Tag Archives: #sol14

#SOL14: Family Weekend FUN!



Tuesday is the day to share a “Slice of Life” with Two Writing Teachers. Check out the writers, readers and teachers here. Thanks to Stacey, Anna, Beth, Tara, Dana and Betsy for creating a place for us to work collaboratively.

It was a huge family weekend.  My youngest brother, the baby in the family, graduated summa cum laude with his BS in Business Friday night with Mom plus three siblings in attendance. We had a fabulous pre-party with food galore:  veggie and fruit pizzas, veggies and dip, sandwiches, cupcakes, pies, sweet potato cake, and a wee bit of Uncle Leo’s homemade wine.   Here’s a collection of photos from the festivities!

Wayne grad

 

 

 

 

 

 

 

Everyone had read last week’s slice (Mom’s birthday post) except Mom so she read that later in the evening.  She wondered why I had left out the “riding the bull” picture.  That led me to wondering about the “Kiss the Blarney Stone” picture.  Darn, again. . . . all on an external hard drive at home – not where I am currently located.  I discovered this picture of orchids that Mom drew in a class on her Mediterranean cruise and decided to share it.  She has so much artistic talent!

Moms orchids

 

 

 

 

 

 

Saturday  was a fabulously great family day with our departure from Ankeny at 6:15 am for the Iowa Homecoming festivities. Drumline, Alumni Band, Hawkeye Marching Band – what a treat to see and hear so much great entertainment! And the “FUN that was had by all!  You truly can see just about anything and everything at a collegiate football game.  It was my sister’s first game sitting as a spectator in historic Kinnick Stadium, as well as niece Courtney’s first Hawkeye football game so the high-scoring first quarter and ultimate win were greatly appreciated!

homecoming game

 

 

 

 

Simple things like late lunch after the game, picking up Grandma and heading on to the next adventure occupied Saturday evening.  We watched nephew Josh’s high school band perform at marching contest at Muscatine.  What a pleasure to see and hear the pageantry that accompanies high school marching bands.  However, it was a bit nippy and the blankets to sit on and wrap up in were both greatly appreciated.

The big excitement from the weekend was skyping with my kids Friday afternoon.  It was so totally an “A-Marek-N” conversation with many people talking simultaneously and lots of laughter.  The seriousness was in this message!

Evan Julie and Coach

 

 

 

 

 

 

 

And this one . . .

McVeigh pumpkin patch

 

 

 

 

 

 

 

So my final words for this weekend (courtesy of a vendor on Melrose Avenue), and I’m sticking to it . . .

20141012_125336

Slice of Life 31: Farewell Finale


 (During March, I am blogging daily as a part of the Slice of Life Story Challenge!)  Special thanks to the hosts of the Slice of Life Challenge:  StaceyTaraDanaBetsyAnna and Beth.   More Slice of Life posts can be found at  Two Writing Teachers .

 

Wow!  31 consecutive days of writing is coming ot an end . . . What do I say?  What am I thinking?  What will I do with my free time?

My process:  I set up a folder on my desk top where I saved pictures that I wanted to consider adding to blogs.  I created a word document and listed “Topics that I can blog about.”  I drafted some posts in Word and some directly in WordPress.  I did some “flash drafting.”  I watched “Be Inspired” and the Classroom SOLSC14 for writing tips/ideas.  My routine included drafting my posts the evening before needed and then the morning of posting, I  reviewed, revised and edited.

Some posts seemed to write themselves.  Those were on topics that I had already spent some time thinking about.  Newer topics meant that I nothing written ahead of time.  Those posts took longer to construct unless the topic had been the focus of conversation previously.  Days spent traveling meant that I planned ahead and wrote multiple posts in advance.

 

If you have been following this month, you may recall that I began March with a post about alphabet books and the fact that I like to collect them because they are so neat and tidy.  I also like to collect or organize my work.  Sometimes I organize by color, sometimes I organize by numbers, and sometimes I organize by charts.  So for this finale, I have assembled a table in order to review the “current data.” (Just a little OCD!)

 

Slice Title Content Format (*idea from TWT)
1 March Challenge:  Slice of Life Alphabet as an Organizer Narrative/ Info­
2 ABC’s of Reading Joys of Reading ABC poem
3 Home Defining Home Narr. Quotes and info
4 “Change of Plans” Waiting Narr. Quote and poem
5 Coming Home Celebration Narr. Pictures/poem
6 Bucket List List *poem / Info
7 Exhaustion A “To Do” list poem
8 Studying Student Writing Content – 3rd grade Ts Narrative
9 #EdCampIowa and “Can Do” Prep for Writing Talk Before Writing (Conversation Lines) Info
10 Embrace Change Quote & Dr. Seuss Picture and words= pt.
11 Challenges Typical responses to challenges Info
12 Tenacity Dad and turning point Narrative
13 From Challenges to Turning Points TCRWP and turning points *AGC, Info
14 Road Trip with Dad Moving Home from College Narrative (cum. Poem)C &C
15 Two Truths and a Lie Comparisons:  Dad and Me Reader interaction
16 The Truth and the Answers Comparisons:  Dad and Me Answers / Explan.
17 Family Family Narr. Acrostic poem
18 Support Systems Thanks (metaphor tree) Info
19 Hunger Games Books vs. Movies Info w/ poll
20 Changing Seasons Sports cycles poem
21 6:15 on Friday AM events *Poem
22 Saturday TCRWP and data (19) Info
23 How much reading is enough? Reflective questions Quotes
24 Maximizing Instructional Time Talk and small groups Twitter quotes
25 Are you in the pool? Writing your story Quotes/blogs
26 Try it, You WILL LIKE it! Memory (inner talk) Narrative/inner dialogue
27 Summers Memories *Poem
28 Revising or Editing CCSS.Anchor.W.5 Info
29 :: right now :: Status check Narr. *Verb list/poem
30 Thank You! Thanks Info
31 Farewell Finale Reflection on March Writing  Narr, Info

 

Trying to “label posts” for the final column was difficult.  Writing is not always just “one” form or format.  Multiple forms can be compiled very easily in a blog post format.  I had several goals with this challenge:

1. Write 31 posts                                                                       Done

2. Write some stories / narratives                             11 / 31

3. Write some poetry                                                              11 / 31

4.  Add pictures more frequently to my blog       11 / 31

5.  Continue to grow my own knowledge in writing  (tried something new * 5/31)

6. Continue to support teachers who teach reading/writing     8/3 1

 

Because I did not write any of my goals in a measurable, SMART format, my thoughts about whether I have “met” my goals is purely subjective.  I do believe that just like a story arc, I have moved to a different point as I end March with more frequent and more proficient writing –  a different place than where I began on March 1st.

 

Thanks again for being a part of my writing journey!

I would highly recommend that ALL “Slicers” consider having a twitter presence!  One more communication tool!

 

 

Slice of Life 30: Thank You!


(During March, I am blogging daily as a part of the Slice of Life Story Challenge!)  Special thanks to the hosts of the Slice of Life Challenge:  StaceyTaraDanaBetsyAnna and Beth.   More Slice of Life posts can be found at  Two Writing Teachers .

thank you languages

 

Kudos to the fabulous team at Two Writing Teachers and all the support that they assembled for this challenge!  Being a part of a community like this makes it “easier” to continue on each day!  Thanks to both Stacey Shubitz, SOLSC14, and Anna Gratz Cockerille, Classroom SOLSC14,  for their great “Be Inspired” ideas!  Thanks to the support team as well.  I had many questions for Elsie and her supportive responses soothed my apprehensions!

I jumped into this challenge because of two twitter friends, Julieanne Harmatz (AKA @jarhartz ) who blogs at “To Read To Write To Be” and  Catherine Flynn (AKA @flynn_catherine who blogs at “Reading to the Core.”   Check out the past slices on the blogs of these two talented ladies!

Thanks to all “Slicers” who read and commented on my blog during the “Slice of Life Challenge.”  Special thanks to those who commented a LOT including:   Julieanne, Tara, Catherine, Anna, Elsie, Stacey and Carol.

Writing every day for a month has helped me continue to work on my own writing.  I will reflect on forms and topics tomorrow in my final post for the month.  It’s possible that I will join “Slice of Life Tuesday” or another regular weekly posting.  I must do some work on my calendar to determine feasibility over the next couple of months as I modify an online graduate course and also plan for summer work.  This month has shown me, again, how important it is to both respond to other bloggers and/or tweet out their links.  The connections in the community are THE BEST!

But most importantly, this Slice of Life Challenge has confirmed my belief that teachers of writing must also be writers!

Again, Thanks!  This has been fun!  This has been great learning!  This has fueled my writing soul!

Slice of Life 28: Revising or Editing


(During March, I am blogging daily as a part of the Slice of Life Story Challenge!)  Special thanks to the hosts of the Slice of Life Challenge:  StaceyTaraDanaBetsyAnna and Beth.   More Slice of Life posts can be found at  Two Writing Teachers .

What is Revision?  What is Editing?

How would you explain the difference between these two processes?   In the CCSS, they are listed in the same anchor standard: “W.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.”

What is revising?

Once we define “revising” as literally meaning to “see again,” to look at something from a fresh, critical perspective, we can begin to teach it.  I used to use instruction that included “two stars and a wish” where partners respond with two elements of writing they like and one they wish that could be changed to strengthen the writing work.  It wasn’t specific enough.

How do we make the revision more visible to students?  Revising word choice has seemed easier to model.  “Circle two words in the work that seem repetitive, tired, or not clear.  Brainstorm possible words that would be stronger.  Make a decision to change at least one word in your writing piece.”

What was missing?  

I wondered if the  instruction needed to focus a bit more on the “why” for revision in order to emphasize that the purpose is to make the writing stronger.  Students studying written work  answered:  “Which of these two paragraphs is a stronger description?  Be prepared to state the specific details that are your evidence of strength.”     The before and after paragraphs are side by side here as they were projected on the screen:

Image

 

Which would you rather read?  Why?  How did those sentences change?   What does their “revising language” sound like when the students are talking about revising?

I did show the students the following list that I created when I brainstormed some ideas about how this old house looked and the underlined phrases showed where I had used them.

How the house looked?

  • paint peeling
  • cracked windows
  • weeds around the house
  • big house that takes up most of the lot
  • two stories
  • shutters falling off the side of the house

So this revision instruction began with students studying two pieces of writing to see the revising changes and then ended with showing them how a brainstormed list of “how it looked” was used for specific ideas that were added, removed and substituted.  The students loved that they knew the house was “old” without saying the word “kind of like a riddle.”

Student revision is now about more than just moving a sentence around as students talk about changing words or phrases as they move, add, remove or substitute in the revision process.

What is editing? 

Editing has often been explained as what a copy editor does to fix up the writing to get it ready for publication.  The goal is to make the errors so few that the reader’s thinking is not interrupted as he/she reads.  Typical conventions include capitalization, punctuation, spelling and usage.  In the Core those are found in the Language Anchor Standards:

L. 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

 

How does instruction provide opportunities to “self-edit” in order to strengthen their writing?  Technology makes this easier as squiggles under a word alert me to check the spelling, but students need to be doing the work of “editing”  – not the teacher with a red pen.

How does that instruction work? One way to literally show the difference between revising and editing might be to teach some acronyms as a part of a mini-lesson after a lesson in revising like the one above where students did the work to figure out “how” the revision happened.

I believe this photo came from a #tcrwp friend but I apologize because I cannot credit the owner as I was not saving the source or the date at that time.  Let me know if you recognize the source as I would love to add the correct attribution!

Image

How are your students strengthening their writing by revising or editing?  Do they “independently” revise or edit?

Slice of Life 27: Summers


(During March, I am blogging daily as a part of the Slice of Life Story Challenge!)  Special thanks to the hosts of the Slice of Life Challenge:  StaceyTaraDanaBetsyAnna and Beth.   More Slice of Life posts can be found at  Two Writing Teachers .

 

I am building on Anna Gratz Cockerille’s post from yesterday, based on work by Ralph Fletcher at #tcrwp last summer.  (Don’t take my word for it!  Go read the post so you know exactly how to write this kind of poem!)

 

Image

SUMMERS

Sometimes I remember
the good old days

Walking the bean fields to remove
the cockleburs and corn

Playing baseball with the cousins
in front of the barn

Eating Muscatine melons
and celebrating the summer

Swimming lessons at the park
grocery shopping after

Bike rides around the block
some days, all the way to Riverside

I still can’t imagine
anything better than that.

What do you remember about your childhood summers?

(Check out Anna Gratz Cockerille’s post from yesterday for more information about creating this type of poem!)

 

Slice of Life 26: Try it, You WILL LIKE it!


(During March, I am blogging daily as a part of the Slice of Life Story Challenge!)  Special thanks to the hosts of the Slice of Life Challenge:  StaceyTaraDanaBetsyAnna and Beth.   More Slice of Life posts can be found at  Two Writing Teachers .

 

Do you remember sitting at the dinner table with a plate in front of you with some completely un-recognizable stinky food?  And what did the responsible parent say, “Try it, you will like it.”  What was that food for you?  Something exotic like caviar or escargot?  Or something simpler like kohlrabis or asparagus?

Picture this:  my older sister is home from nurses’ training. The first “boy friend” is due for lunch.  We’re a family of six kids so there is no special menu much to my dismay.  “Why can’t we cook more than one chicken? Rats, Spanish rice. Why can’t we have a special meal?” are just a few of the questions rattling around inside my brain.  I know enough to not ask it out loud because silly questions at the table could mean more chores to do.

The table is crowded.  The skillet of Spanish rice is in the center.  We take turns scooping up portions.  “No heathens here.  We are polite.”  A vegetable bowl is passed.  Quiet descends as we clear our plates.  Then the visitor, the new boy friend says, “Pass the green beans, please.  Those are really good.”

Startled, I look at my sister. She looks down.  I look at Mom and she just shakes her head.  So I look down.  I want to say, “They aren’t green beans, buddy!” but I know if I do there will be consequences.

We are almost finished when Dad gets home and joins us at the table.  He asks for the vegetable, “Pass the asparagus, please.”

I wince.  Will he laugh?  Did he even hear?  Who is this city slicker who doesn’t know the difference between green beans and asparagus?  Then we hear, “You know, they did taste a bit different.  But I’m color blind, and they look just like green beans to me.”  We still thought he was a “rube.”

Asparagus is/was a favorite food for many at our house.  I loved the Minneapolis IRA conference a few years ago because every restaurant we went to had asparagus on the menu.  A co-worker hated every restaurant we went to because every dinner included asparagus.  She saw no redeeming qualities in asparagus.  She has moved on, but I am thinking of sending her this recipe to see if she wants another “go” at asparagus.

Crispy Baked Asparagus Fries

Ingredients:
1 pound asparagus, trimmed
1/2 cup flour
2 eggs, lightly beaten
3/4 cup panko breadcrumbs
1/4 cup grated parmesan
salt and pepper to taste

Directions:
Dredge the asparagus in the flour, dip them in the egg and then into a mixture of the panko breadcrumbs, parmesan, salt and pepper.
Place the asparagus on a wire rack on a baking sheet and bake in a preheated 425 oven until golden brown, about 7-13 minutes.

Do Crispy Baked Asparagus Fries sound good to you?
This story lives on . . .

I couldn’t type this story without laughing.  It’s a favorite story that is recounted every time “anyone” in the family brings a new person to “meet” the family. The details vary according to the memories of that particular sibling.  When my younger sister emailed this recipe, one response was, “Maybe we should call them ‘Crispy Baked Green Bean Fries'” and another sibling responded with,  “Then – – – – -, (brother-in-law) would eat them!”

Poor guy. Still being picked on decades later!

 

Do you remember being “told” that you would like something, but the romance quickly fizzled and you really didn’t even like whatever the something was?

Does that happen to our children?   Are they told, “Here, read this story today! You will love it, because I loved it when I was a student!”

Or even worse, “I STILL love it, but I haven’t really read it during the last five years.”

(And if you are lucky, the student ONLY thinks and does not shout out loud, “WOW! This is so lame.  There is no way that I will ever like this story!”)

When have you been told to “try it, you will like it?”  Was it really that simple? Did you like it?

Slice of Life 25: Are you in the pool?


(During March, I am blogging daily as a part of the Slice of Life Story Challenge!)  Special thanks to the hosts of the Slice of Life Challenge:  StaceyTaraDanaBetsyAnna and Beth.   More Slice of Life posts can be found at  Two Writing Teachers .

I had my Bartlett’s out yesterday looking for quotes about writing.  I was hoping to find the source of “Teachers of writing need to write!”  Is there a single author that has been attributed to?

Instead I lingered over some of these quotes and actually added and tagged them in Evernote.

“We are all apprentices in a craft where no one ever becomes a master.”
—Ernest Hemingway

 

“If a nation loses its storytellers, it loses its childhood.”
—Peter Handke

 

“The first sentence can’t be written until the final sentence is written.”
—Joyce Carol Oates, WD

 

“Just write every day of your life. Read intensely. Then see what happens. Most of my friends who are put on that diet have very pleasant careers.”
—Ray Bradbury, WD

 

“Remember: Plot is no more than footprints left in the snow after your characters have run by on their way to incredible destinations.”
—Ray Bradbury, WD

 

“Writing is not necessarily something to be ashamed of, but do it in private and wash your hands afterwards.”
—Robert A. Heinlein

 

“Begin at the beginning,” the King said gravely, “and go on till you come to the end: then stop.”
– Lewis Carroll

I began this blog because I felt very strongly that as a teacher of writing, I needed to be writing. I needed to feel both the joy and the pressure of writing published for the world with that nagging voice, “Is this good enough?”  Will anyone read this?”

Blogs that spoke to me on this same message yesterday included:

  • Our real power – Authentic Writing  – Dana Murphy from Two Writing Teachers (You have to read this one as no summary will do it justice!)
  • To Be a Writer, You Only Need to Do Two Things by Joe Bunting       (and those two are – 1. Write your story.   2. Share your story with the world.)
  • And these quotes from Shana Frazin’s presentation Tips for Conferring with Writers at #TCRWP’s Saturday Spring Reunion –   “Tip No. 1 You gotta get in the pool if you wanna swim.”  “in other words, in order to teach writing, you need to do some writing. (The quote that began my search!)

 

Have you written your story?

Have you shared with your teachers and your students?  The World?

 

Slice of Life 24: Maximizing Instructional Time


(During March, I am blogging daily as a part of the Slice of Life Story Challenge!)  Special thanks to the hosts of the Slice of Life Challenge:  StaceyTaraDanaBetsyAnna and Beth.   More Slice of Life posts can be found at  Two Writing Teachers .

How do teachers maximize time for student benefits?

Tip One:  Increase talk time of students in order for them to solidify their learning.  A very specific tip was shared by Lucy Calkins at the Spring Saturday Reunion at Teachers College.

Image

Five minutes.  Find five minutes for students to talk after they have been reading.  No cost.  No text dependent questions. No quiz.

“TALK!” – Lucy Calkins

Chapter 1 “Why Talk is Important in Classrooms” from Doug Fisher and Nancy Frey’s Content Area Conversations will give you additional ideas about the value of talk including “Reading and writing float on a sea of talk.”

*

Tip Two:  Maximize your use of small groups across the day from Shanna B Schwartz.   “Weave small groups across the day, through reading workshop, writing workshop and word study periods.”  Use small groups to help students meet targets and accelerate learning!

Image

Another source of information about “small group” instruction is Debbie Diller’s Making the Most of Small Groups:  Differentiation for All.  In this book Diller also explains the difference between guided reading groups and small groups working on such skills as comprehension, fluency, vocabulary, etc.  The goals of the group are determined by the data upon which they are formed!

 

How do you use TALK after reading to improve comprehension?  How do you use small groups across the day?

Slice of Life 23: How much reading is enough?


(During March, I am blogging daily as a part of the Slice of Life Story Challenge!)  Special thanks to the hosts of the Slice of Life Challenge:  StaceyTaraDanaBetsyAnna and Beth.   More Slice of Life posts can be found at  Two Writing Teachers .

I LOVE to read.  I LOVE reading.  I typically READ just about anything. Reading is my preferred activity over cooking, cleaning, or crafting. I could be considered a voracious reader by some.  I read quickly when I am reading for fun.  I will read almost anything but I do not like vampires, fantasy or science fiction very much.  When I find an author that I like, I devour ALL their texts.  When I find something I really like, I may reread it.  There are times during the year when my reading life seems to suffer.  While writing blog posts every day, I do have less reading time. Is it “okay” that my reading seems to have an ebb and flow?  How much should I be reading? What should I be reading?

I believe that I need to be familiar with authors and texts in the field of literacy.  I have my favorite authors and this year they all deal with loving literacy:  Chris Lehman and Kate Roberts, Donalyn Miller, Penny Kittle, Kylene Beers, Dorothy Barnhouse and Vickie Vinton, Jim Burke, Kelly Gallagher, and all the authors of the fabulous Units of Study in Writing from Teachers College. My reading of YA varies according to the favorites of students in the buildings where I work.

How does reading play out for our students?  How much should they be reading?

In Book Whisperer, Donalyn Miller challenges her middle school students to read 40 books per year.  That is basically one book per week, including reading over holidays and school breaks.  A student who has developed those “reading habits” is likely to be successful as they move through life.  In Reading in the Wild, Donalyn is more specific about the “habits” that students need in order to be life-long readers.  Those numbers seem to make sense because a student will “be in the story” and stay connected to the text in those time frames.

For our struggling Middle School and High School students in Second Chance for Reading, I have suggested teachers set 30 books per year as the goal for students.  If teachers have expectations and are carefully monitoring student work, 30 books is ambitious for students who have been less than successful in reading for years. It’s doable, a stretch but yet highly possible if the habit of reading becomes a part of a daily routine.

But is that “good enough” for our children? How long to read a book?

I was following the Twitter stream from the Saturday reunion at Columbia’s Teachers College and several tweets caught my eye. Exactly what books should students be reading and for how long?

Image

So taking Hatchet and spending a week and a half on it would fit with Donalyn Miller’s goal of 40 books per year. Is this happening?  Are students allowed to read a book like Hatchet in a week and a half?  I believe this also fits with the belief behind CCSS Reading Anchor #10:  “Read and comprehend complex literary and informational texts independently and proficiently. Yet, it seems like I should be doing more in order to have teachers and students consider the “sheer volume” of what they are reading.

Are there books that should be “whole class” books in grades 3-6?  If yes, what would be the characteristics of such a book? And how “many” of these would a child read during any given year?

I remember working on Language arts curriculum 20 years ago when teachers wanted certain books to be on a “protected list” so teachers in grade 3 would not use a book reserved for grade 4 because then it could not be used for prediction.  But what is the real goal of a “class book”?  If it truly is to have all students explore specific texts, will the class read at the same pace? Is it about the “activities” that accompany the book and its reading? What about a book club approach?

This tweet of a quote from Kelly Gallagher caught my eye:

Image

So Kelly would agree with Donalyn Miller that students should not be spending forever on a class book.  Dragging a novel out into 9 weeks’ worth of work turns it into a “9 week worksheet”!  That belief has also been espoused by Richard Allington who has said that students need to read “more” in order to be better readers!

Are there some books that every fourth grade student should read?  That would be a great source of conversation for a team of fourth grade teachers.  What literature is that important and that interesting for the students?  The same question would apply for informational text, poetry and drama.  Those decisions can and should be made at a local level.  The caution would be in “not allowing” a whole class text to be the only reading at the time and also not to be drug out as Gallagher’s quote reminds us.

How much should a student read every day?

Image

The original source of this quote is not listed but think about this for a minute.  To stay on the same level (maintenance), a student needs to read just right books for an hour each day and a common expectation in about 3/4 of a page per minute. So a quick check by a teacher 5 minutes into a silent sustained reading time would suggest that all students had read at least 3 pages.  If a reading log/goal setting page includes the page started, a teacher could quickly move about the room conducting a visual scan.  This would be data that could allow the teacher to form groups to discuss goals and purposes for reading.

The goal would not be public humiliation.  I have used “bribes” for reading – pizzas, food, parties, etc. in order to encourage students to read more.  Sometimes the food begins as the “reason/purpose” for reading until a student becomes “hooked” on reading and then begins to ask for books for gifts!  Students do not need to take quizes to show their understanding of books.  Carefully remove barriers or practices that are “counter-productive” to reading MORE!  Consider how you can help your students be daily readers who will carry that habit over into the summer even when you, the teacher, are not around!

How much are your students reading?  How do you encourage them to set HIGH expectations for their own reading?

Slice of Life 21: 6:15 on a Friday


(During March, I am blogging daily as a part of the Slice of Life Story Challenge!)  Special thanks to the hosts of the Slice of Life Challenge:  StaceyTaraDanaBetsyAnna and Beth.   More Slice of Life posts can be found at  Two Writing Teachers .

Today’s idea courtesy of Stacey under 3/20/14 “Be Inspired” with original from @MrsDay75 “8:15 on a School Day.”  

6:15 on a Friday

It’s 6:15 am
Tick, tock
Pour a cup of coffee
Tick, tock

*
Check the weather
Tick, tock
Check email
Tick, tock

*
Check my Twitter Stream.
Retweet,
Favorite,
Mention,
Check for slices.
Tick, Tock

*

Grab the carafe
Pour a second cup
Watch the news
Begin my list
Tick, tock.

*
Let the dog out
Feed and water
Check my grocery list
Tonight’s the night
to grocery shop.

*
Start the car.
Hit defrost.
Turn up the heat
Calendar says, “spring”
The day says, “cold.”
Tick, tock.
*
Rinse out coffee cup,
Fill travel mug,
Brush my teeth,
Pack up and GO,
On the road,

Off to school!

Tick, tock!

Present Perfect

adventures in multiple tenses

Leadership Connection

from Great Prairie AEA

The Blue Heron (Then Sings My Soul)

The oft bemused (or quite simply amused) musings of Krista Marx -- a self-professed HOPE pursuing Pollyanna

Middle English

Life as an English teacher leader

steps in the literacy journey

Walking the Path to Literacy Together

arjeha

Smile! You’re at the best WordPress.com site ever

Resource - Full

Sharing Ideas and Resources

Joel Pedersen

be that #oneperson

adventuresinstaffdevelopment

All Things Literacy! Brianna Parlitsis

TWO WRITING TEACHERS

A meeting place for a world of reflective writers.

elsie tries writing

"The problem with people is they forget that that most of the time it's the small things that count." (Said by Finch in All the Bright Places by Jennifer Niven. These are my small things that count.

I Haven't Learned That Yet

This blog serves to document my path of learning and teaching.

Simply Inspired Teaching

A blog by Kari Yates

Reflections on Leadership and Learning

Sharing my learning experiences

AnnaGCockerille Literacy

The Generative Power of Language: Building Literacy Skills One Word at a Time

Reading to the Core

Just another WordPress.com site

Karen Gluskin

My Teaching Experiences and Qualifications

To Read To Write To Be

Thoughts on learning and teaching