lesson on his way out the door...

You probably have lots more that you could add to this list. If you do, send us a comment. If you don't, take some time during the next two weeks and notice the little things. These moments happen every day; we just have to be watchful. You have two weeks. Savor the small successes.

Best Teacher EVER!

2010-03-31T14:36:00.000-04:00

Looking for authentic writing prompts? How about encouraging your students to write about their best teacher ever? Weeklyreader.com is hosting a contest for grades 2-12. Click here for details. The deadline is April 23rd!

2010-03-30T11:11:00.002-04:00

Find more videos like this on Classroom 2.0

How is this for a response to literature?

National Poetry Month

2010-03-29T08:35:00.000-04:00

April is National Poetry Month! Click here for ideas for incorporating poetry into your classroom this month and throughout the year. Gottabook is offering a kids' poem a day for the month of April. There is also a link to download one of Ken Nesbitt's (poetry4kids.com) poetry books for FREE!

Music To My Ears

2010-03-26T09:40:00.000-04:00

It's that time of year. We are all trying to look at data and see what we need to reteach and review before the CRCT.... If you are looking for a novel way to review grammar and conventions, think about using song lyrics. Anything you teach about parts of speech, sentence structure, or figurative language can be found in songs. Main idea and details can also be found in song. It is sometimes difficult to find songs that engage the kids and are also appropriate for school, but it can be done.

Flocabulary is an excellent place to start to find hip-hop music to use in the ELA classroom. I am using this song to review parts of speech today. It is has a great beat! What songs can you use to engage your students and to review at the same time?