#SOL17: It was one of those mornings


Alarm.

Snooze.

Alarm.

Snooze.

Alarm.

Snooze.

“Is it really morning?”

“I have a really long list.  I have to get back in the routine.”

It was one of those mornings.

“The clock read 4:15 am.”

Failure 1 

Strike 1

strike one

Filter.

Coffee

Water.

Hit the button.

“No smell.”

“No dripping.”

“No coffee.”

It was one of those mornings.

Failure 2 

Strike 2

strike two

Turned on the laptop.

Ready to read and write.

One hour of my choice.

“No power light.”

“No light on the extension cord.”

It was one of those mornings.

Failure 3   

Strike 3

three strikes

I didn’t read emails.

I didn’t check Twitter.

I didn’t check Facebook.

I didn’t check out my agenda for #NCTE17

It was the second day of real time. 

The return to regular time. 

No more daylight savings time.

I changed my alarm clock.

I put the missing water in the coffeepot.

I plugged in the extension cord.

I read on my iPad until 5 am.

WIN 1

Touchdown!

touchdown

The gift of time.  It was one of those mornings!




What do you do on days that start out disastrously? 

How do you turn them around?




slice of life

Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here. 

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#SOL17: Wondering


Do you believe this?  What’s the evidence of your belief?

every.PNG

Doug Fisher, SDSU, August

Just Wondering . . .

How much “LEARNING” do you engage in during a year?

I learn daily as I read and write.

No one says “I have to”.

No one pays me for my time.

I learn weekly in Twitter chats.

No one says “I have to”.

No one pays me for my time.

I learn weekly as I blog.

No one says “I have to”.

No one pays me for my time.

I learn weekly in my Voxer groups.

No one says “I have to”.

No one pays me for my time.

I learn monthly, semi-annually and even annually from some major events.

Last week led me to learning in Davenport, IA on Monday with Dr. Mary Howard and

in Des Moines, IA on Thursday with Lucy Calkins.

Passionate speakers sharing research-based ideas.

Tirelessly

Leading

Encouraging

Thoughtful

Implementation of Best Practices in Literacy Instruction and

Assessment.

In three weeks I will be at #NCTE17.

No one says “I have to”.

No one pays me for my time.

I’m “retired” from a full-time job and yet since retirement, I have engaged in

15 days

of professional learning of my choice!

No one says “I have to”.

No one pays me for my time.

That does not include book clubs (6 this year).

That does not include Twitter chats (often 2 per week).

That does not include reading . . .

That does not include writing . . .

WHY?

Learning is growing.

Learning is addictive.

Learning is necessary . . . breathe in, breathe out, read, write!

Living a learning life!

What does your learning life look like?




slice of life

Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Melanie, and Stacey for this weekly forum and the #SOLSC that runs from March 1 to the 31st. Check out the writers, readers and teachers here. 




What is the Bill of Rights for Writers according to Lucy Calkins?

Link

#SOL17: How Many Devices?


Screenshot 2017-10-24 at 7.49.10 AM

Phone? Check

iPad? Check

Chromebook?  Check

Extension Cord?  Check

Charging cords for all three above?  Check

Do I REALLY NEED my laptop?

“It’s a quick overnight for a day’s training plus some family time at a concert?  REALLY?  Can’t I just leave it at home?”

It was a gorgeous learning day.  Devices cooperated for the perfect environment where I could take notes and also have access to text messages, Twitter, and Facebook,

SLICER TIME!

“And that’s why I need my laptop!  I’ve never been able to successfully add a WordPress blog on my chrome book. I’ve messed with a wide range of possibilities, asked on some helplines, and invariably just either drafted on my phone or pulled out the trusty old laptop and started a post.”

It doesn’t matter that I was thinking of ideas before I fell asleep.

The incredible PD with Dr. Mary Howard.

Friendship

Family

Fall

Looming “First Frost”

The impending excitement of #NCTE17

The power of Twitter

The unbelievable magic of Twitter chats

Screenshot 2017-10-24 at 8.00.15 AM

Chromebook?  Tried but nope, no luck with WordPress!

Phone?  Not the finished look I would like!

Is a draft better than NOTHING?

YES!

So today’s slice is brought to you via a draft on my phone and a bit of polish on my iPad.  My plan for my next travel is to save a formatted draft so that I can add text and publish with relative ease from any device.  (Cross my fingers that I remember!)

How do you turn around a failure? What do you learn from it?

What do you do when your device(s) don’t cooperate?

When do you sacrifice BEST WORK for BEST EFFORT?  




Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.                                                                                                      slice of life 2016

#WhyIWrite


typewriter

Why I write:

To think

To reveal

To process

To deepen my understanding

To check my understanding

To analyze my thinking

To share my learning

To wonder

To share

To be a model for teachers and students and

To experience the JOY of a community . . .

Those are some of the reasons I write.

(And as soon as I hit “publish” I will think of at least 10 other “better”reasons that I wish I had thought of during the three days that I worked on this draft!)




Planning

Drafting

Revising

Conferencing

Revising

Publishing

Do these steps look familiar?

But do they match your current reality in your writing?

Do they match your current reality in your writing instruction?

I’ve been spying on my writing for over a year . . . literally in search of patterns that I could identify in my own writing.  Trying to decide on that next big goal for myself – ambitious or “doable”? . . . lofty or practical?

Unfortunately, it’s not as easy as finding a pattern, setting up some demos and “off you go” because writing is complicated.

Steps are added or revised . . .

If I have to stop and research.

If I have to completely scrap my draft because it is really so pathetic.

If I have to continue my “search for a topic”.

If I have to . . .

So here are some resources,

Quite literally, some food for thought!

Because all of these relate to just one simple standard in writing and yet this standard (and its intent) are often overlooked in a search for a priority or a way to reduce/simplify the writing standards!

“CCR. W.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.”

A previous blog post that connected to this standard is in the 2014 archives here!


Planning

Planning – Where does an idea come from?  – my blog post

Celebrate Celebrating – a blog post from Julieanne Harmatz (grade 5)

Learn by Writing – Lynne Dorfman’s blog post

Helping Students Plan their Writing – a blog post by Melanie Meehan

Using Technology for a Kindergartner’s Writing Process – a blog post by Melanie Meehan


Writing Goals

Introducing a Hierarchy of Writing Goals – a blog post by Jennifer Serravallo

Goal Setting – my blog post


Drafting:  Beginnings  (somewhere – trying more than just one beginning – trying a new approach

21 of the Best Opening Lines in Children’s Books

The Beginning – my blog post

Strong Leads – Jennifer Wagner (2nd grade)

Drafting – Endings

Behind the Books:  The Perfect Ending – blog post by Melissa Stewart

The Ending – my blog post

Drafting – Telling a Story Bit by Bit

Celebrating Story – blog post by Julieanne Harmatz

Drafting – Organization, Elaboration, and Craft

Elaboration Strategies for Information Writing Dig- Two Writing Teachers

Text Structures – blog post by Melissa Stewart

Specific Examples of the Power of Three – Stacey Shubitz

First Graders Get Crafty – Dana Murphy

DigiLit Sunday:  Craft – blog post by Margaret Simon


Revising

Revising as part of the Process – blog post by Melanie Meehan

No Monkeys, No Chocolate: 10 year Revision Timeline – blog post by Melissa Stewart


Editing as a part of publication

Your Turn Lesson:  The Colon – A blog post by Diane and Lynne

Editing Sticks – my blog post

Editing – my blog post

  • Editing stations for upper grades – Shana Frazin informed
  • Daily light editing – Shanna Schwartz informed

Revising or Editing? – my blog post

Fun tool – Eye Finger Puppets (Amazon or craft stores) – Make editing time special and reminds the reader and the writer to pay close attention to the work!

eye finger puppets.PNG


Reading Units of Study Mini-Lessons

MiniLessons are strong invitations to learning! (TCRWP_

Reading and Planning MiniLessons – Rachel Tassler

A Short and Sweet MiniLesson Format – Two Writing Teachers

How to Plan a MiniLesson from Scratch – Two Writing Teachers

There are More Ways than One to Plan a MiniLesson – Two Writing Teachers

How to Read a Unit of Study – Two Writing Teachers


Fundamentals of Writing Workshop – Two Writing Teachers Blog Series August 2017

 

Share Time in Writing Workshop – Lynne Dorfman’s blog

Choice in Writing Workshop – blog post by Tara Smith

(Almost) Everything I Ever Needed to Know About Partnerships I Learned in Kindergarten  – blog post by Shana Frazin


Why I Write – Stenhouse Blog

Writing is Not a Linear Process    


Banned Books – NCTE – 2017



Mentor Texts – Books that would be nice to have as Resources

Craft Moves:  Lesson Sets for Teaching Writing with Mentor Texts – Stacey Shubitz (Stenhouse)

Writers are Readers:  Flipping Reading Instruction into Writing Opportunities – Lester Laminack   (Heinemann)

Mentor Texts:  Teaching Writing Through Children’s Literature  (2nd etition)- Dorfman & Cappelli (Stenhouse)

Learning from Classmates:  Using Student Writing as Mentor Texts –  Lisa Eicholdt  (Heinemann)

What;s Your Plan? 

What are you going to do NEXT?






Today’s best draft, (Kelly Gallager)

this post,

This post I wrote to organize!

#SOL17: Revisor


Tues.PNG

It’s a typical Tuesday morning at my house.  Tuesdays when I draft, revise, and publish my “slice” before work.

It’s time to write my slice on my blog post, but I don’t know what to write.  Where will my idea come from?

I pace from the living room to the kitchen and back again.  “No idea YET!”

I stare out the window.  It’s still dark.  “No idea YET!”

I reread last week’s post.  “Can I write a part two?  No idea YET!”

I stop.  I ask myself, “What did I do this weekend?”

I went to the Homecoming parade.  I went to the game.  I watched the bands (alumni and current) march. I went to watch high school band competition.

I remembered how much I loved marching band when I was in high school and college.

I was so excited.  When I looked at my pictures from the weekend, I had tons of pictures of both my family and the marching bands.  Finally I have an idea.  I know . . . My slice is going to be about how I found my idea . . . and I begin to type.




And, now for the rest of the story . . . 

Paul Harvey story (Part 2)

The story above is the “Prequel” to last week’s post. I used the prequel in a second grade classroom to demonstrate some revisions that the writers could consider to make their writing stronger.

I am quite confident in my “revising” skills.  It is easier for me to say that I am a revisor than to say that I am a writer.  In the midst of writing, I have doubts.  In the midst of revising, I feel like my super powers are engaged.  There’s structure power, elaboration power, and the so important editing/conventions power.

How does that impact my writing?  

How does that impact my instruction?

I believe that my love for revision enables me to be both a more-focused and a more-flexible writing coach.

Here was my first draft of my writing – deliberately designed so I could use it with my second grade friends! A very short three page story

Draft Document

How did I get from my original nine sentences to the final draft (25 sentences) above?

What were my revision points?  

In our narrative mini-lessons these were some of our teaching points:

revision.PNG

What were student writing goals?

Student goals included strong beginning, writing more sentences across pages, or adding more details.

Beginning – Page one – I need to add where and when because I have the who and what.

Middle – I need more details so I decide to have two pages and decide to repeat the “No idea YET!” (page two)  and on page three I leave the first sentence and change the ending.

Ending – I check to make sure that I add details that bring the story full circle.

I use bright neon paper strips or green marker for my revised sections to make the revisions very visible for my readers and writers.

Google Doc- Revised story

This revision basically happened in order:  beginning, middle, and end.  Not all happen to work that way!

Are you a revisor?  

How do you teach revision?  

How do you match revision, instruction,  and goals?

Did you see Betsy’s post yesterday on Revision?  AMAZING! Sticky Notes, Arrows, and Margins, Oh My!




Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.                                                                                                                          slice of life 2016

#SOL17: Fall Favorites


Now that we are in double digit October, what are your favorite signs of fall?

The changing color of leaves?

Soybeans ready to be harvested?

Field corn turning brown as the stalks dry out?

The clamor on the high school gridiron on Friday nights?

The collegiate gridiron contests?

The crunch of leaves underfoot as you walk on tree-lined paths?

The pumpkins, scarecrows, and characters that decorate the lawns?

What is my personal favorite?

Decades of participating, watching, supporting . . .

Marching Band def

Dictionary.com

Marching Band was one of my favorites that has endured the test of time.  I love to watch the band at football games and in parades.  Within 28 hours this weekend I had the opportunity to see high school and collegiate marching bands and here are a few of the highlights (including some links).

mb flags

Friday Night’s Homecoming Parade – U of I Hawkeye Alumni Band

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Saturday Homecoming (vs. Illinois) – Alumni Band Pregame Show

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U of Iowa Hawkeye Marching Band – Pregame (Fight Song)

And then High School Marching Band Competition in Muscatine, Iowa . . . a rainbow en route guaranteed this auspicious trip would be highly enjoyable!

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Class 3A:  Central DeWitt Program

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Central DeWitt Marching Sabers – 10.08.17 (2016 performance)

What are your fall favorites?  

How many years have you enjoyed those favorite traditions?

And the best part of this weekend?

Celebrating Fall with my sister (Iowa alumni flag), my nephew (Director of Bands at Central DeWitt), and all of the other relatives over the weekend!




Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.                                                                                                                          slice of life 2016

 

#SOL17: JOYFUL


rainbow.PNG

A rainbow peeked out between clouds.  “Has it been raining?”

“Not here. Not yet.”

“Wow!  And yet you still have a rainbow!”

Such a joyful and auspicious beginning to 24 hours filled with joy.

An hour.

Sixty minutes.

3600 seconds.

Conversation

Traveling together

Talking together

Three months since our last gathering and a full day of professional learning.

And more precious time with dinner and continued conversation.

A prelude . . .

Excitement

Happiness

Joy

Learning again.

Joyful!

During our opening hour keynote with Jan Millers Burkin on Monday morning in Cedar Falls, Iowa at the Jacobsen Center for Comprehensive Literacy at UNI:

we danced,

we practiced the four intentions, alignment, balance, sustainability, and joy, with actual movements from Reading Wellness:  Lessons in Independence and Proficiency,

and we  lifted weights: 3 pounds, 5 pounds, 8 pounds, and 10 pounds from Who’s Doing the Work?  How to Say Less so Readers Can Do More, 

and we thought about what we should continue to do MORE OF from past literacy education in order to “refocus” and “reframe” our work.

Are the keynotes you attend always this joyful?  

Make a note to NOT miss out on a keynote by either Jan Burkins or Kim Yaris.  It will be memorable!

It was also my pleasure to sit in on Jan’s session about “Who’s Doing the Work?”  When our students have plateaued, we need to rethink our instruction.  One apparent cause is often “over-scaffoldization” in a rush to put “hard text” in front of students.  Jan and Kim provide some incredible thinking points for you to consider as you think about the gradual release of responsibility and Read Alouds, Shared Reading, Guided Reading and Independent Reading.

There is much to consider in this rich text and 90 minutes was a great “teaser”. How do you absorb information?  Do you like to hear it first?  Read it first?  Combinations?

I’ve read the book three times now and I’m set to reread it again.  Some parts I may skim as I look for specifics about which students at which time as well as marking up some of the bullets.  I am not doing this to “get ready to present this information” to others, but in order to better understand the processing of reading.  That invisible work that happens in a student’s head. That invisible work that is often “magical” for some students and so elusive for other students.

Teaching reading is complex.  There’s no “ONE way” (methodology, purchased program, or philosophy) that works for all students which is why “thinking teachers” are necessary in every classroom to meet this goal.

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Students need to read (write and talk) a lot in order to meet this goal. And Shared Reading is one of the most overlooked possibilities for student growth.  But beyond that, thoughtful BALANCE is also required!  Balance in literacy instruction, balance across the day and in “real life” – not just a schedule that portions out bits of labeled reading without careful attention to the interaction of the student work.

Professional growth is one of my passions.  I have absorbed a lot of trivia from a lot of meetings during my decades of work.  I read; I read a lot.  I talk about my reading.  I write this blog in order to check my understanding.  I participate in books studies, Twitter chats, and Voxer conversations in order to grow and learn.  I cannot and have not ever relied on professional development to appear on my doorstep.  As a professional I have to continue to grow my understanding. I know when I need to learn more That means continued conversations.  That means continued work on my part.  Every day. Read. Write. Talk. Reflect. Intentionally. Purposefully.

It’s WORK.

It’s NOT a google search, hunting through Pinterest, or buying stuff from TpT.

It’s above and beyond scheduled work hours.

It’s a commitment to personal learning.

What are you reading?

What are you talking about?  And with whom?

What are you learning?  How are you growing?  How do you know?

How are you seeking out professional development?




Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.                                                                                                      slice of life 2016




Additional Information:

The books referenced:

Are you following Jan and Kim on Twitter?

@janmillerburk

@kimyaris

@burkinsandyaris

Their blog?  https://www.burkinsandyaris.com/

Shared Reading – #G2Great chat and subsequent blog post

#SOL17: In the Moment


The paddle dips and soars, alternating sides, and the kayak glides across the water. Sea gulls stand on the pier ignoring the signs that say “Keep Off”.  Waves lap against the pier.  Blue skies above.

“What’s the difference between a kayak and a canoe?”  

I could ask The Google, but I choose to remain in the moment.


“Grandma, play.”  We use the wooden dominoes to build a castle.

I could ignore the request, but I choose to remain in the moment.


“Missippi,” I hear.

I smile.

No one says, “Say Mississippi.” No one corrects. We accept the approximation.  Actually we glory in the approximation with big smiles and little chuckles!

                              I could talk about the Mississippi River or the state of Mississippi, but I choose to remain in the moment.


“This is a word search.  You look for these letters:  F, O, X.  Can you find an F?”

We watch as he locates three different Fs.  Then he colors them.  He finds the O and colors it.  We pay attention and celebrate what he can do.

                                                  I could point out an X, model one, trace one, but I choose to remain in the moment.


What do you learn when you stay “in the moment”?  

When do you celebrate approximations?  

How do you decide?

I could look up developmental charts for two and three year old children and see where my grandson falls, but I don’t need to.  I celebrate his joy in learning and honor his “Pete and Repeat” methodology.  His language mimics the language he hears.  His actions mimic the actions he sees.  His love abounds in the love he sees.  And my heart and soul are filled with joy and love and that is why I “stay in the moment”.  I need a camera to capture the memory but there is no “score” or “quantifiable data point” that gives me a ranking or a percentage.  Totally.Not.Needed . . . Not.Even.Appropriate!

Talk

Play

Love

Joy

Curiosity

Undivided attention

The child is the focus!




Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.                                                                                                                          slice of life 2016

#SOL17: Voice


Inline image 1

What is my voice?

Am I the calm in the midst of the noise that flows and ebbs, varying in intensity as measured by decibels and heated emotions?  When needed, I am a place of refuge so you can rally and move on.

Am I the voice of encouragement?  Go ahead take a risk. I will stand with you shoulder-to-shoulder because I know that you are an amazing source of strength.  When needed, I will coach you through the work.

Am I the voice of an advocate for those who don’t yet have a voice?  Those who are too young, too weary, or too worn-down-by-daily-trials. When needed, I will help you name the faces that are behind your work.

Am I the voice of reflection?  What have you tried?  What worked?  What didn’t work?  What do you see as your next step?  When needed, I will serve as your mirror?

Am I the voice of radical change? Is it time to chart a brand new course?  Strike out in a different direction?  Try something brand new?  Take a leap of faith?  When needed, I will help you brainstorm many possibilities.

Am I the voice of maintaining the status quo? Continuing on the current course? Knowing that it is not effective but not yet ready to abandon it? 

Definitely not that indecisive!  Maintaining the status quo has seldom been my focus!

So what’s it all about?  

What is voice?

I was shocked, dismayed and flat-out discombobulated when I googled, “What is voice?” and the first page of responses was about finding my range or my singing voice.  What’s up with that? Of course, I didn’t specifically say my writing voice or my speaking voice in my Google query.  I was interested in the broad strokes.  What will “THE Google” say?  (But “voice” is one of the 6+1 Traits of writing!) So this is now my stunned, a bit shocked, and quite skeptical voice continuing on . . .

Inline image 2

A continued search (or rabbit hole) led to the source of “voice” from the Latin word vocare which means “to call, or invoke”.  So to call or, using some of the verbs above

“express … declare, state, assert…proclaim, announce, publish…vent, utter …”

So many ways to use my voice.  But my exploration was not yet over.  The source of “vocation” is also vocare.  In the midst of our work our voice is often called out because it is the underlying WHY of our passion.  When our passion is teaching, it is what we “are called to do”.

Does “voice” matter?

More and more teachers are expressing that they have little or no voice in what is taught in their classroom.  Content is dictated by a combination of curricula, standards, pacing guides, assessments and/or textbooks.  All of those are part of the WHAT that is current reality across the country.

But . . .

If I am a voice

of calm,

of encouragement,

an advocate,

of reflection,

of radical change . . .

And I am a reader, writer, and a thinker who believes in literacy for all,

The highest possible quality for all,

How do I use my voice to  speak up on behalf of students and teachers?

How do you use your voice?  

Which voices do you use?  

What is your major role?

Does your “day role” ever create conflict over your voice during the “rest of your day”?  How does that affect your voice?




Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.                                                                                                                          slice of life 2016

#SOL17: Beginnings


Beginnings:

I’ve had a few. (Especially on this post today with technology gremlins!)

More than 50 “First Days of School” as a student, teacher, principal, or literacy consultant.

As a Mom, so many firsts, so much joy, pride and love.

As a Grandma, every visit is an adventure with new accomplishments.

I was in search of song lyrics and found these “Top 10″ but they didn’t include the melody that was bouncing in my brain.  Was it a real song or a “#wanttobeasongIthoughtIknew”?

“Where do I begin to tell the story?”

With two parts to my new “Beginnings”, life will be busy.  The first is going to focus on

Screenshot 2017-09-12 at 8.09.14 AM.png

No Eye Roll.

No, “Duh!”

No, “Really, Fran, is this just another excuse to read more books?  Buy more books?

This acronym is complicated!

R-Readers,

E- Everywhere, Taking

A-Action,

D-Daring to Dream

 

My Plan

As I’ve refined my thinking and yes, my writing in the last few weeks, I have faced many surprises. One of the biggest was that I was going to continue to focus on being a reader. The reality is that I’ve been reading for a very long time because I was reading before kindergarten. Yet, I propose to pay more attention to the craft I encounter in daily reading in order to continue my exponential growth as a writer. I don’t have reading or writing notebooks that cover decades of ideas.  Instead, I have bits, fits and dozens of beginnings where I waste precious time falling down rabbit holes as I try to remember where I wrote something. I have now made the conscious decision to move to an electronic notebook. I believe attainment of the bigger goal of being “Writers Extraordinaire” means that we all must be thinking “wide-awake readers” as we construct the meaning behind the words, pictures, videos and texts of the present and the future. Reading as a writer is SO different from the way I used to devour texts.

Reading (and Writing) is not just a school task.  Literacy requires life-long learning. Readers need to continue to choose to read long after they walk out of a school building, video conference or job site.  More careful attention to the world around us will result in a more informed citizenry everywhere in the world – not just in the U.S. With every technological advance the world shrinks and we need to stay connected with our colleagues around the globe to continue to grow as literate citizens of the world.

Joy surrounds us when we are “lost” in the pages of a book.  But even beyond the pleasure of exploring new worlds is the responsibility to think critically and consider sources, biases and points of view.  Thinking often demands taking action – both a right and a responsibility to apply our literacy skills.

As I work on this plan, I am “Daring to Dream” and using my #olw “Brave” to dream big for everyone everywhere.  I don’t know exactly what I will be doing myself but my goal will be to empower others on this journey as I continue to promote literacy for all citizens everywhere.  Current possibilities include:  more writing, adopting a classroom, and always more work with writing.




(Revision Note:  There were so many possibilities for this acronym.  Perhaps you prefer other word choices that better fit you . . .

R – Reflective, Reflection, Responsibility

E – Empower, Empowering, Encouragement

A – All,  Access, Actionable

D – Dare, Dream, Do, Denial)




The second part of my “Beginnings” is focused on Retirement.  August was bittersweet this year when I did not return to a classroom or to professional development in a building.  But I’m looking forward to exploring the opportunities listed in the acronym below (plus “Grandma activities”) that arrived on a retirement card last week. While not the same 8-4 schedule, I will be returning to independent literacy consulting work later this fall and I’m excited for the adventures that await!

20170912_064156_001

What are your new beginnings?

What new chapters of your life are you exploring?

Where are your literacy journeys taking you?




Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.                                                                                                                          slice of life 2016

 

 

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